Establishing Inclusive Learning Environments
"A teacher establishes, promotes and sustains inclusive learning environments where diversity is embraced and every student is welcomed, cared for, respected and safe" (Alberta Education).
Fairness: The Band-aid Activity
During the Extended Practicum Experience of my current practicum, I noticed many of the grade 1 students having a difficult time understanding "fairness." Students would ask if they could use a wobble seat, pencil grip, headphones, or fidget even though they didn't seem to require those tools, but because they noticed other students using them, they felt left out. As I reflected on how I could help them understand the difference between equality and equity, I remembered seeing a video of a teacher talking about the "Band-aid Activity. Some of the grade 6 students helped me with the lesson so the grade 1 students could fully enjoy the activity. The lesson seemed to help them understand the true meaning of "fairness" and helped them comprehend equity.
From the TQS:
(a) fostering in the school community equality and respect with regard to rights as provided for in the Alberta Human Rights Act and the Canadian Charter of Rights and Freedoms;
(h) providing opportunities for student leadership
Hands-on Learning Opportunities
There's no better way to allow students to work within their ability than by giving them hands-on experiences to practice their learning.
Below are two projects built by my grade 1 practicum students in their Science: Earth Systems unit.
1. The students showed their learning of seasons by using modeling clay to demonstrate how a tree can change in each season.
2. The students used recycled materials to create cozy bear dens when they studied hibernation.
From the TQS:
(b) using appropriate universal and targeted strategies and supports to address students’ strengths, learning challenges and areas for growth;
(c) communicating a philosophy of education affirming that every student can learn and be successful;
(g) incorporating students’ personal and cultural strengths into teaching and learning;
Centers for Learning
In Math, Fridays are center day. Math centers are comprised of activities that reinforce the learning that occurs within the week. Often, students are given the freedom to move between centers as they wish. Math centers allow student choice and voice in their learning, which increases their engagement. Math centers also allow students to choose activities within their abilities which builds confidence in the skills being practiced.
From the TQS:
(b) using appropriate universal and targeted strategies and supports to address students’ strengths, learning challenges and areas for growth;
(c) communicating a philosophy of education affirming that every student can learn and be successful;
(g) incorporating students’ personal and cultural strengths into teaching and learning;
Helping Children Heal
I attended this course on Childhood Anxiety because I think this is an increasing issue in students, and I want to be able to know when support is needed and how to offer it.
This course focused on the epidemic of childhood anxiety. In a nutshell, children need to distance themselves from passive technology, and have more social interactions, time in nature, and PLAY!
From the TQS: (d) being aware of and facilitating responses to the emotional and mental health needs of students.
Differentiation
The students in my grade 1 practicum are all individual learners with unique needs. One of these needs is difficulty putting pencil to paper. In practice, the students understand the material, but having to control a pencil in addition to producing a product that shows their learning becomes too much pressure and has led to frustration. In my small literacy groups, I used shaving cream on cookie sheets to give the students a different experience--spelling without pencils! The activity was so engaging that what was originally planned for one group ended up being the plan for all groups. Some groups worked on simple letter sound and formation, whereas other groups worked on more complex onset and rime practice.
From the TQS: (e) recognizing and responding to specific learning needs of individual or small groups of students
Teaching and Employing FNMI Practices:
The Sharing Circle
In the sharing circle lesson, students learned that the talking circle is a safe space to share your thoughts and feelings. The sharing circle ensures the classroom is a welcoming, caring, respectful, and safe place.
There are 5 main rules:
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All are welcome
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The person with the talking stick is the only one speaking, the rest of us listen respectfully
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Everyone in the circle is equally important
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The words each of us speak are equally important
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You have the right to pass
From the TQS: (f) employing classroom management strategies that promote positive, engaging learning environments;
Social Emotional Learning
This lesson plan encourages students to embrace positive aspects of their identity to contribute to a well-functioning learning environment. By introducing affirmations, students are empowered to strive to bring those affirmations to reality.
From the TQS: (f) employing classroom management strategies that promote positive, engaging learning environments.
Breathing Techniques
Once a week, I teach a new breathing technique to the class that we practice daily whenever we need a breathing break. The students look forward to the new breath each week. By teaching many strategies, students are more likely to find one or more that resonate with them that they can use when they are feeling overwhelmed.
From the TQS: (d) being aware of and facilitating responses to the emotional and mental health needs of students.
My Inclusive Classroom
It's hard to know everything that I'll do in my classroom to create a welcoming, caring, respectful, and safe environment, but for practice, I have created this "virtual classroom." Click on the link below to visit my classroom on Thinglink. When you arrive, click the flashing icons to read about what you might see in my future classroom.