As educators, we must be mindful of the type of language we use when communicating to students with disabilities. It is important that we don't say things that will demoralize a child. Our language must demonstrate respect for someone. I should avoid placing the disability first, but rather, the person first. For example, Don't say, a handicapped person but say, a child with down syndrome. Another thing is our attitude. We must be cognizant to the fact that actions speak louder than words too. 

Teachers are roll models and must do exactly that, 'model.' As exemplars their mannerisms as intellectuals must speak volumes to the students where they exemplify desirable traits of imitation. Expending generous amounts of emotional support helps the students to affirm themselves. 

I learnt that my planning should include all pupils and appropriate support for all. However, without positive inclusive attitude from the teacher and the school an inclusive school environment would be difficult to achieve. The inclusive nature of the school should be evident from the moment anyone enters any of the classrooms. It is also important to note that inclusive education needs the transformation of the entire education system. The last thing that stuck with me was that education should be accessible to all students without discrimination of any sort. 

-Qualities of an inclusive teacher include fairness, kindness, caring nature beyond the four walls of a classroom

-Teacher's attitude shapes the pupils attitude towards each other and learning 

-An inclusive classroom leads to an inclusive school

The most common role that a teacher plays in a classroom is to teach knowledge to children, but I want to emphasize that it is so much more. Teachers set the tone of their classrooms, build a warm environment, mentor and nurture students, become role models, and listen and look for signs of trouble. The influence of a teacher is so powerful indeed that it can be compared to the igniting of a fire. Once fuelled, it continues to glow brighter and brighter. This is the power we have as teachers. 

I must say that I take my role very seriously indeed and so i try to model proper behaviour, mannerisms and use positive, motivational language at all times.  The hidden curriculum is very important as well and thus it is integral that we as educators be mindful of unwritten, unofficial, and often unintended lessons, values, and perspectives that we can transfer to students learning in the school environment.

As I pondered and reflected on Chapter 2 of the TESSA IE Toolkit, many of its tenets pertaining to teachers as role models in inclusive schools resonated with me. Some of these are:

1. an inclusive teacher must respect the individuality of each child.

2. use appropriate words when talking about disabled children. Words like "retard" are a definite NO! Rather, say a "differently abled person".

3. be aware of the different and unique needs of pupils.

4. help pupils gain self confidence and assist them in building their self esteem.

5. help ALL pupils to feel included in the learning community rather than excluded.

6. Be sure to acknowledge each child's contribution. 

Always remember that a child may forget what you said, but they are never going to forget how you made them feel. I take my role very seriously and I share this quote with you that I love so much:

" 100 years from now, it won't matter what type of car I drove, what kind of house I lived in, how much money I had in the bank, nor what my clothes looked like. What matters rather, is that the world may be a little better because I was important in shaping the life of a child."

As role models, we teachers need to be respectful of our students. The language that we use must not be discriminating or degrading to our pupils. We need to develop their self-esteem through well planned and non- threatening activities. Above all, we need to recognize and accept individual differences and employ teaching strategies which will cater to the needs of each of our students.

After my reading of the TESSA IE toolkit, I have learnt that a teacher must respect each child’s individual needs. Use words that encourage the learner, motivate and build self-esteem. Most of all, help students feel including in daily tasks/activities.

It is important  that the teacher demonstrates the highest degree of responsibility, caring and support for all students, and be ready to go an extra mile for those with special needs. 

I learnt that an inclusive teacher helps children to develop self-confidence and self-esteem and to feel included in the learning community. It starts with the language used by everybody in the classroom, teachers and pupils, and by the way the language is used. You need to encourage inclusive social behaviors such as mutual appreciation and respect, listening, tolerance and empathy.

What I've learnt is that as educators we must be mindful of the tone of voice and language we use to children. Educators must use words that don't affect the child emotionally or in any sort of way. We must also value our children and execute positive behavior towards  them. we must provide equal opportunities for them and make them feel fit in at all times.

As educators we should be very professionals. We are seen as role models and act as such. Some children will follow what you say and will behave the same way you treat them. We should respect each individual as unique to earn their respect in return. We should be very careful when we speak to children, the words that we use must not sound harsh or hurtful. 

After reviewing the TESSA IE toolkit, I have learnt that a teacher is deemed as a role model by his or her students and as such, must make every effort to convey an attitude and behavior of that which is positive, welcoming, and respectful to all learners. 

