Book contents
- Frontmatter
- Contents
- Acknowledgements
- Why I Wrote this Book
- A Getting Started
- B Core Skills
- C Classroom Management
- D Lesson Planning
- E Learning how to Learn
- F Storytelling
- G Playing Games
- H Values Education
- I Songs, Rhymes, Chants and Raps
- J Working with Projects
- K Intercultural Competence
- L Content-Based Learning (CLIL)
- M Thinking Skills
- N Vocabulary
- O Life Skills
- P Art, Craft and Design
- Q Mime and Drama
- R Inclusion and Diversity
- S Creativity
- T Adapting or Writing Materials
- U Listening and Speaking
- V Reading and Writing
- W Multiliteracies
- X Grammar
- Y Assessment
- Z The Last Word
- Glossary
- Selected Further Reading
- Index
R - Inclusion and Diversity
Published online by Cambridge University Press: 28 October 2023
- Frontmatter
- Contents
- Acknowledgements
- Why I Wrote this Book
- A Getting Started
- B Core Skills
- C Classroom Management
- D Lesson Planning
- E Learning how to Learn
- F Storytelling
- G Playing Games
- H Values Education
- I Songs, Rhymes, Chants and Raps
- J Working with Projects
- K Intercultural Competence
- L Content-Based Learning (CLIL)
- M Thinking Skills
- N Vocabulary
- O Life Skills
- P Art, Craft and Design
- Q Mime and Drama
- R Inclusion and Diversity
- S Creativity
- T Adapting or Writing Materials
- U Listening and Speaking
- V Reading and Writing
- W Multiliteracies
- X Grammar
- Y Assessment
- Z The Last Word
- Glossary
- Selected Further Reading
- Index
Summary
One of my most vivid experiences of inclusion and diversity relates to a six-year-old child (let's call him Alex) diagnosed with Autism Spectrum Disorder. I’d been forewarned that Alex wandered about around the classroom in his own world and advised that the recommended approach was to take no notice and carry on teaching. Although I found this hard, I got used to it and the class teacher, who always sat in on my lessons, told me she was pleased that Alex seemed happy and was not throwing tantrums.
One day, when teaching the song Five little, green frogs, I brought to class a glove puppet with a frog on each finger. For some reason, Alex was entranced by this puppet and, while the class did individual work, I got each frog to say hello to him in turn. It's hard to describe Alex's total concentration and pleasure in this simple game.
From that day on, I brought the frog puppet to class every lesson. Whenever there was an opportunity, I surreptitiously got the puppet out of my bag and Alex cautiously approached to start playing. This became a routine and, little by little, Alex's confidence and language grew. This experience taught me one of the most valuable lessons of my career: that every child has unique learning potential and that by being adaptable and willing to relate to the child's world, you can help them to realise this.
My key tips for inclusion and diversity are:
69 Create an inclusive learning climate
70 Celebrate diverse identities in your classroom
71 Keep informed about specific learning differences
72 Differentiate instruction and tasks as appropriate
69 Create an inclusive learning climate
By creating an inclusive learning climate, you promote equity and ensure access to learning for all children. The best way to start is by reflecting on your own attitudes, values and behaviour.
An inclusive learning climate is one in which children feel a sense of belonging and know that you believe in them and support them.
In order to create an inclusive learning climate, you need to:
• Engage in constant self-reflection: what's your attitude towards the children you teach? Do you detect any favouritism or prejudice towards children of different race, gender or ability? Do you treat them equally?
• Build positive relationships: work patiently at building good, working relationships with all children (see 5). Encourage respect and positive interaction between children.
- Type
- Chapter
- Information
- Carol Read’s 101 Tips for Teaching Primary Children , pp. 86 - 90Publisher: Cambridge University PressPrint publication year: 2020