Creating a learning environment that maximises learning and teaching in any classroom can be a task in itself, let alone creating a successful learning environment within an inclusive education setting. There are however numerous ways to do this with both advantages and difficulties in implementing such a curriculum; it seems an overwhelming experience, especially as a new teacher.
Foreman (2008) likens the classroom environment to an ecosystem to which there are four interconnecting dynamics; teacher factors, student factors, curriculum and resource factors and physical setting factors. These four factors provide many ways that teachers can set up the learning environment to maximise the occurrence of teaching and learning, however it is both my belief and experience that there is a major focus on teacher factors. The reason for this I believe is that it is the actual teacher who implements and practices inclusive education. It is not that I consider any of these factors are more important than another; but I have recently witnessed firsthand how important relational factors are in order to create and continue successful learning and teaching environments that cater for all students.
Dynamic relationships are central in providing a thriving classroom (Greenspan, 2005). This is supported by Frieberg’s model of Consistency Management and Cooperative Discipline (Ashman & Elkins, 2008) which suggests classrooms should be built on support and trust, for these are the foundations that facilitate and nurture relationships between teachers, families, students, colleagues, stakeholders and the community. However, problems can arise in many aspects of the classroom environment if relationships aren’t formed and nurtured, such as a lack ...
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...ward to as a new teacher, embracing new ways to enhance the learning experience for all students. I will be using Clicker 5 and FM stereos as well as interactive whiteboards throughout my internship to maximise the learning experiences for all my students.
Works Cited
Ashman, A., & Elkins, J. (Eds.). (2008). Education for Inclusion and Diversity. Frenchs Forest, New South Wales: Pearson Education Australia.
Causton-Theoharis, C., & Theoharis, G. (2008). Creating Inclusive Schools For All Students. The School Administrator, 65, 24 - 31.
Foreman, P. (Ed.). (2008). Inclusion In Action. South Melbourne, Victoria: Cengage Learning Australia.
Greenspan, S. I. (2005). Creating an Inclusive Classroom. Scholastic Early Childhood Today, 20(1), 26.
Kennedy, G. (2002). Educational software for school and home. Australian Journal of Learning Disabilities, 7(1), 46 - 47.
The Vietnam War holds a different meaning for people both young and old. The longest known US war lasted a solid eighteen years. Some would describe the war as a puzzle since not everyone was for the war. At the age of 21 Tim O’Brien was drafted for the Vietnam War. He states that The Things They Carried is a way for readers to feel what he felt during the war. The key experiences and emotions that he wants the reader to feel are frustration, not being able to find your enemy, having soldiers all around you losing their life, and being upset about being in a war in which you yourself do not believe in. Now forty years later after the Vietnam War first started O’Brien is left with face-less responsibility and face-less grief. He says it best himself “You bring war back home with you. The things you carried in the war are also things you brought back home.”
Sapon-Shevin, M. (2008). Learning in an inclusive community. In J. W. Noll (Ed.), Taking sides: Clashing views on educational issues (17th ed.) (pp.226-232). New York, NY:McGraw-Hill.
Slee (2001) argues that inclusive schooling demands schools to recognise all types of difference from disabilities, ethnicity, gender, class and sexuality. Furthermore, he challenges schools to accept difference, to encourage and promote flexibility thus benefiting not only the curriculum and pedagogy, but the community and students themselves (Slee, 2001).
In the novel, The Things They Carried, Tim O’Brien shares several different experiences during the Vietnam War that had a great impact on the soldiers that fought along side him and himself. Although not all the stories are connected to one another, some intertwine. Attempting to show the reader who he is then and who he is now throughout the book, O’Brien flips back and forth between the past and the present: sharing his experiences during the war and his current time being a post-war father. War takes a toll on a man in more ways than one. Many seek comfort in bringing personal items with them to battle to remember where they came from and what they have to look forward to when returning home.
Classrooms of today are full of students with varying learning abilities and styles, therefore teachers are put in a position to involve each of their students equally so that everyone has the greatest chance of success in their learning. There are many different ways teachers are able to set up the learning environment in order to maximise teaching and learning and cater for the diverse needs of their students. I will attempt to discuss in detail some of these strategies and unpack the potential advantages and difficulties that follow.
Sands, D., Kozleski, E., & French, N. (2000). Inclusive education for the 21st century: A new
Shore, Marietta Saravia. (2011). “Diverse Teaching Strategies for Diverse Learners” Chapter 2. Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners. http://www.ascd.org/publications/books/107003/chapters/Diverse-Teaching-Strategies-for-Diverse-Learners.aspx
...hanging concerns that their staff, parents, and others have as greater inclusion begins to be implemented. By attending to these issues, a more inclusive educational system is possible. (SEDL, 1995)
In this essay I will reflect upon the inclusive learning environment, i intend on reflecting this by researching, reading, extending my own knowledge and a recent exemplar visit. The main issues i have chosen to cover throughout this essay are inclusion, children’s learning and the environment. Issues i will also cover are Special Educational Needs (SEN), Every Child Matters (EMC), Diversity and legislations. I intend on doing this by arguing, analyzing and discussing the inclusive learning environment. Inclusive learning environments can be varied from the school environment to the home environment. Both having a significant impact to a child’s learning. The environment within schools needs to be stimulating, creative and enjoyable for all children to learn in. Effective classroom organization, interaction between both staff and children are essential to the inclusive learning environment.
As a new teacher preparing to embark upon what I hope will be a long-lasting, rewarding career in education, I want to create an inclusive, stimulating and collegial climate in my classroom. I plan to make sure that all my students feel valued, and contribute actively to the knowledge, interactions, learning and interests shared by the class. However, I appreciate that as a new, inexperienced teacher I could encounter or unintentionally create barriers that undermine my vision of an inclusive classroom. Although systems will operate in any school setting that can help or hinder inclusive practices, I believe it is my responsibility to ensure that every student in my care has high aspirations, and experiences success at school regardless of the school context.
“What does inclusive education mean for me as a teacher in 2014 and beyond? “
Research shows that the learning environment encompasses more than just the classroom that learning and teaching takes place. Many factors contribute to a learning environment, including the students, teachers, parents, school staff, policy makers, specialists, support staff, community members and the different learning spaces and resources available. This reflective journal will discuss some ways that teachers can set up the learning environment to maximise teaching and learning and some potential advantages and difficulties for me as a new teacher.
Wood, Judy W (2002). Adapting Instruction to Accommodate Students in Inclusive Settings. Upper Saddle River: Merrill.
The philosophy of inclusive education has “brought about teams of general education and special education teachers working collaboratively or cooperatively to combine their professional knowledge, perspectives, and skills” (Ripley, 1997). Many approaches have been developed and researched over the years to determine best practices for inclusive education in public schools, which include mainstreaming and specialized schools. The challenge for educators and school systems is deciding which approach and strategies meets the individual needs all students in classrooms.