Introduction
Learners’ inclusion involves creating an environment that allows all the students to benefit from all sessions despite their differences. Instructors play a significant role in ensuring that the learning environment is inclusive for all learners and making the learning process easy and bearable. This essay explains the instructor’s characteristics, words, and actions that create inclusive classrooms for diverse learners. It includes specific examples and research-based support that illustrates these skills and characteristics.
Discussion
Learners usually have diverse needs that make learning quite difficult when the instructors fail to prioritize inclusion. However, there are several approaches through which inclusion is made possible throughout the learning process. First, the instructor should define clear minimum standards for the behavior within the classroom. Cherry (2019) states that these are rules thought of and acceptable that govern the interactions between the instructor and the learners. These standards should be short and precise, covering all forms of relationships and not merely coined to learn (Schlabach & Wagman, 2018). Examples of minimum standards that can be agreed on within a classroom include Kindness, respect for other people’s property, and safety. The instructor’s actions, such as writing the standards down and using easily readable font and writing material, can help enforce these standards.
Second, the instructor should enforce the minimum standards for the behavior consistently. This can be achieved by ensuring that the learners clearly understand these standards and the consequences of not adhering to them. According to Finkelstein et al. (2019), instructors should ensure that all learners, including those with different capabilities, clearly understand their expectations. This ensures that there is harmony and active involvement for every learner. For instance, when a learner causes low-level disruption in class, the following behavior management approach can be effective (Finkelstein et al., 2019). First, the instructor stops what he/she is doing and keeps eye contact with the learner. When the disruptive behavior continues, the instructor should refer the learner to the set standards and actively involve them in a more productive task such as reading or discussion. If the learner continues disrupting, the instructor can punish him/her according to the agreed approaches.
Another approach/action through which the instructor can ensure that learning is inclusive is by creating opportunities to listen to all children. Children who feel listened to build their confidence usually and can interact with others. Learning also becomes easy and enjoyable when learners feel accepted and respected in the classroom (Aggarwal, 2017). Instructors should create opportunities for the learners to be listened to, including their thoughts, creations, and contribution toward specific ideas brought forth during learning (Mastropieri & Scruggs, 2018, p. 172). This approach is characterized by phrases such as ‘Remain silent when another student is speaking,’ ‘Every student should participate in the learning session,’ and ‘Everyone to calm down.’ The instructor can also use gestures such as a silent coyote to ask the students to pay attention.
Additionally, the instructors should understand the specific needs of the learners to create an inclusive learning environment. Learners come from diverse backgrounds with different exposure, which can significantly affect their learning. According to Aggarwal (2017), learning is difficult in an environment where learners can outrightly express their disparities. For instance, it is not enough for the instructors to only know each learner’s performance in class but should also understand other factors that may affect his or her learning in a class environment. Questions such as Where do you come from? What work does your parents/guardian do? Whom do you live with? It will help instructors to understand learners’ specific needs.
Lastly, instructors create an inclusive learning environment for all learners despite their diversities by allowing them to demonstrate the skills and knowledge learned in the class. Brown (2017) states that all learners, although with different capabilities, can grasp concepts during learning sessions. Given opportunities to demonstrate, the imparted knowledge and skills stick better, and they feel included in the learning process (Mastropieri & Scruggs, 2018, p. 168). The instructors can ask them to discuss in groups, ask questions, write blog posts, create posters or infographics, and make presentations. Moreover, words such as Are we together? Do you have questions? Have you understood? It can help learners to be more involved.
Conclusion
In conclusion, creating an inclusive classroom for learners with diverse capabilities ensures that the learning process is easy and that all learners benefit from it. The instructors should ensure that the classroom environment is safe and conducive where every learner feels included. Although learners have different needs and abilities, the instructor can achieve an inclusive classroom by defining minimum standards for the classroom, ensuring that learners understand these standards, considering the specific needs of the learners, and allowing them all to demonstrate their knowledge and skills. However, these approaches are not only coined for learning but also help promote self-confidence by improving socializing behavior among the learners. This essay has discussed the characteristics, words, and approaches the instructors can use to create an inclusive classroom. It also provides relevant examples supporting the illustrations and evidence-based research on achieving an inclusive classroom.
References
Aggarwal, N. (2017). Inclusive classroom and pedagogy. Shikshan Anveshika, 7(1), 41. Web.
Brown, Tony. “Making mathematics inclusive: Interpreting the meaning of classroom activity.” Waikato Journal of Education, vol. 9, no. 0, 2017, 10.15663/wje.v9i0.389. Web.
Cherry, A. (2019). Choosing to do the work: Thoughts on creating an LGBTQ-inclusive classroom. The Assembly, 2(1). Web.
Finkelstein, S., Sharma, U., & Furlonger, B. (2019). The inclusive practices of classroom teachers: A coping review and thematic analysis. International Journal of Inclusive Education, 25(6), 1–28. Web.
Mastropieri, M. A., & Scruggs, T. E. (2018). The inclusive classroom: Strategies for effective differentiated instruction (pp. 166–198). Pearson.
Schlabach, & Wagman. (2018). Social justice inside and outside the classroom. Transformations: The Journal of Inclusive Scholarship and Pedagogy, 28(1), 104. Web.