Creating an Inclusive Student-Centered Learning Environment - Essay Example

Creating an Inclusive, Student Centered Learning Environment Name: Course: Tutor: Date: Introduction An inclusive learning environment is essential in the education of Australians. It is easy to incorporate inclusive practices into curriculum especially in the areas of business teaching. Students in a class vary depending on their gender, age and socio-cultural backgrounds. There could be students who have unique needs or disabled, and hence they require informed teaching practices. This will help in catering for their individual needs as far as learning is concerned. The chosen equity group for this case is indigenous students. The class will involve indigenous learners. Learning involves different perspectives and understandings. Learning between members of a class is important, as this is what inclusive teaching is all about. Background Issues been faced by students should be understood. Such groups as indigenous Australians, disabled, those from low socio-economic backgrounds, prisoners, the impaired, those from non English speaking backgrounds and so on should be understood as far as the issues they are facing in the education field is concerned. Equity is achieved through the inclusion of certain issues in the curriculum (Klenowski, p. 7). Such issues include valued skills and knowledge that consist of different kinds of cultural experience and knowledge, reflecting on all groups and not giving one group more privilege than the other. Educational attainment among the groups of indigenous people and students has continued to improve despite the challenges. The attainments have also been linked to the increase in health outcomes. The indigenous Australians are viewed as the most disadvantaged as far as education in Australia is concerned (Matthews, Howard & Perry, p. 1). The group of people is not given equal opportunities in education as those who are non-indigenous Australians. This has driven the Australian country to focus their priority on the indigenous students. The education system, in place, is already seeking to find strategies that are appropriate to enhance the teaching and learning of the indigenous students (Matthews, Howard & Perry, p. 1). Educators have a responsibility to come up with teaching strategies so that they can engage and empower the indigenous students within the diverse contexts of learning. The educators should be able to build networks with the students (Matthews, Howard & Perry, p. 2). The networks will enable the acknowledgement of culture of the indigenous students. Teaching practices that will assist indigenous students Communication is a vital tool when teaching a class that comprises diverse groups of students. Communication is essential since it is viewed as a key form through which interaction takes place. Language is equally valuable in communication. This is so because it helps in the formation of relationships between different groups of people. Most indigenous students arrive in schools speaking their native language (Klenowski, p. 2). Educators need to have knowledge of the language they speak if they want to engage the students at every level of class work. The students should be given and provided with as much information as possible at the beginning of class. The information given should be geared at getting a list of the students’ requirements. Educators should have excellent communication skills so that the students can understand what they are saying. They should use verbal symbols, which will in turn aid the scholars to understand what is being said. Educators have to be alert to identify word misunderstandings. They should also ask questions frequently which is aimed at determining the students’ comprehension. The educator’s effective communication can significantly help students in the development of their own communication skills (Hunt & Touzel, 2009, p. 80). Equal opportunities should be provided for all learners, to practice their skills. Another effective strategy that could be utilized in the classroom is the signposting strategy. Signposts are like road signs, and they help students to organize what they have learnt. This enhances better understanding and retention (Lewis & Mills, 2012, p. 67). The students are kept up to the pace of the teacher since they help in providing a guide. The educator can provide brief previews that will let the learners know where they are headed. It also helps them in the organization of the concepts, topics and ideas that are being discussed. Learning material can also be provided to learners over the internet so that the students can access them anytime and anywhere. Learning activities should be integrated into the program, to enable scholars to participate in active learning. Active learning is a teaching strategy that aims to involve students in and out of a class setting. The method aims to make learners active participants in learning. The educator can use a variety of activities such as discussion, role-playing, simulation, debates and academic games (Nilson, 2010, p. 56). Teamwork should be encouraged amongst the students and should include how various cultures incorporate teamwork in their communities. They could also teach students some problem solving strategies that would help them in the case that they meet difficult tasks. Cooperative learning formats can be used. This is where groups are set up and managed by the educator (Nilson, 2010, p. 56). The strategy is beneficial as it makes the students active and enables them to be more motivated. The students should be assessed in their groups, to know if they are achieving the learning outcomes that are set for them. The objective of the groups is to promote teamwork in the completion of the activities assigned to them. The activity will generate and promote discussions and encourages problem solving. Through this, the educator can identify students who are active and those who are