What is an inclusive classroom, and how does it benefit learning
During my years as an English teacher, and teacher trainer, I have often discussed with my peers and student teachers the principles of an inclusive classroom environment, and how the utilization of this methodology as the foundation for classes can benefit our students overall ability, and willingness to learn English.
I was quite surprised to find that a certain percentage of teachers either had no idea what this concept meant, were not willing to implement the principles, making excuses such as “It won’t work here” or, “ It takes too much extra time and effort” or, they worked in an institution that has hung on tightly to ancient, archaic principles which most people relegated to the methodological scrap heap in the last millennium. The percentage of teachers and institutions unwilling to change their approach and mentality to suit the modern times and the expectations of students is disturbing, but, on the positive side, there is an ever increasing percentage who do, and it is these institutions, and their teachers who are leading the way in the provision of quality education.
So, what is an inclusive classroom?
Well, in general terms, an inclusive classroom is where all students, regardless of their academic level and capabilities learn together in an environment that allows them to work as a team and to have the opportunity to make multi-faceted contributions to the running of the classroom in an equal and respectful manner. The inclusive classroom empowers students by giving them the feeling that they can not only be creative in what they produce, but, that they are respected enough to have a voice in how their classroom is run.
The steps for creating an inclusive classroom are quite simple. Yes, they may require changing the mindset of some teachers and institutions, but the benefits for students are undeniable
1. CLASSROOM RULES. Every classroom should have rules, but instead of the rules being traditional, mandatory and inflexible, allow the students the opportunity to contribute through their own suggestions. Conduct meetings where you ask students to get into groups and suggest rules that they believe are suitable for the purpose pf maintaining a successful classroom environment. By giving students a voice in this process, you are automatically creating a higher level of student respect due to the fact that firstly, the students contributed to the rules that they follow, and secondly, because they believe that you respected them enough to listen to, and adopt some of their suggestions. By using a combination of traditional, and student suggested rules, you should find that a more respectful environment is established.
2. DEVELOP THE MENTALITY THAT STUDENTS ARE PEOPLE, not just numbers, or anonymous faces. It is important to remember that students experience the same feelings and emotions as we adults do, the difference being that they do not have a lifetime of experience, or the level of maturity that we do when it comes to how they react to these situations. How a 7 year olds reaction to tragic news, or a 14 year old counters the negativity or ramifications of a family problem is far different to how we as adults would handle it. When a student behaves in a manner that is problematic, rather than yelling, or punishing them, we need to talk to them, find out what is wrong, to console them and to show our compassionate human side. We must remember, that for some of our students, we could be the most positive, non-threatening aspect in their lives, and due to our non-political position, we could be the perfect person for them when it comes to talking out, and resolving issues.
3. ASK STUDENTS WHAT THEY NEED AND EXPECT FROM US. Just because we are teachers does not mean that we know everything, and that we are perfect at what we do. Times change, as do the lives and expectations of our students. What we learned years ago in university, and have traditionally based our methodology and approach to students upon may no longer meet the needs and expectations of our students. Have classroom discussions; ask your students what they expect, and how they expect us, as a class, to achieve our objectives. By doing this, our approach to our classes, our methodology, and our general attitude will be in a state of continual change and development which will not only be good for our students, but also for us as It will help to make us more relevant as teachers.
4. GIVE STUDENTS MANY OPPORTUNITIES TO USE WHAT THEY LEARN. There is no point in learning a second language if it is stuck in their heads with no form of escape. Students need frequent, and varying ways to practice their English, be it through presentations, role plays, projects, interviews etc. Two old adages that ring as true today as they ever have, “Practice makes perfect” and, “ If you don’t use it, you lose it” should always be in the mind of teachers when they are planning upcoming activities for their students. Remember, the purpose of learning a second language is to communicate, and if we don’t take every opportunity to do that, then ultimately we fail as teachers.
5. GROUP WORK. Create as many activities as possible where your students can work in groups. Group involvement encourages cooperation, respect, peer teaching and teamwork, skills which are essential in their future adult lives, and so easy to instill in them when they are still young.
6. CLASSROOM INSTRUCTIONS. Give clear, concise instructions to students for every activity. Explain to them what they are going to do, the process they will go through in order to achieve it, and your expectations for when they have finished. Another important point is to allow them the opportunity to ask as many questions as they deem necessary without having the feeling that they are inferior in any way.
7. TEACH COMPREHENSION AND COMPASSION FOR OTHERS. Create regular activities that teach your students compassion for others, be it for their peers in the classroom, their family and friends, or for society and its problems in general. Teach students that they are not an island, nor are they the center of the universe, and that with every action, or decision that they make, there are consequences that affect others, and that the effects that they inflict on others should always be positive. The classroom is the perfect venue for the teaching of empathy and the essential social bonding skills that they will inevitably need in order to grow, and mature into valuable adults in the future.
Are you ready to embrace the principles of the Inclusive Classroom?
David White
Managing Director English For You Language Institute Trujillo Peru.
Headmaster American School (Bilingual ib school) Trujillo Peru
International conference presenter
International academic consultant.
dwenglishforyou@outlook.com
Originally written and published in 2015 / Reviewed and republished in 2018.
