Inclusive Classroom Communities

To create inclusive classroom communities, it is essential to embrace that every person is different, and to quote respected educator Loretta Giorcelli, expect it and respect it.

Maslow’s hierarchy of human needs provides clear guidelines for creating inclusive classrooms; students need a sense of belonging, they need to feel connected, valued, and respected and have a sense of self power and freedom.

Ted Sizer (1998) believes that the 4 C’s which make children feel included at school are

- connection; they feel part of the place, a belonging

- competence; they are capable of what they are doing and it makes sense in their world

- confidence; they feel that they can operate being “themselves” without fear

- contribution; giving something back, thinking about helping someone else

 

When setting class activities it is vital to be inclusive of both boys and girls

- boys require a series of achievable, short term tasks; they need to move on continually; we should break long term projects/topics down into bits and they need  frequent changes with clear directions

- girls tend to pick things up along the way, can follow through on longer term projects and are more prepared and able to keep on a task; they are sensitive to belonging to a group and like working together

We often talk about student engagement, but an equally important perspective is, are we as teachers engaged with our students? For children, it’s not what we as teachers say to them, it’s how we make them feel.

Steve Biddulph says “boys learn teachers, not subjects”. Consistency and readability is a must to engage boys and fear of embarrassment in learning for boys is great. They are hierarchical where their image and peer esteem is central. For girls, being accepted by peers is a must to engage them.

Support for individual students needs to be non-labelling and respectful of the individual’s self image. Middle years teenagers, minds are very turbulent, often not receptive to the mundane instructional teaching approach.

According to Loretta Gorcelli, many students in the 21st century work on the OTM, OTM, rationale; On the Mind, Out the Mouth. Following are things that will assist in the creating of inclusive classrooms

- a student’s attention span equals their age plus 3 in minutes, eg 12 year old + 3 = 15 minutes

- they are more attentive to short bursts of multi media colour; use interactive white boards where possible and encourage the use of technology to create and invent new connections, no matter how “out there” they are.

- give licence to use Multiple Intelligences and Learning Styles

- encourage ownership of class ownership of the way the class operates through open discussion

 

Following are some excellent websites that will provide a comprehensive array of strategies that will support the creating of inclusive classrooms

- www.help4teachers.com

- www.doctorg.org

- www.inspirations.com

- www.idonline.org

- www.chadd.org

- www.behaviouradvisor.com

- www.disciplinehelp.com

Thanks to Loretta Giorcelli for her inspiration

 

Following are reflections from Year 9 students as to what makes a good teacher:

TOP 15 RESPONSES FOR YEAR 9

1. Respectful

2. Happy and friendly

3. Understanding

4. Helpful

5. Funny

6. Loyal

7. Non-sexist jokes

8. They defend and stick up for you

9. They punish an individual, not the class

10. You can feel comfortable with them

11. Is organised and always ready

12. Compliments you

13. Good at what they do

14. Supportive and caring

15. No favouritism

“ Praise loudly, blame softly”   Anon