poor learning behaviors it can be tackled by getting to know your students what would be an attention grabber for them
being in large class it can be tackled by grouping students
difficult home lives it can be tackled by getting the support from head teacher and other teachers to reach out to the home and encourage them to be more supportive to their child. Having parent teacher conference.
Yes I agree with your suggestions Moses. But I am wondering, for those who teach at institutions of higher learning how can difficult home live be handled since we are dealing with adults. Any suggestions?
Hi Florence, I think where we are teaching adults then counselling centres can be an advanced solution however trying to be respectful and friendly may help to be identify that the student is having a difficult home life. You can let them know that you are approchable at the same time imparting knowledge and defining expectations to bulid on perseverance. Excalation can be done if this cannot be handled by a teacher.
Hunger and poverty cases i have met i have tried to give personal support in form of money. In one case, a student followed me after a lesson and told me he has no home, no parents or living relatives. This was because I had looked at him in class with questions because his class participation was declining. I was tongue tied by his story and told him that we talk in a relaxed place. In short he was on his own after fee was paid by the government. I asked him whether he could work as a care taker of some rental houses near the university and fee would be in form of free accommodation and some little pay if he managed to persuade students take to rental rooms. He agreed. I looked for the job in the surrounding and sorted his financial problem.Regarding socialization, once in a while I call him for chats over a cup of tea accompanied by my close family member.
Low literacy level: I refer students to the library section with children stories. I tell them to read and like a miracle their language improves. I learnt this trick when i was teaching English language in high school. It works with willing students. Thankfully, they have all been willing and cooperative.
I feel that as teachers we are always willing to assist our students in one way or the other. I like the idea of referring students to the library. At my school we do not have a library but each class has a reading area where students can play games. We set a chair and that chair is the Author's chair where they can read a book.
This helped me reflect and find ways to help students who has difficulties with reading- I will add picture books to help students read the book. Will have a leader to help students with reading a book while in the Reading Area.
That is right Katricia. In addition, perhaps, parents could be invited to school for a discussion with the teacher. A teacher could pick the issue discuss with colleagues and see how they could help. Some cases may need the other children's helping hand.
Poor learning behaviors- this can be tackled by using a variety of pedagogical skills to suit varied learning processes for each learner.
Difficult homes lives- most learners come to school burdened with stress from home e.g those who come from abusive and disintegrated families may feel excluded unless the teacher identify and counsel them to build their self esteem.
large classes. This can be tackled by embracing the use of technology in online teaching which is interactive.
True David, this was the situation when teaching and learning went online because of COVID-19. This shows that inclusivity should take a multiagency approach. However for a teacher, use of technology would ensure some positive steps to the right side of the inclusivity continuum.
Very large classes: this can be tackled by either splitting the class into smaller ones and using techniques of flipped learning like the station r=Rotation model. we could also use technology, i.e using a virtual Classroom such as Google classroom to implement Blended Learning (combining face-to-face with online learning).
Lesson facilitation is still alien to teachers in primary and secondary schools in my clime. Teachers are not trained in learner-centred-education philosophy, and its difficult bringing them on board. The official curriculum hold tightly sway and policy support is not guarantee.
1. Large classes. The teacher can give group work or pair work to engage the students. The teacher can also use blended learning because as students internet gives students access to broad range of resources to search in different ways, which in turn increases engagement.
2. Hunger and poverty. The teacher can organize with the administration on the lunch programme for that all students take lunch in school especially for the day schools.
3. Physical disability. The school administration to construct ramps instead of stair cases leading to the doors of respective classrooms to make movement of various disabled students easier and safe.
The three top challenges in my context are: Being in a large class, difficult home lives and visual impairment.
To tackle visual impairment, if the impairment is partial, i will arrange that the students seats in a place that will be convenient for him/her. other ways are peer support, engaging more in discussions and doing an audio recording he/she could listen to.
Being in a large class can be tackled by pairing them, give group work
Difficult home lives could be tackled by knowing the nature of the situation, then there is the need to collaborate with other teachers and involving peers support.
The issue of cultural barrier could be tackled through
awareness creation/sensitization of relevant stakeholders in order to get all relevant stakeholders to develop a growth mindset towards the cultural biases that hinder inclusive learning
Failure to use locally available materials, Unsupportive home environment and bad learning behaviour.
All three can be sorted out with time by applying the concept ' we can do something'. With changed attitude on the side of the teacher, the 3 challenges will melt away as teachers have the ability to influence teenagers. We have the skills and passion, all need is to up our methodology and become more observant, flexible and raise self esteem of our learners.
Agree with you Rose. Can recycle materials be used for our lessons such as stoppers and old clothes to create puppets and there are so many things we can use for our lessons. Even our environment for our science.
Yes all challenges will melt if we keep on an never giving up.
1.We do not have sufficient or competent personnel within our Education sector. We have an IE unit which I am part of it .There are only 6 IE officers to cater 108 Primary Government schools for the Kingdom of Tonga .We have have 3 IE officers for our 1 and only Special Need class for 32 students with various different Learning Disability. We also do not have well founded on Inclusive Education Principles and that is a main reason why I am taking this course as my Professional development to provide me a strong understanding of Inclusive principles and practises to support me when I assist children in the classroom and also the mainstream teachers.
