Prior to integrating social-emotional learning strategies in the classroom,  educators need to be aware that students may come from different backgrounds and may not interact in the same way as the mainstream culture. Similarily, teachers should be aware that students within their classroom may not be coming from a similar upbringing as them (Dewar 2003). Thus, educators must keep an open mind while communicating, teaching and assessing their students. In fact, “Students [should] have clear instructions about teacher expectations. Likewise, the “teacher [must] understand where [his or her students] are coming from literally and figuratively” (Dewar 2003). Unfortunately, it may be easy to form judgements about students who may appear different from what is socially “normal” in a mainstream culture; naturally, students coming from different cultures may express their emotions differently which may or may not seem appropriate.

                 It is essential that all children have proper guidance by their educators “to help them recognize and learn to function in different cultural settings” (Miller 2013).  Likewise, if educators eradicate their own bias, act as role models and get to know their students they may also prevent students to have negative opinions about their peers who appear to be “different”.  Educators can effectively create a friendly environment within the classroom in which differences are accepted and celebrated through actively modelling and guiding their students.

               Overall, attention must be payed to  the social and ethical dimensions of learning. As an educator, I hope to encourage students to understand diversity of different students by educating them about different cultures and perspectives.