Creating a healthy campus community is about the ‘whole’ student, recognizing the powerful link between physical health, emotions, thinking, behaviour, social interaction, and student success; it means taking a holistic approach to teaching that doesn’t artificially separate ‘academic’ support needs from ‘personal’ support needs. Teaching students as ‘whole’ people also involves understanding their diverse experiences of privilege and oppression. In this section, faculty share teaching practices that acknowledge students’ bodies, histories, and lives outside the classroom.
- Tenniel Rock: Facilitating Embodied Activities
- Joanne Badida: Connecting Students to the College Community
- Tenniel Rock: Supporting Racialized Students
- Jen Porter: Inclusive Language in the Classroom
Tenniel Rock: Facilitating Embodied Activities
Tenniel Rock tells us about some of the ways she encourages students to stay present and alert through embodied activities.
If you have any questions about what Tenniel shared in this video, feel free to contact her at trock@georgebrown.ca.
Joanne Badida: Connecting Students to the College Community
Joanne Badida talks about her strategies for connecting students to the whole college community, recognizing that they will have needs that can be met by GBC beyond the classroom.
If you have any questions about what Joanne shared in this video, feel free to contact her at joanne.badida@georgebrown.ca.
Tenniel Rock: Supporting Racialized Students
Tenniel Rock walks us through some of the practices she uses to ensure that racialized students have a supported voice in her classes.
If you have any questions about what Tenniel shared in this video, feel free to contact her at trock@georgebrown.ca.
Jen Porter: Inclusive Language in the Classroom
Jen Porter shares her thoughts about inclusive language in the classroom and how it can empower students to be self-advocates in their learning.
If you have any questions about what Jen shared in this video, feel free to contact her at jenporter@georgebrown.ca.
