Inclusion Classroom Summary

“Every child has a different learning style and pace. Each child is unique, not only capable of learning but also capable of succeeding.” – Robert John Meehan Therefore, teachers will need to come up with different solutions to help every student learn what is being taught. While observing a third-grade inclusion classroom, I noticed how the teacher implemented different ways to help every child learn. In this summary, you will see how the teacher taught her lesson to reach every child’s learning experience. The subject in the classroom is mathematics and is taught by Sandy Headrick. Her classroom is also supported with an inclusion teacher, Rhonda VanWinkle. Mrs. VanWinkle is in the room to provide extra support to students who struggle with

Headrick, stopped at a table and asked if they had read the problem. The replied they did and even came up with ways to solve the problem. She began to get their feedback and asked what the next step would be to solve the problem. Once they finish telling her the next step, she tells them they are off to a great start and instructs them to finish working it out amongst their table. As the teacher walks around the room, she notices several students are still struggling. She gets the students attention and asked what they should do if they still do not know how to solve the problem. A student raises their hand and says they should re-read the problem again. Mrs. Headrick begins to read the problem out loud to the class, “Lori wants to replace the square tiles on her wall. The square tiles are sold in boxes of 8 square tiles. Lori buys 6 boxes of tiles. Does she have enough to replace all of the tiles, including the tiles under the painting? Explain your answer.” She helps the students find and underline what is important information in the story and begin working together. She notices a table disagreeing amongst themselves about who is and who is not correct. Mrs. Headrick listens to their reason’s and asks the student to explain his reasoning of why the other student is wrong and he is correct. At the end of the time limit, the teacher has a student go to the front of the class to explain the steps he used to solve the

Mathematics can be very difficult for students to learn. However, you can adapt certain learning tools to help reach every child. Some of the things I found to help reach every learner is through activities that align with key skills; Math Fact Practice, Computation, Word Problems, and Math Journals. You can also find activities that help students practice weekly skills. These can include; Weekly Centers, Choice Boards, and I can Game. In my future classroom, I plan to implement some of these activities to help every child reach their academic