1. asking all students

2. asking them to do group work

3. asking them to share their thought 

Both English and Mathematics teaching were interactive in spite of the large class and sitting condition. The teachers were able to engage the students who equally participated well.

Lower Primary Math Lesson .

I saw students working in groups, using whole language for the lower grades, use of popsicle stick to count to five then encouraged them to count to five on their fingers,  collaboration, break up activities to achieve a task, payed attention to all students starting with the  weak to strong students. If weaker ones didn't understand he would reteach

In the video on secondary English class, it showed that the teacher involved all the students by regularly checking their understanding. the teacher also ensured that they exchanged notes and asked all of them to make contributions to a question asked.

Group work

Exchange of learning roles

Use of local language

Use of learning tools  for the primary school students

Checking the students' note books

LCE and IE are intrinsically linked and prompt the teacher use many languages at time s=during his classes though he may not be able to speak all them in the beginning. the teacher uses some students for translation sometimes; I like the strategy to adresse the issue of multilanguage in some countries.  

The teacher Primary classes involved all learners in letting them work in groups. He also made sure that all grades are attended to even tough was alone. He is really talented.

The teacher encouraged group work so that strong children can help weak children this helps in creating positive atmosphere.

The teacher uses home language to lower class children then combine with the language used at school.

The teacher checks on the children understanding by asking them questions and encourages children who are struggling.

He also pays attention to the weak children and work very close with them. 

Working in groups

Asking questions

Using objects to teach them calculations

Using home language for the younger students.

- group work

-exchange of roles

- asking questions

- monitoring the students involvement

- carrying all students along by taking into consideration their differences

The students were given opportunity to work in groups and exchange learning roles. The teacher regularly checked the understanding of the the students by going round the class checking if they followed instructions.  Students were also allowed to share their thoughts and ideas.  

The teacher was using home language with the small children as he introduces them to school language slowly by slowly.

He was encouraging children to work in groups and assigning big children to help small children in the group.

He was also going round to check on the work and assisting the children who are struggling.

The use of questions was also done to check on childrens listening skills.

The teacher was able to engage learners in both English and Mathematics and the participation was good. Lessons was interactive, large class size notwithstanding.

I watched the the lower primary maths lesson by the multi grade  teacher .I saw evidence of involving all during his multi grade teaching as follows;

He assigned the 90 students into 2 big groups. First group was his class 1 & 2 and Second group was class 3,4 & 5.

In his first group he used 2 different languages to teach his class ,their home language .This reflects his observant, flexibility and creating self esteem. By doing this he was able to develop good communication and engagement of the students and him as a teacher. He admits he learns from the older children the meaning of words he was confused ,so when the the younger children use it again he already understands. Just been sensitive to the home language these young children are confident in and using it to communicate more effectively in class with his children.

I would apply his group work ,questioning skills and usage of our home language like here in the kingdom of Tonga I will fully support using our mother tongue Tongan in class 1 &2 because that is our Language policy and then English is introduced in class 3 but orally. 

The  use of their fingers and the ice block sticks - local material and real to the children as their counters .He used what was  available to use for their adding and counting. He encouraged group work in both groups. He encouraged the older ones to help the younger ones .Giving group work to the second group allowed him to attend the first group. The teacher moved from one group to the another after explaining and giving work in a timely manner. He encouraged a weaker student  to work along a stronger student.

He gave follow up task to make sure the students knew what they where learning. He checked worked with the students before giving another task. He revised fractions with his second group before giving out the new task. He asked questions and clearly explained tasks. He made sure he started with weakness of the students that were struggling and explained before he continued on any task .

He made sure no one was left out by encouraging working together and helping each other. Just watching the video clip the children where very much engaging and enjoying the lesson although they were in a small room. He created a positive atmosphere in the classroom. His lessons where build on prior knowledge and understanding.    

The children were very much feeling of personal involvement and help keep them interested  through their group collaboration. The teacher showed respect to his children through the words and how he delivered the lesson and wanting to learn the home language of the first group -class 1 & 2 before they gradually learn the school language 

Used the learners home language

Gave attention to weak students and repeated explanation so that they can understand

Used learning materials to support different learning styles

Encouraged collaborative learning

Mainstreamed learners with disability and involved them equally

Young and weak learners were supported by their peers

Amazingly the primary school multi grade teacher was able to involve all his students in learning despite having a large of students, no desk, and small classroom. For math class 3, 4 and 5 he made them work in groups to enable participating and helping each other. He also checked for understanding. For class 1 and 2 he included all children and was able to give feedback to children.

For the English class in secondary, the teacher was able to include them all, even the boy with no arms, he writes with his feet. The students first read then write the story. The students participated in the brain storming, and the questions support students' critical thinking. The teacher used English and their language for teaching, she switch between the two languages to ensure understanding.

1. The teacher starts the lesson by revising- this checks understanding as well as re- emphasizes a point.

2. The teacher encourages group work which allows students to learn from one another.

3. Teacher is has seperated the class using a wall and is moving from class to class to assist students. This schows that he is working with what he has to involve all in learning.

4. The teachers is using home language to instruct as he allows the students to understand the school language. 

5. The teacher is also learning the language from other students, sharpening his skills and delivering content using the newly learned language.

6. He is using materials to teach. He use ice cream sticks which the younger children can relate to.

7. He is rewarding studnets with positive comments. e.g Very good.

8. He checks understanding by giving tasks at the end of the lesson. 

It is quite impressive how the Math teacher involved all despite teaching different class levels same room same time and all the students were engaged by: 

Using his time effectively between the different classes 

Switching languages to ensure communication to all

Encouraging students to work together 

Constantly checking students ' understanding 

in the video the teacher involved all children by:

1. group work

2. pairing weaker students with stronger students.

3. being flexible by explaining the work to children who did not understand on a one one basis.

4. observed the weaker students.

5. accommodate students by starting a new topic from weak to strong.

When instructions were given in English, as seen in the second video, the teacher allowed students to explain what she said in Hindi. The differently abled child was involved in the lesson as well, completing the tasks as everyone else. When given a project, all the students were able to brainstorm what was needed and share their ideas with the rest of the class. No one was left behind.

1. Pairing the weaker ones with the strong ones.

2. She encouraged group work

3. She introduced her topic with steps in order to accommodate the weaker ones.

The evidence I saw in the video that demonstrated the teacher was 'involving all' are as follows: The teacher included all by having them respond to questions in the way the student can for example using the language they feel comfortable with, this indicates that what matters is the student participation. Allowing groups works as it creates students the strong students to help and assist the weak ones. She motivated and encourage respect among each other and this help because this emphasizes that everyone is unique and special the way they are. Students feel they were part of a group and had the support of their teacher.

In the first video the teacher was flexible because he tried to meet the needs of all students in the class even though they were at different grade level.  He observe for students when they were unable to do task he had them work with other student.  This in turn make them feel more comfortable and build their self esteem.

In the Math lesson video, the teacher 'involves all' by:

-employing group work and peer tutoring strategies,

-moving throughout students to ensure that they are on-task, and younger students are being assisted with their understanding,

-uses children's home languages to meet them where they are at and then as they develop to use the general language at the school,

-uses visual and concrete resources to cater for younger children at that stage and also children who may have difficulty with numerals,

-praises children's efforts as they work,

-levels children's work according to their abilities and age/stage, and

-takes the time to assist weaker students and goes over a topic with them again and again to help them understand.