During my years as an English teacher, and teacher trainer, I have often discussed with my peers and student teachers the principles of an inclusive classroom environment, and how the utilization of this methodology as the foundation for classes can benefit our students overall ability, and willingness to learn English.
I was quite surprised to find that a certain percentage of teachers either had no idea what this concept meant, were not willing to implement the principles, making excuses such as “It won’t work here” or, “ It takes too much extra time and effort” or, they worked in an institution that has hung on tightly to ancient, archaic principles which most people relegated to the methodological scrap heap in the last millennium. The percentage of teachers and institutions unwilling to change their approach and mentality to suit the modern times and the expectations of students is disturbing, but, on the positive side, there is an ever increasing percentage who do, and it is these institutions, and their teachers who are leading the way in the provision of quality education.
So, what is an inclusive classroom?
Well, in general terms, an inclusive classroom is where all students, regardless of their academic level and capabilities learn together in an environment that allows them to work as a team and to have the opportunity to make multi-faceted contributions to the running of the classroom in an equal and respectful manner. The inclusive classroom empowers students by giving them the feeling that they can not only be creative in what they produce, but, that they are respected enough to have a voice in how their classroom is run.
The steps for creating an inclusive classroom are quite simple. Yes, they may require changing the mindset of some teachers and institutions, but the benefits for students are undeniable
1. CLASSROOM RULES. Every classroom should have rules, but instead of the rules being traditional, mandatory and inflexible, allow the students the opportunity to contribute through their own suggestions. Conduct meetings where you ask students to get into groups and suggest rules that they believe are suitable for the purpose pf maintaining a successful classroom environment. By giving students a voice in this process, you are automatically creating a higher level of student respect due to the fact that firstly, the students contributed to the rules that they follow, and secondly, because they believe that you respected them enough to listen to, and adopt some of their suggestions. By using a combination of traditional, and student suggested rules, you should find that a more respectful environment is established.
2. DEVELOP THE MENTALITY THAT STUDENTS ARE PEOPLE, not just numbers, or anonymous faces. It is important to remember that students experience the same feelings and emotions as we adults do, the difference being that they do not have a lifetime of experience, or the level of maturity that we do when it comes to how they react to these situations. How a 7 year olds reaction to tragic news, or a 14 year old counters the negativity or ramifications of a family problem is far different to how we as adults would handle it. When a student behaves in a manner that is problematic, rather than yelling, or punishing them, we need to talk to them, find out what is wrong, to console them and to show our compassionate human side. We must remember, that for some of our students, we could be the most positive, non-threatening aspect in their lives, and due to our non-political position, we could be the perfect person for them when it comes to talking out, and resolving issues.
3. ASK STUDENTS WHAT THEY NEED AND EXPECT FROM US. Just because we are teachers does not mean that we know everything, and that we are perfect at what we do. Times change, as do the lives and expectations of our students. What we learned years ago in university, and have traditionally based our methodology and approach to students upon may no longer meet the needs and expectations of our students. Have classroom discussions; ask your students what they expect, and how they expect us, as a class, to achieve our objectives. By doing this, our approach to our classes, our methodology, and our general attitude will be in a state of continual change and development which will not only be good for our students, but also for us as It will help to make us more relevant as teachers.
4. GIVE STUDENTS MANY OPPORTUNITIES TO USE WHAT THEY LEARN. There is no point in learning a second language if it is stuck in their heads with no form of escape. Students need frequent, and varying ways to practice their English, be it through presentations, role plays, projects, interviews etc. Two old adages that ring as true today as they ever have, “Practice makes perfect” and, “ If you don’t use it, you lose it” should always be in the mind of teachers when they are planning upcoming activities for their students. Remember, the purpose of learning a second language is to communicate, and if we don’t take every opportunity to do that, then ultimately we fail as teachers.
5. GROUP WORK. Create as many activities as possible where your students can work in groups. Group involvement encourages cooperation, respect, peer teaching and teamwork, skills which are essential in their future adult lives, and so easy to instill in them when they are still young.
6. CLASSROOM INSTRUCTIONS. Give clear, concise instructions to students for every activity. Explain to them what they are going to do, the process they will go through in order to achieve it, and your expectations for when they have finished. Another important point is to allow them the opportunity to ask as many questions as they deem necessary without having the feeling that they are inferior in any way.
7. TEACH COMPREHENSION AND COMPASSION FOR OTHERS. Create regular activities that teach your students compassion for others, be it for their peers in the classroom, their family and friends, or for society and its problems in general. Teach students that they are not an island, nor are they the center of the universe, and that with every action, or decision that they make, there are consequences that affect others, and that the effects that they inflict on others should always be positive. The classroom is the perfect venue for the teaching of empathy and the essential social bonding skills that they will inevitably need in order to grow, and mature into valuable adults in the future.
Are you ready to embrace the principles of the Inclusive Classroom?
David White
Managing Director English For You Language Institute Trujillo Peru.
Headmaster American School (Bilingual ib school) Trujillo Peru
International conference presenter
International academic consultant.
dwenglishforyou@outlook.com
Originally written and published in 2015 / Reviewed and republished in 2018.
Comments
Post a Comment