Components of Diverse and Inclusive Classrooms II

 Components of Diverse and Inclusive Classrooms

Sep 9, 2020

When Reflecting on past classroom sessions, it is easier to analyse how the subject was taught and how the lesson might be adapted with the aim at improving learning outcomes of our students. This is especially so when teaching a diverse group of students, such as at our school. They are all unique in their learning styles and this is possibly mainly due to their cultural backgrounds.

So the question then is ‘What makes our classroom inclusive, and how can we ensure we use a syllabus aimed at these different types of students?

Some of our students enjoy a more hands-on syllabus that helps them understand what they are being taught. Others prefer self-paced work, whereby the student aims to complete the work and ask for help if needed.

I believe that developing inclusive and diverse education is not an easy task for any teacher. Some ways we aim to develop this is by encouraging our teachers to get to know and understand their students challenges. Another method is ensuring teachers incorporate different teaching styles using diverse learning materials in their lessons. One such an example is that of video’s. Some students enjoy listening to a teacher, however other student’s attention tends to wonder off during class and this is where the video’s (they watch at a later stage during the week) come in handy.

There seems to be some benefits to bringing in diversity to our classrooms, mainly it aims to nurture our students education and students growth in their own ability to compete tasks. Another benefit is related to the student’s social development, whereby students learn how to interact socially with others.

This idea is also supported by Adams et al. (2016), stating that inclusive education fosters ‘quality education’ and provide social interaction development.(pg.67).

In conclusion, inclusive and diverse education is an important element in our educational setting, ensuring that all our students receive a best chance of academic success.

 

 

References:

1. Adams, D., Harris, A., & Jones, M.S. (2016). Teacher-parent collaboration for an inclusive classroom: Success for every child. Malaysian Online Journal of Educational Sciences, 4(3), 58-71. Retrieved from ERIC through LIRN.