As teachers we should focus on the importance of creating supportive learning environments which instil the notion of inclusivity of all students, with or without disabilities. As students enter the classroom they bring a mixture of cultural, academic and behavioural diversity with them (Watkins, 2005). As teachers we need to embrace the unique qualities that each student holds and make the most of this diversity to enhance the learning outcomes of all students. This critical reflection aims to identify how teachers can set up the learning environment to specifically maximise teaching and learning for all. In correspondence to each idea mentioned, I will also reflect on some potential advantages and challenges that beginning teachers may …show more content…
As beginning teachers, even though we cannot change whole school policy and practice, does not mean we cannot reflect our ideals and beliefs within our classroom and model our behaviour for others (Ashman & Elkins, 2008). As teachers we are particularly in a significant position where we can influence our students’ attitudes and have the opportunity to ultimately facilitate the change towards more inclusive communities and schools.
Fundamentally the role of the classroom teacher is to implement strategies to support, engage and extend the learning of all individuals. In order for this to occur we need to also consider how we involve, collaborate and communicate with parents, fellow colleagues and specialised teachers. Ashman and Elkins (2008) state that teachers need to make themselves aware of the support systems they can access or create to support the needs of all students. This in turn will ultimately enhance teaching potential allowing teachers to fully maximise learning for all. I personally believe that collaboration is not only essential to the professional growth of teachers (Cramer & Stivers, 2007), but a vital key when acting in the best interest of the students and their families.
Successful communication is particularly crucial when forming supportive and respectful relationships with our students and their respective parents. During my practical experience I noticed a number of collaborative initiatives that were implemented
Critical issues facing educators today include; educational inequity, socio-economic status of students, cultural diversity, stereotyping, dominate cultural paradigms, and social disadvantage. Because of these issues, educators will be best prepared for classroom life if they find ways to adapt and modify the learning environment in order, to provide for inclusive regardless of the learners needs. All children in Australia are presented with the opportunity to attend schools which are designed to be inclusive for any and all abilities. Due to the diverse nature of the school age population in Australia classrooms are made up of an assortment of needs in relation to social, cognitive, and physical areas of learning.
The focus of this assignment is the key factors that influence inclusive teaching and learning and how it is incorporated into my specialist subject area. It is likely that you will be teaching a diverse group of students – from various backgrounds, with differing levels of prior learning and expectations, as well as different learning needs. Taking an inclusive approach when teaching will help to ensure that your teaching meets everyone’s needs enabling students to learn effectively. As a result students will feel that they belong in the classroom and learning environment. Inclusive learning means treating all of your students fairly and equally.
‘’Working together in partnership allows a parent to see exactly what goes on in the classroom and how the staff cope with a large number of children. There is mutual appreciation and understanding of each other’s role.’’ C.Hobart and J.Frankel A practical guide to working with parents 2003
Creating an inclusive learning environment is an extremely important aspect of modern education, which, according to Gravells (2008: p18), ensures that “[…] all learners are entitled to be treated with respect and dignity. Everyone is an individual, with different experiences, abilities and needs.” She also offers a brief explanation of inclusivity (2008: p18), which is “[…] involving all learners in relevant activities rather than excluding them for any reason directly or indirectly.” Inclusion has also been defined by John Tomlinson (1996: p26) as “the greatest degree of match or fit between individual learning requirements and provision”. In the other words, inclusive learning environment nurtures individual potential of all learners,
Aside from providing children with academic benefits, it provides them with a better understanding and respect for diversity. Being in a setting with many different types of students with different needs and abilities provides students with a way to learn about differences and how they can help others. In the Success For All study, results showed that the children involved in the study had “a reduced fear of human differences accompanied by increased comfort and awareness.” (Stout, 2001) If children are separated in the school because of their developmental differences then they will never truly learn that it is okay to be a unique individual. The idea that it is acceptable to be different should become a common knowledge to our students. With that knowledge, our students can make the future a better place for everyone. It has been said that the goal of inclusion is to “create a world in which all people are knowledgeable about and supportive of all other people.” (Whitworth, 1999)
Diversity encompasses numerous characteristics including socio-economic background, ethnicity, special needs, gender, and giftedness (Cazden, 2001). Today, classrooms are getting more varied and diverse with students from diverse linguistic and cultural backgrounds, and students with a disability. It appears that teachers must meet the needs of all students successfully and individually to effectively teach a classroom of diverse students. This paper will first identify three challenges involved with ensuring that teaching strategies are
During the ten years that I have worked in primary education inclusivity has played an increasingly important part when considering how the curriculum can be delivered and how a classroom can be managed to ensure that it is accessed by all children. Experience of working within a primary classroom has shown that the accommodation of students with Special Educational Needs (SEN) and the delivery of inclusive lessons have had a vital part to play when determining classroom
Collaborating with children will be important because they are able to provide feedback on learning, give suggestion about what they are interested in learning, and create plans to execute learning. As the teacher I am giving my students the freedom to carry out their own learning within boundaries with me there to support them (Bredekamp, 2014). Collaborating with families is important as well because they are the experts on their child (Mcafee & Leong, 2007). I will do this by communicating clearly, honestly, and sensitively with each child’s family. When working with families I will look at them as an equal partner. Both the teacher and the family member(s) can provide information about the child that can tailor instruction to best suit their needs (Gonzalez-Mena, 2002). Communicating and working with other professionals will also an essential aspect of being a teacher. Other professionals will be able to bring insights about particular situations and provide ways to improve instruction, flow of classroom, and outcome of learning and/or behavior. Overall, to maintain all of these collaborative relationships it is essential to continue to reflect on what is working, what can be improved, and what the goals are we working towards (Sandall & Schwartz, 2002). After having the opportunity to observe and work in a variety of classroom settings, I was able to see how successful collaborative relationships can foster the development of young children. For example, I was working in a preschool classroom had a special education teacher working in the classroom with a student and applied some of the accommodations throughout the room. While talking to the special education teacher, I realized that these accommodations (hand fidgets, visual schedule, and looking at the classroom setting/environment and how it makes the students
Inclusion in classrooms can further benefit the communication skills and sense of community among students with and without disabilities. “Children that learn together, learn to live together” (Bronson, 1999). For students with special needs, inclusive classrooms provide them with a sense of self-belonging. The classrooms provide diverse environments with which the students will evolve feelings of being a member of a diverse community (Bronson, 1999). For students without disabilities, they learn to develop appreciation of the diversity. The classrooms provide many opportunities for the students to experience diversity and realize that everyone has different abilities that are unique and acceptable. From this realization, the students will learn to be respectful for others with different characteristics (Bronson, 1999). Inclusion in classrooms is beneficial to all students’ individual and community growth.
