Creating an Inclusive Ethos and Culture - Week 2 Forum
These teachers makes their classroom more colorful and does hands on activities with the students where their work is displayed. They also use interactive charts and flashcards with students for subjects such as : Math and Spelling.
Group work is also very important to help students support each other.
My favorite idea is that all children with disabilities have someone to interact with being either group work in the classroom or someone to play with during break time.
I have also observe where teachers create class rules and the students will be rewarded. However, before teaching a lesson the teacher reminds students of the rules and then teaching begins.
According to the TESSA IE there are many effective teaching approach in which we can use in the classroom. I like the idea of having students to brainstorm and creating maps.
Well said. Having a warm welcoming relationship with parents makes the parents feel more comfortable in the environment. If all stakeholders work together they will be able to promote a positive attitude towards diversity. Each layer of the community have its role to play.
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Activity 2.1 Creating an inclusive ethos
Activity 2.1 Creating an inclusive ethos
1. The 4 key factors that the narrator says are important to create an inclusive ethos in school are:
1. Leadership from the school's Principal and other members of staff such as the school-based support team coordinator
2. Whole Staff commitment
3. Flexible management
4. Systematic approaches to removing attitudinal, learning and physical barriers in school.
2. The school that I am familiar with that exhibit these four factors are that the:
1. Principal have regularly scheduled meetings. He employs different techniques with staff members such as coaching, directing, assisting and delegating. It's a varied approach to develop a strong academic support staff where students see a united front. In addition to that, the Principal also has informal meetings with staff members to learn about and assist with any peculiar problems or challenges that the Teacher or one of the student's may be facing. Overall the Principal manages not only the staff but the welfare of the school's population.
2. Whole staff commitment is where the Principal emphasizes the need for a team approach with his staff. Learning is a cooperative effort where everyone is involved especially the staff members.
3. Flexible management is a demonstration of the Principal's willingness to work through situations with staff and to accommodate any unusual situations or those which may require out of the ordinary expectations. Sometimes unconventional and innovative methods may be used to resolve problems.
4. Systematic approaches to removing attitudinal, learning and physical barriers in school - any Learning Institution will have its fair share of issues and challenges. From students to the school's infrastructure to personality types, there is a high degree of certainty that the Principal and staff will encounter a wide range of problems which will bear upon every resource and Training that the school and the Teachers have to offer. While some issues and challenges can be resolved using proven and Text Book techniques others may require more innovative and resourceful thinking to be properly dealt with.
3. While I do not have any physically or mentally challenged students in my classroom, I am aware that there are two like students enrolled in the school. These students are visually impaired and the school has adapted the programme to use braille objects and other physical tools to assist these students in meeting a modified curriculum requirement.
4. The qualities that a Teacher needs to have in order to be able to help these children feel included are to be empathic, compassionate, patient and really caring. The Teacher must be able to really develop a sense of the child's handicap and really understand and employ methods that work best to mitigate these challenges.
5. Led by the Principal, the Teacher and School-Based Support Staff must cultivate a culture of acceptance, tolerance and willingness to go beyond the normal boundaries of conventional teaching.
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