not. It also encourages the examination of attitudes among the students of one group. Tests and assignments provide students with opportunities to practice their learning outcomes. The assignments enable students to reflect on their progress. The constant assessments help in the fostering of student success (Nilson, 2010, p. 56). Students can also be given tests or assignments and asked to take turns in presenting the outcomes to the rest of the students. All groups formed should be assessed to ensure that all outcomes are covered. The assignments groups help to foster teamwork and equal participation for all groups of students in the class. The extent to which all students are included in the practices All students are included in the teaching practices because all needs of the learners are considered equal. Teachers and schools have to take into reflection the degree to which the education practices and policies lead to the promotion of learning capabilities. The outcomes of learning and behavior are aspects of education and are significantly influenced by quality teaching. Two guidelines have to be kept in mind if the diverse learning needs of the learners or students are to be met. The two guidelines are the fact that teachers can accommodate the needs of students after making an analysis of the learning needs and environment (Nebraska Department of Education, (1996, p. 7). Another guideline is the fact that the performance of the scholars is, as a result, to the interaction that takes place between the instructional environment and the student. Factors such as quality of communication, classroom’s physical environment and a student’s level of emotional comfort between the students and teachers are vital since they enable optimal learning of every learner. Vygotsky’s theory of the zone of proximal development emphasizes the interaction of a competent teacher with the student or child (Kozulin et al. 2003, p. 3). The presence of an adult or a teacher positively influences the learner. This theory also emphasizes the use of signposting. Signposting strategy helps students to preview what they have learnt and prepare for the next lesson. Educators should employ a variety of teaching methods, as it is part of the knowledge base of teaching. The teacher can let the students decide for themselves what they want to say and leave the teacher to make a translation of it (Larsen-Freeman, 2000, p. 6). This is beneficial especially for the indigenous students who come to class with knowledge of their native languages only. Learning is enhanced when the mode of giving instructions is matched with the learning styles of students. Learning is all about what the learner does. The documentation of the experiences and effectiveness will enable students to develop in both experience and knowledge. The assessments should be adjusted to ensure fairness for all in the classroom. The individual requirements of learners should be taken into account and flexibility promoted in order for the success of students, to be ensured. How the chosen strategies and methods will enable students to achieve better outcomes Personalizing the education experience for all students will enable all groups of students including indigenous people to achieve better outcomes. Scaffolding has been seen to be a beneficial strategy as it helps in developing higher level thinking skills for students Glasgow & Hicks, 2003, p. 69). A strategy systematically shifts control and responsibility over performance and education from the tutor to the scholar. A variety of methods can be used to assess the students’ abilities and the capability to perform a task independently. Such methods include listening, observation, and tests and so on. Teachers should use teaching methods and learning activities in collaboration to ensure that all learning styles of every student are catered. Teachers from the indigenous group of people have been employed. This strategy was devised to help in the promulgation of appropriate methods, to improve the learning outcomes of students from the disadvantaged group. The move came due to the urgency in getting the right education and providing equal education for all. All teachers who are from the indigenous group and those who are not should understand the cultures and needs of every indigenous student. This is because even the students from the indigenous group have diverse needs too. Ways in which teachers can include inclusive teaching practices in their teaching Inclusive teachers are those who work together with the purpose of meeting one goal. The goal here is to include all learner including those disabilities and different needs in the classroom instructions. Knowledge and skill is required in order to tackle the complex job of meeting the diverse needs (Brownell, Smith, Crockett & Griffin, 2012, p. 47). The teachers have to know the resources available, which can aid them in the expansion of better instruction. Inclusive teachers know that all students have a right to equal opportunities in education. The teacher should be confident that what they are doing is beneficial to all students. Instructions should be customized to fit into the individual needs of all learners. Universal design for learning is a way in which students are challenged and engaged while eliminating the barriers that could cause frustration. Students are allowed to choose what they want to do, and through this, they are able to exhibit their strengths (Grassi & Barker, 2009, p. 184). The students should first be comfortable in the classroom before they can be introduced to more challenging material. The approach attends to every need of all students without focusing on the differences that exist amongst them. This approach is most suitable for indigenous students as they are appreciated and given equal opportunities. The inclusive of all cultural issues in the curriculum can be exceedingly exhaustive on the side of the educator. This is because they have to