These attitudes foster a climate conducive for learning in an inclusive environment. We should remember that moulding the self esteem of all our students are crucial to their character development- something that will be with them for the rest of their lives and determine many outcomes in their lives. As the saying goes, 'Ability may get you to the top, but it takes character to keep you there.'  We want to make a positive impact on their character with the way we treat and speak to them. A child treated with respect and kindness can grow up to be a respectable and considerate productive adult one day; and the opposite can also occur. A child treated harshly can develop feelings of resentment and become reclusive.

Therefore, we must be sure to create and use rules, activities, and affirmative language that will be fair to all pupils so they all feel valued, acknowledged, participate actively, and contribute to a shared positive and inclusive learning environment whether they have disabilities or none. 

Having reviewed the toolkit with an emphasis on Chapter 2, my takeaway is the importance of teaching students how to demonstrate empathy toward others. I can recall having a high degree of empathy as a very young child but I didn't know exactly what it was or how to use it. As an adult, I can identify it as empathy. Teaching students what empathy is, what it looks like, what it sounds like will help every school move toward a more inclusive learning environment for all. 

As any person that is interacting with students of an inclusive school, one must first be aware of their own values and morals. If a person's values are not inline with that of the the policy of an inclusive school then their manner of speaking and interacting with the students would not be desirable. Educators should always be aware about the student around them, know the student's mannerism as to understand when a student is being reserved as opposed to being shy. This way the problems can be dealt with without more harm being done to the student or students. A positive educator creates a positive classroom environment. 

 What I have taken from Chapter 2 of TESSA IE Toolkit

Questionnaire on Auditing an Inclusive Teacher’s behaviour which invites teachers to reflect their own behaviour in the classroom and on how it impacts on the way pupils learn.

You could ask teachers to fill in this questionnaire at the beginning of their training and again at the end of the training period, so that they can reflect on the values they bring and what can help them to modify these values and their behaviours if necessary.

How not to moralise, but instead help the children to develop empathy towards their classmate  and to appreciate and understand that in spite of our differences we do have similar feelings in similar situations.

How to conduct training of teachers, school leaders, and policy makers on IE systematically using the OERs..

How to access the Open Educational Resources (OERs) that can assist in developing student-centred, participatory approaches to teacher training.

Activities that explain in practical terms the Inclusive Teacher’s attitude and behaviour

One of the most important underlying takeaways from this chapter is the role that the educator plays in the students' learning. Educators need to realise their role and role-models for our students and we must emulate what we hope to see in them (not merely do as i say)

Also it's important to note that when planning our lessons. Quality over Quantity is very important. During our planning we must be sure to include various strategies to accommodate for the varying spectrum of learners. 

From the TESSA IE toolkit I have learnt that the way I speak to the children will have an impact on them and how others will treat them.  Teachers should model the appropriate language and attitude they want in their classroom. This will assist the children to develop a positive self esteem together with allowing all the children to respect each other differences.  

 My overall summary of TESSA IE Toolkit is that in order for inclusvive education to be a smooth transition and effective teachers have a pivitol role. They are responsible for modelling behaviour by helping children to undertand and respect each other. By portraying and encouraging  appropriate behaviour the students adapt like behaviour. Additionally, creating and implementing strategies to target each child's specific needs was also highlighted in the chapter.

An inclusive teacher is more than just a role model, he or she is a builder who constructs the bridge that connects disabled or differently abled children to their peers. The bridge is built through teaching respect, empathy, caring, kindness and tolerance. Also, through fostering acceptance, self-esteem, self- worth and self confidence in all children.

As teachers we should be inclusive in our language, actions and lessons.

Teachers are always looked upon as role models by their students therefore it is important to be positive role models for all our children in the classroom. Therefore we must treat all children fairly and include all our children in fair learning, because remember the behaviour we model today, will be the behaviour of our future nation tomorrow.

I have learnt that the teacher is central to a child's learning experience. Teachers modeling enable student to observe expected behaviours within the classroom environment. There for the cultivation of positive attitudes, and class room morale can be aided by the modeling observed.