2.Being in a large classroom. Should always group the class into small groups but have a stronger child in each group depending how many is the class. The stronger child (most ability one) will help the weaker ones in each group. Encourage helping each other. Activities or tasks given will be accordingly to the capabilities of the children. The teacher will have to roam around each group while they are working and support individuals formatively .Encourage exchange of ideas and helping each other. You can always change the groups for the Maths class or Science because you know the best about your children and their capabilities
3.We do not have a specialist trained person to cater children with learning disability support learners with ADHD in our current classroom. The teacher brings the child to her/his side during a whole discussion. Gives the child activities that he likes to do immediately. The teacher is firm with the child but polite at the same time.
In one of our normal classroom -grade 4 at Tokomololo GPS a boy has hearing impairment -deaf (Class 4)and his sister (class 5)has speech sound disorder . The teacher uses a lot of lip talk instructions ,miming or acting out things to the students. The teacher could go to google and look for pictures in the sign language to help him communicate and teach the some sign language to help in their learning and understanding - the basics .The teachers of both students also have to explain and make the other children aware of the learning impairment of them both so they also can help in the classroom in showing and explaining too when the teacher is attending other students. It is good to have a buddy or a friend so they can share and help each other
1a. Difficult home lives: some children come from dysfunctional families and crisis-ridden homes and as such are stressed out and cannot concentrate during lessons. Such learners when identified can be given emotional support by showing them love; organizing peer support for him; and collaborating with other teachers to assist the learner. The teacher can go further to find out what the challenge is at home and discuss with the parents with a view to ameliorating the situation.
1b. Being in a large class: A teacher can use pair/group work to make room for students to share ideas and experiences. Project work could also be used to facilitate lesson.
1c. Hunger and/or poverty: In my context some states are implementing the policy on Home Grown School Feeding program (SGSP) in order to attract and retain learners in school.
Difficulties.being in a large class. A teacher could be observant , identify the student with special need in a class, prepare other students to accommodate their peer in class, work together assisting each other , respect , feel loved and cared for, paired with a friendly student to help around.
You could pick others from the list and make suggestions on how to solve each. Each of us can do something to help!
The three challenges that are more significant in my context is:
1. Low numeracy levels- a solution would be to use other materials that are available locally to teach mathematics.Drawings to represent fractions, fingers to count, substracting by eliminating sticks etc.
2. Visual imparments- where I need to write I can use larger handwriting and have the child move closer to the board e.g on the front row and if they need more assistance , I can let the parents know so that the child can get a check up. A more advanced solution is having opticians do the check ups from the school.
3. Hunger and/or poverty - providing meals at school and ensuring the meals are relatively affordable. Payment plans can also be instriduced to the parents so that the children can afford eating from school.
The top three inclusivity challenges in my class are:
1. low literacy levels
2. specific learning difficulties
3. difficult home lives
The challenge that requires specialist involvement would be specific learning difficulties. In this case a specialist would be able to identify the learning difficulties the students have and train teachers in how to deal with them.
The three inclusivity challenges that we have are:
1. poor learning some students distract other students. Some just like to distract teachers and tend to cheat with while doing an exam. They distract teacher and we have an unproductive time.
How to deal with it set class rules as from the 1st day of classes. As teachers we can model some behaviours for children to understand that we need to follow rules. Use motivational words and give that child a task while teacher is teaching such as taking attendance. If someone needs help he/she can assist while teacher is teaching.
2. Low literacy Level some students have difficulties in reading. This has been a struggle we have been going through. Parents are busy working and they have no time to read to their child.
We have an intervention program with standard 1 students. Where by I have notice that if we can start the program from preschool we can help them. Read stories every day and have them share at home with family. Start with drawing pictures or coloring main characters with preschool. Each level would have own program. We emphasize a lot of reading pictures and finding interactive games. Fish for letters, hopscotch on letters, pictures reading and sounds.
3. Hunger and poverty. Most of our student at my school goes with out breakfast or sometimes have limited lunch. Some live in a very small house with huge families.
What we do the school leader buys food for them. Sometimes during break times teachers buys snacks for students.
As teachers we go to church with a grocery basket as an offering and then school leader assist the family. This was started before the pandemic. We cannot afford a lot but we try to help our students every two months. We wish it can be every month.
I agree with Linda on the challenges experienced here in Kenya.
In my context , I would like to add these challenges that exists:
1. Private sector's ignorance - the core business of most private schools is profit. many schools admit learners with disabilities with the aim of making money , but without their needs at heart. Therefore there's lack of competent personnel and resources to support inclusivity in private schools.
2. parents' ignorance - most parents with learners with special needs/ disabilities are in denial and wouldn't welcome any discussion on this. In this case, If schools would build a relationship with specialists, it would be easy to approach parents and encourage them for assessments of their children identified to have special needs.
3.Difficulties at home- Its so unfortunate that many homes and families are breaking , fighting and separating thus affecting the children psychologically.
There's need of different stakeholders to embark on programmes that will instill and encourage the need of valuing and upholding a family unit.
Three challenges in my context and some ways the teacher can tackle the problem:
Low literacy levels – labels, sight
word games, sentences from students, phonemic awareness, rhymes, stories, audio books.
Low numeracy levels – numeracy games, hands-on resources made from local/recyclable materials, flash cards.
Difficult home lives – talks with student, role play/drama,
meetings with parents/guardians, group work/peer support, praise/encouragement/intrinsic
motivation/growth mindset, extra-curricular activities/clubs.