consider, respect and respond to all needs of the students. The ways in which I will use inclusive teaching practices in the future The diverse nature of Australian education, I have prepared to tackle the issues using the strategies and methods learnt. I plan to create a collaborative classroom, which encourages the growth and maintenance of positive relationships with the students (Bondy & Ross, 2005, p. 172). Universal design for learning will also come in handy as it takes into account the needs of all learners. I will ensure that all instruction is customized according to the diversity of the needs and requirements of all learners. I will try to build an environment where positive attitude is promoted. Students will be encouraged to work towards achievement of desired outcomes. Conclusion The Australian education is extremely diverse, and hence teachers are likely to encounter many equity groups. All classes especially the business class should consider all students no matter their background. All desired information about the students should be understood to ensure that they are treated and respected equally. Every student has the right to education and hence educators should give all scholars a chance to articulate their views and opinions. Socio-cultural barriers can be overcome using inclusive education. Positive outcomes will also be realized through the implementation of inclusive strategies and methods. Educational inequities in Australia can be eliminated through the introduction of policies that govern equality in education. Resources should be provided to ensure that teachers practice equal provision of services. Teaching practices should focus on application of fairness to all regardless of their gender, culture, religion and background. The teachers who want to include inclusive practices in the work should ensure that they do so through the provision of support. The support is based on the socio-cultural principles and practices. Learners should be given a chance to construct and transmit knowledge in the best way they know. They can do this through the opportunities given where they can access knowledge of other communities. The interaction will enhance their learning and lead to the development of new knowledge, methods and practices. Educators should find time to sit and listen to the problems that indigenous people face. They should enter into meaningful conversation and agreements, which will enable them, meet the needs of all. All schools should work with the existing histories, to help in the transformation of culture. This will in turn, help in the understanding and provision of equal opportunities in the education field. Critical reflection The assignment has enabled me to understand the importance of inclusive education. I have been able to understand the usefulness of student centered teaching methods and learning activities. Before I did this assignment, I had remarkably little knowledge of indigenous people. I have been able to acquire enough knowledge on the diversity that exists in education. Awareness of how disabilities and individual learning difficulties can have an impact on the students’ learning has been increased. Teachers have a responsibility of helping students achieve their desired outcomes. The way students respect themselves also rests entirely on the teacher. As an educator, I should therefore, endeavor to instill positive attitudes and responsibility on students. I have confidence, and know that I can handle any class of students. Through the comprehension of cultures, I can now incorporate indigenous culture in the class that I am assigned to teach. I now know how to handle the disabled, the impaired, those from non-English speaking countries and so on. The strategies and methods that I will use will significantly help in my practice. I have also learnt how curriculum can be planned to gather the education needs of all learners. The strategies I have chosen to employ a universal design for learning, scaffolding and customized instructions. References Bondy, E & Ross, D, (2005). Preparing for inclusive teaching: meeting the challenges of teacher education reform. Albany: SUNY Press. Brownell, M, Smith, S, Crockett, J & Griffin, C, (2012). Inclusive Instruction: Evidence-Based Practices for Teaching Students with Disabilities. New York: Guilford Press. Fielding-Barnsley, R, (2005). The attributes of a successful Learning Support Teacher in Australian inclusive classrooms. Journal of Research in Special Educational Needs 5(2):68-76. Glasgow, N & Hicks, C, (2003). Successful Teachers Do: 91 Research-Based Classroom Strategies for New and Veteran Teachers. New York: Corwin Press. Grassi, E & Barker, H, (2009). Culturally and Linguistically Diverse Exceptional Students: Strategies for Teaching and Assessment. Oklahoma: SAGE. Hunt, G & Touzel, T, (2009). Effective Teaching: Preparation and Implementation. Springfield, IL: Charles C Thomas Publisher. Klenowski, V. Australian Indigenous students: Addressing equity issues in assessment. Queensland University of Technology Australia. Kozulin, A., Gindis, B., Ageyev, V., Miller, S. (2003). Vygotsky’s educational theory and practice in cultural context. Cambridge: Cambridge University Press. Larsen-Freeman, D, (2000). Techniques and Principles in Language Teaching. New York: Oxford University Press. Lewis, D & Mills, R, (2012). The Pin Drop Principle: Captivate, Influence, and Communicate Better Using the Time-Tested Methods of Professional Performers. New York: John Wiley & Sons. Matthews, S, Howard, P & Perry, B. (1994). Working Together to Enhance Australian Aboriginal Students’ Mathematics Learning. www.merga.net.au/documents/Keynote_MatthewsEtAl.pdf. Nebraska Department of Education, (1996). Teaching Strategies for Students with Diverse Learning Needs. Lincoln, NE: Nebraska Department of Education. Nilson, L, (2010).Teaching at Its Best: A Research-Based Resource for College Instructors. New York: John Wiley & Sons. Read More