After taking the Review checklist activity, i found out that there were a couple aspects that I would like to strengthen , for example having a set plan for those that might disrupt my class. Often I overlook that aspect and sometimes when someone misbehaves I don't have something immediately that relates to the lesson that will buffer the demeanor. Next time when I am doing my lesson plan, I will have some positive activity to divert or minimize the disruption in my lesson.

Chapter 2 of the TESSA Toolkit is a very helpful document. A couple of things that I would like to highlight from this chapter is the need of educators to be good role models and cater for all students in their class, both for the able and disabled. It makes me remember that a positive attitude is always an asset for the inclusive teacher. Our actions speaks louder than our words. The way we speak and treat our students will have an impact on their future lives. Finally, an inclusive teacher is a reflective teacher.

This chapter showed the importance of language and the way we behave. Teaching is more than just what we write down. It is the way we speak and act.

Teachers should be mindful of their behaviour when dealing with children. They should therefore be careful of the language they use, their tone of voice and I want too include their body language as well. When a child seems restless or disruptive in class the teacher should find out the reason for the behaviour. It is then the duty of the teacher too find a positive way too stop the behaviour from reoccurring.

As a classroom teacher, I felt the 12 Teacher behaviours list was especially illuminating. Anything that encourages a teacher to engage in reflection of their practice is very beneficial. I was able to highlight 3 of the behaviours I felt I was very good at, as well as 3 I felt I could do better with. I made sure to note these in my notebook for future reference and to come up with ways that I can develop.

Sometimes children's behaviours and children with special needs can prove to be a challenge in the classroom, however, this Toolkit helps to remind us that we have the responsibility as teachers to try to best meet the needs of all children, and all children deserve our best efforts.

As teachers we should always lead by example. The way we speak, our attitudes, positive role modelling the effort we make to ensure that learning takes place play an important part in ensuring our students success.

The teacher should practice daily reflections used in "Auditing an Inclusive Teacher's Behaviour" and ask themselves:
- have I shown respect to each child's individuality; have I paid attention to what is being said and the child's 'little worries'?
- when communicating (verbal and non-verbal- "What you do speaks so loudly, I can't hear a word that you say."); have I used inclusive language, for example- in kind tones the teacher can say today is James first day with us, he is our little friend who uses a wheelchair." The teacher can also sit or stoop close to James, when introducing him to give a feeling of connectedness.  
- how effective was my differentiated instruction and assessment?
Chapter 2 has deepened my understanding of reflective practice to identify barriers (attitudinal and physical) to learning and to evaluate and appreciate my own learning and teaching methods and the impact positive role modeling has in my classroom, the school and the community and by extension the world at large.

Chapter 2 has reminded me that as a Teacher I play an important role not just in educating a child, but in helping to mold and create a well rounded individual fit for society.  We as teachers must always be mindful of what we say and how it is said to out students, as it can either help to motivate and build them or it can demoralize and bring them down.  We must always avoid hurtful words and adopt positive or neutral words when talking to them.  We need to ask ourselves "does the way we speak and our body language and attitude, demonstrate respect for the children"? "Do I make them feel valued"?  Always remember that an inclusive  teacher is aware of the various needs of all the children and acknowledges the contribution of each child.  

As an educator, one must be mindful of the language that we use when communicating. I find it easier to make reference to things that the child can understand. One should not demoralize a child, but help them to understand what they are doing can be seen as bad/wrong and how they can go about bettering their behaviour. As a class, the group can now work together to attain the same praise and support, as each individual understands what is expected of them.

To be a role model to children Chapter 2 highlighted the importance of being a teacher. "Words has power" as the saying goes, teachers must be mindful how they speak to children and colleagues. It either builds a child self-esteem and self confidence. Educators should "provide an environment that is free from discrimination, frustration and anxiety. Our world is changing rapidly and teachers must be able to "adapt to change" in order to learn new ideas and techniques to improve an inclusive ethos and culture.

In this chapter I learnt that it's not always about what you say but how you say it! I also learnt that when you teach a child to use respectful words that in itself is a life lesson as it has far reaching consequences outside of the classroom and earn them the respect of others in turn. I also learned a new strategy that could be utilised in  spelling lesson to boost the self esteem of my students as well as get them to focus earnestly on the task at hand. 

