An Inclusive Classroom

An Inclusive Environment

The true basis of an inclusive environment is an acceptance of diversity in human nature. It comes from the depths of oneness of humanity, a state of non-duality. Termed as “Advaita, (Sanskrit: “Nondualism”)” (The Editors, 2015), by ancient seers.

The way to achieve an inclusive environment is two-fold, (a) by working on one’s own mind to grow towards acceptance and (b) by learning to use practical strategies in order to implement it. In this paper, my focus is to share an example of implementation.

I need to create a learning environment “…where all students feel comfortable expressing their opinions…Using multiple teaching methods to aid the academic success of students with varying learning styles…Encouraging critical thinking and academic excellence in a respectful environment.”  The focus is on acceptance and space for expression for everyone.

Learning Environment Chosen by Me

The learning environment that I have chosen is an individual classroom. The graphic organizer is a table for my plan for the classroom. It is a set of components from which I would choose a flow finally, which depends on how the students respond to the starting point. If one creates a rigid organizer, it does not allow for the “adaptive expertise” (Bransford, 2000, p.133) of the teacher to flow through. The basic thinking model for the strategies I use is “Whole Brain Approach”.

This is a Maths classroom focused on the chapter: Linear Equations in One Variable. The aim is to use about 8 to 10 periods, 50 minutes each, for the same. The group has students of 4 different countries, all levels of social strata and abilities. There are 4 special needs (SEN) students.

                                My Graphic Organizer: Linear Equations in One Variable

DESIGNING Make a cartoon strip showing 2 characters in discussion about algebra. Choose your script on your own. Choice!	Assessment After every module there will be a short test. This will be unannounced.	ICT AND HISTORY  Make a PowerPoint with any 5 pieces of information taken from the history of Algebra
Choice! Gifted students sometimes love to peer teach and other times they like to face a challenge. So during catch up classes I will give them a choice. If they wish to teach, so be it; else they can have a challenge.	Content- Equations: Simple and complex. Word problems.	Widen perspective Students who can think need exposure to building perspective. Questions such as “Who discovered Algebra and why?” or “What is ‘unknown’ in Algebra?”
Peer Work They work with partners. Partners makeup problems, exchange notebooks, correct each other’s work and sign!	Perspective Real Life Example.  “How does an auto-wallah decide the rate after traveling a certain KM in Delhi?	QUIZ The groups will be mixed and I will tell them that I can ask anyone for the answer and the method Should help in social education!
Drill I will have it in groups alternated by solo work and lots of short assessments.	LANGUAGE Explain in your words: Linear, Equation, Variable and Bracket	Word problems A few sessions discussing various ways of solving a word problem.

 Purpose of The Approaches Chosen

The whole brain approach brings together the logical and creative sides of the brain.

·       Logical problem solving part using Maths and the creative expression using language and designing. I believe that since this will appeal to all types of learners, it would give a learning environment for everyone to find space for expression.

·       Art appeals to us emotionally and that would calm down the nervousness that some students feel around Maths (TheHindu, 2012).

·       Group work would allow me the space to bring together students of differing backgrounds. Being part of a single team might help them cross boundaries of culture.

·       Peer assessment would give them the space to exercise the skills of self-judgment.

·       SEN students would feel a part of the class through collaborative learning.

“Inclusive education is seen as vital in assisting students with SEN in building friendship and gaining acceptance from others as well as providing quality education”. (Adams, Harris, &Jones, 2016), p.2.

·       Choice a component of the class would give space to the students to exercise autonomy. “One way to support students in building autonomy is to offer opportunities for them to make choices about how and what they will learn”, (Bray, 2005)

Conclusion

            I want to use the diversity of learners in the group to create an environment where students build connections with each other, me and themselves. I believe that to be the space where they grow to their best. “In adiverse learning environment, all students are encouraged to become…”.