Making
a classroom an inclusive place for learning is the best way to teach children.
Many children have exceptionalities when it comes to learning. These learning
exceptionalities are at times diagnosed and official, at times they are not.
Just because they are not diagnosed does not mean they are not valid.
When a learning environment is not
inclusive, not all students will learn. The students who are stronger
academically may be able to learn, but not all of the students will. Many of
the students will shut down and stop paying attention. They will not trust the
teacher so they will not be willing to come for help. They will not trust
efforts that are made to help them especially if they are used to being singled
out and isolated.
As a teacher it is important to take
these exceptionalities into consideration when planning a lesson. By planning a
lesson that is inclusive to all you’re making a classroom where students feel
that they are welcome and a part of.
When a child believes that they are
capable, they will be more willing to learn. Making accommodations in the
classroom can be something as simple placing them in the front row where they
have a better sight line to the lesson, or allowing for extra time when
needed.
Making
small adjustments can help build a relationship of trusts with the children and
build a better learning environment.
When a child believes they have a
place within the classroom they are more open to the learning process. This is
achieved by building trust in the students and showing the students that as a
teacher you trust them. This can be done by giving students choices and
allowing them to have a say in classroom procedures.
The accommodations and trusting
relationships that are built in a classroom allow for students to learn. When
classrooms do not have the welcoming atmosphere that is comforting and gives
students a sense of security, it is less likely that every student can learn in
that environment. When the internal environment of a classroom is open and
welcoming, the students have a higher chance of success.
Sources
Ames, Carole. "Classrooms: Goals, Structures and Student
Motivation." Journal of Educational Psychology (1992): 261-271.
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