In my view, Chapter 2 of the Tessa IE Toolkit emphasizes the significance of the role of the teacher in creating an inclusive school. Implementing a few strategies here and there won’t do the trick. Rather, a positive attitude and actions that demonstrate the willingness to value diversity are important. Moreover, making conscious decisions regarding the way we think, speak, interact and implement interventions and strategies are key factors when it comes to truly creating an inclusive school.

I can admit that there were times I did not consider the significance of several of the points brought across in Chapter 2. Sometimes we may get so caught up in trying to keep up with the daily schedule or deal with more seemingly pressing matters and as a result we are oblivious to the hurt we unintentionally cause some children by not noticing or understanding what they may be facing. Sometimes we look at surface issues and make assumptions rather than delve deeper to ensure that we apply appropriate measures to deal with the issue at hand. As such, this chapter has enlightened me of factors I need to consider daily in my attempt to achieve inclusion.

As a teacher, we must be aware of our student’s ability and developmental level. We must also be mindful that children placed under our care need the motivation and inspiration to move one step further. Therefore, our language, attitudes and disposition plays a critical role in being a motivator to these children.  The positive attitude we display will allow us to build relationship of trust with the children. 

Teacher's words hold power over their students. Modelling of positive behaviours by words and actions are extremely important to children with special learning needs. The type of language used in the school setting must always be positive and uplifting. Language between teacher and students as well as teacher and teacher. When we model positive language and behaviour within the setting the students would emulate all that they see and hear to their special peers which will create confident learners because of the comfort in the environment.

There is great expectation of Teachers to not only administer academics but in part be a Behavioural Therapist, a Psychologist and to some degree a Police Officer. With a ratio of 1 Teacher to approximately 30 to 32 students, that job becomes a steep challenge. Being prepared is half the battle, with that being said, I believe that there should be a programme of Proactive Training implemented across the entire school system of the country to train Educators on Awareness Disciplinary Procedures, Sensitivity Training and Communication with tact and diplomacy and management under stress etc. I believe that if properly instituted this type of Training will give the Teachers and Educators for example, the Principal the tools necessary to succeed. We can have the best policies but if we are not trained to administer them properly we will fail.

I have learnt that teachers are reflective practitioners. Teachers must reflect on their own behaviour and how it has impacted on the way in which the child learns. A teacher must see themselves as a role model because they are the one to help children to develop self-confidence and self-esteem.

I have learned that as a teacher, I must be mindful of the type of language I use in the class, school or even the community. this is because this determines the type of language the pupils will speak and goes a long way to affect their self-esteem and self-confidence.

Another thing I learnt is that it is the duty of the teacher to enhance self-esteem and self-confidence which could be lost if we do not deploy the right language. It is therefore expected that we use respectful words.

one important thing I also learnt is that an inclusive teacher should observe their pupils to know their strengths, weaknesses, learning styles and personalities to enable them take appropriate action

Education is the key to life. Teachers play a vial role in mainstreaming inclusive education.  As educators we need to provide high quality, holistic support and focused involvement with the children with special needs based on a joint perspective, mutual understanding and networking. 

A teacher role is to works as a facilitate between the principal of the school and children with special needs and their parents. When teachers get support from the principal, other staff members and parents this would develop effectives ways of overcoming barriers to learning. One of the main roles is to support the teacher in meeting the needs of children with special needs. 

Teachers must see the importance of changes and be prepared to welcome these changes. They may need to acquire new skills and reject some of their beliefs and practices. This would involve taking risks and facing challenges. 

As teachers we are responsible for imparting some of the most important lessons in the lives of our young leaders. The information shared via the TESSA IS toolkit was on point. Teachers should not only be a role model in the school but to the wider community as well. A teacher should love what they do and do what makes them happy in the environment, therefore showing love, appreciation, kindness and making the children feel warm and welcoming. In order to gain respect one must show respect and a teacher should respect each individual in his/her care by having a positive attitude and use of language. The manner in which a teacher speaks to her students says a lot about the individual. From experience I once worked with a teacher who did not speak to her students kindly and with respect in return the children did not like coming to school or even going to her class. As role models we must set an example. 

Regardless of the post we hold it is important for us to understand the impact we can have on our learners. To be an inclusive educator one must engage in reflective practice. A key factor is providing a safe learning environment for all learners. Teachers can accomplish this by examining their own values, attitudes, behaviours and actions as stated in the readings. Thus creating an environment free from anxiety, frustration and discrimination allowing the  learners to acquire knowledge and express their opinions without fear of ridicule.

