Two Ways for Ensuring That All Students ina Classroom Can Interact With and Understand the Curriculum
Author: Santosh Kumar Biswa,Sr. Teacher, Damphu CS, Tsirang, Bhutan
Every teacher in the classroom is expected to createnurturing, equitable learning environments for every student. A teacher cangive students access to flexible learning options and efficient pathways foraccomplishing educational goals in settings that allow students to feel a senseof belonging within themselves by creating an inclusive learning environment inthe classroom. An inclusive classroom regards each student equally withoutmaking any distinctions, giving everyone in the class similar opportunitiesthrough fair access to the course materials. It adheres to the principles ofUniversal Design for Learning (UDL). That are several ways we can make theclassroom inclusive in which students get an opportunity to interact with andunderstand the curriculum. This discussion will discuss two ways to make surethat all students in a classroom can interact with and understand thecurriculum.
Accommodating Different Learning Styles
We anticipate that each student in the class will havea unique set of learning requirements and learning styles. It's crucial for meto have a solid understanding of my kids based on who they are and how theylearn the most to foster equity in my classroom. I should be aware of howeverything in the classroom can be accessed to accommodate the needs of mystudents. For students with various learning needs, it might occur if I useaudio recordings, watchable movies, interactive online classes, editabledocuments, live lessons, and more. The classroom's necessary teaching andlearning resources should all be available to students. Next, I should usevarious materials and employ various teaching strategies to engage pupils withthe teachings. For instance, anytime I want to present new topics, I organizevideos, textual materials, worksheets, and activities. And it should be carriedout either through solitary, pair, or group activities. We are aware thatpupils learn more effectively in groups because they become more tolerant ofone another's differences in learning preferences. To the benefit of allpupils, it also increases systemic adaptability in the classroom (Kampen,2022).
On the other hand, students learn most effectivelywhen they are both listening and talking for the auditory learning style andthe linguistic multiple intelligence. They usually learn new things whilespeaking and pondering. In this instance, I should instruct the group utilizinga quick speech, a discussion, word games, and other exercises. For people wholearn best visually, it is best to learn through observation. It would bepreferable if they made use of illustrations, photos, models, or movies. Onoccasion, we might also ask students to finish an assignment or take notes. Forthose who learn best by touching, moving about, and handling things.Roleplaying or using action cues would be the greatest options for them.Similarly to this, we must recognize various tactics for various learningrequirements and make accommodations according to those requirements andlearning preferences.
Incorporating Culturally ResponsiveTeaching to Promote Cultural Diversity in The Classroom
To close the social gap with constructiveinterventions, teachers should exercise caution when it comes to exclusion inthe classroom. Due to numerous factors like gender bias, racial/ethnicdiscrimination, religious convictions, and socioeconomic status that woulddeprive students of having positive well-being, weak emotional strengths, andsupportive networks among peers, students who experience exclusion willstruggle to manage their behavior, be with their peers, and pay attention inclass (Freud, n.d.). Understanding the advantages of inclusive teaching throughdiversity and cultural awareness is crucial for all teachers so that they canenjoy great educational outcomes and pupils are protected from any challenges.Therefore, adopting culturally responsive teaching to foster cultural varietyin the classroom is essential for the student's overall development becausedoing so will increase their self-confidence and help them achieve morebeneficial learning outcomes (Ruggs and Hebl, 2012).
Given that literature has a lot of content aboutgender, race/ethnicity, prejudice, religion, etc., I can utilize a variety oftactics as a literature teacher to raise awareness of diversity and encourageit in my classroom. The literary text is usually read aloud to my pupils beforeI make the text-to-real-life connections and help them derive values that arepertinent to their current situation in the context of my nation and the entireworld. For instance, the play "The Merchant of Venice" addressesissues such as religious conflict, social status, gender, and other forms ofdiscrimination, and does so sensitively by encouraging discussion about howthese issues negatively affect society and the individual, as well as thevalues and roles that each individual can play in resolving these issues for apeaceful society. We also talk about the values of our own cultures and valuespersonally in class during the class so that we may build trust between oneanother for better camaraderie, openness, and values (DUSE, n.d.). Students canthereby draw meaningful and pertinent connections. I must remember to providethem with opportunities to work together and learn because this will improvetheir skills.
To Conclude, teachers meet each student's uniquelearning requirements in inclusive learning settings by utilizing a variety oftactics. When teachers are aware of each student's potential for learning andthe importance of providing a quality education for all students, they canprovide modifications that support each student's academic achievement.
References
DUSE. (n.d.). Importance of Diversity and CulturalAwareness in the Classroom:https://drexel.edu/soe/resources/student-teaching/advice/importance-of-cultural-diversity-in-classroom/
Freud, A. (n.d.). School Exclusion. https://www.mentallyhealthyschools.org.uk/risks-and-protective-factors/school-based-risk-factors/school-exclusion/#:~:text=Children%20and%20young%20people%20who,and%20skills%20and%20support%20networks.
Kampen, M. (2022). 8 Powerful Ways to Promote Equityin the Classroom.https://www.prodigygame.com/main-en/blog/equity-in-the-classroom/
Ruggs, E. & Hebl, M. (2012). Literature overview:Diversity, inclusion, and cultural awareness for classroom and outreacheducation. In B, Bogue., & E, Cady (Eds.). Apply research to practice.http://teach.ufl.edu/wp-content/uploads/2016/07/ARP_DiversityInclusionCulturalAwareness_Overview.pdf
Study.com. (2012). Developing Management Skills.https://www.studymode.com/essays/Developing-Management-Skills-917711.html