Rationale: Collaboration and communication is necessary for parents because parents concerns matter when it comes to their child’s educational needs. According to (NAEYC,2007), creating two-way communication with families and teachers so that they are better equipped to deal with the families concerns and the needs of the students. Please review this
Through my theoretical and small practical understanding of inclusive education I will be embracing the concept and practice of inclusion through the use of the term Curriculum Differentiation, which is all about arranging the classroom learning environment to be more suitable for students of all types, abilities and learning capacities to have the chance to reach their own individual maximum potentials (Carpenter, 2010). Through researching and learning about inclusion I have come to believe and agree with the statement of “Diversity not Deficit” when teaching in an inclusive school or classroom (Queensland Government, 2005). This statement reflects my own personal philosophy of inclusive education, as it pushes my strong belief that education is about not seeing any of the students, their families or the
I am an effective communicator with all stakeholders of the Port Lincoln High School. This is demonstrated through quality of relationships I have with my current students in particular. I achieve this by being open, clear, concise, honest and approachable in my dealing with all students. I work closely with them to develop, structure and negotiate clear short term and long term goals and pathways. I understand that students do not learn through isolation rather through exchanges. I use this concept to inform my interactions with my students. As a consequence, I have developed the ability to have both informal and formal conversations with my students. This ability enables my students to feel a sense of well-being and belonging, thus enabling them to achieve their potential.
Personal beliefs, values, and attitudes shape and influence our everyday lives. Blaise and Nuttall (2011) state that beliefs, values, and attitudes about families, communities, and citizenship are formed by our upbringing, personal experience, education and social norms. Thus, providing the framework for all decisions, behaviour, and judgments we make. As a preservice teacher, it is imperative to work continuously towards being able to offer an inclusive classroom environment, and it is essential that I am aware of any potential biases that may unconsciously appear in my teaching practices. Therefore, I need to be mindful of my values and attitudes at all times and consider a different discourse if these show prejudice in any way. Department of Education, Employment and Workplace Relations [DEEWR] for the Council of Australian Governments (2009) claim that to efficiently unravel hidden biases and assumptions I hold in regards to families, communities, and children’s citizenship I will need to reflect critically on what they mean to me. Identifying the factors that have shaped my views and how these could impact on my teaching practices. Followed by strategies that could help ensure I am inclusive of all families, communities, and citizenship in the future.
It is crucial that the teacher strives to establish a healthy relationship with parents and families because it creates a solid foundation for the student’s learning. “Effective communication is essential to create strong school-home partnerships and to increase parental involvement” (Graham-Clay, (n.d.), pg.126). This significant relationship has shown positive results and is worth the time the teacher invests. Communicating with parents is an important step in a child’s educational performance. “Involving parents and families in their child’s educational progress results in better scholastic achievement…teachers get a better idea of their students’ background knowledge and abilities” (Brown, 2017, para. 4). The teacher develops an understanding of what students’ funds of knowledge consists of and this can be applied into the classroom to reach the diversity of students.
A teacher’s assumptions can be made through experiences with schooling, their childhood, their own abilities and challenges, the amount of experiences with diversity and different cultures. Through experiences teachers can be motivated, hindered, misinformed, and create bias that affect the dynamics of classroom life. A teacher may have certain views on the roles and responsibilities of teachers that affect the climate for learning and classroom community. Furthermore, depending on how comfortable a teacher may feel with the surrounding of the school and social context may hinder or enhance their participation in the community and advocacy. It is crucial for teachers to reflect on their previous experiences, bias, and assumptions and examine if they are affecting the dynamics of your classroom. Furthermore, teachers should look for professional resources and social experiences to better understand the needs and environment of their students. This may help eliminate any bias and create an understanding to implement a warm accepting environment.