In Chapter two (2) of the TESSA Inclusive Education (IE) Toolkit it clearly states that teachers plays a critical role in the classroom.

What I have taken from Chapter 2 of he TESSA IE Toolkit:

- Teachers must be a good role model. Teachers must also demonstrate the kind of behaviour they would like to see in their students.

-The teacher must ensure all the students feel safe, welcome and valued. They should all feel important.

-The teacher should observe the students, record their strengths, weaknesses and learning style in order to plan and develop appropriate learning activities to meet the development needs of every unique individual.

To be a role model to children TESSA IE toolkit highlighted the importance of the teachers attitudes and behaviours in an inclusive environment. These 12 attitudes will assist in building morals and values in the children life. 

What I have learned from chapter 2 of the TESSA IE toolkit is that teachers have may responsibilities to a child to ensure quality education is given to them. We should respect each student's individuality and what they can offer to each others learning experience. By so doing, we can begin to change the way students are labelled. We can use appropriate terminology to help others outlook of learners with disabilities. Know our students to tailor instruction that suits them. Acknowledge each student's contribution to a learning task which makes them feel included.

Activity 2.9 - Teachers as role models

As teachers we are role models whether we like it or not, therefore we need to be mindful of our words/ language (including our body language), tone of voice, behaviour, and our actions. Children are very observant and sensitive and they easily model our behaviour.

Children need to be respected regardless of their abilities or disabilities. As educators there is always room for improvement. We should make introspection a habit so as to keep a track of ourselves as to our strengths and weakness and make changes that will be beneficial to ourselves and our children. 

As a teacher, I believe it is my duty to ensure that diverse children in my care feel comfortable, included, accepted, confident and have a high self esteem in their class among their peers. To ensure this is done I must ensure that I use appropriate words when talking to or about disable children. I must promote positive and a respectful attitude and language towards these children and encourage their peers to also practice this. We should not speak negative or allow children to speak negative of children with disabilities to ensure they don’t feel hurt. I also need to be mindful of special children and their needs and ensure that the lessons and day’s activities caters for them to ensure full inclusion is practiced.

1. As teachers, we have a role to play in modelling how children percieve one another in the classroom. In our teaching career, we will come across different children but our attitudes towards diversity really matter. Diversity is enriching and it can help us learn even as we assist others. 

2. As teachers, parents, the community, school board, management etc we all have a role in equipping pupils with the right life skills. In all our capacities we should strive to develop mutual appreciation and respect, listening skills,tolerance and empathy.

I have learnt that as a teacher, we are charged with the responsibility of creating an inclusive atmosphere within our classrooms. It is critical for the teacher to be observant of each child personality and capabilities. It is important to assist students in building their self confidence and self esteem within a classroom that should be a safe place for all students. In order to do this the teacher needs to be observant, creative with learning activities to engage all learners, and maintain a positive and welcoming attitude for all students. 

I have learnt that setting up a buddy system for play time is a strategy that could help a child with disabilities to be included socially.

As a IE trainer I believe it is important as my role to help and change the mindset and attitudes of teachers, pupils and the whole education community.(parents or caregivers) that all children are allowed to learn together regardless of their gender, race, faith, wealth, origin, disability or any other condition.

We know it is not any easy task but all possible if we put our heart and soul to it in a very positive way .I as a trainer have to model that inclusive positive attitude and behaviour through the language I use inside and outside the classroom, I should always use polite words ,never label the students with or without disabilities.

I should demonstrate at all times through my pro inclusive language  and positive body language to the children because as trainer or teacher we want the children to feel included in the learning ,develop self confidence amongst themselves  and positive self esteem of themselves.

Therefore it is important as a trainer to remind teachers that creating and using positive Language between teacher and children is very vital. Totally avoid labelling, nick naming children with disabilities or without disabilities .ensure a positive atmosphere is created in the classroom at all times by certainly avoiding the usage of words that will hurt the child's feeling. We need and always should show respect to everyone on a daily bases. 

I agree and believe as an Inclusive trainer and also it is every one's role to us pro inclusive language and positive body language too by being more sensitive and mindful to the learning styles and personality of the learner with disability and without disability. Moreover treating everyone fairly in the classroom  on a consistent approach at all times