In schools, inclusive classrooms will foster positive attitudes among the school members by educating all children together and leading to better social unity. Furthermore, inclusive classroom is the effective means of overcoming discriminatory attitudes and creating welcoming communities. Thus, the stakeholders and the students themselves play important roles in creating positive culture in the school so that every student can enjoy learning in harmony. One of the main goals of inclusive education is encouraging everyone to appreciate and value for diversity as well as develop understanding of the differences. Students with special needs in inclusive classrooms are found to be more accepted by their peers and included more often than their peers in segregated remedial program(Okagaki et al, 1998 and Slavin, 1992).
Teachers Help To Improve Parental Involvement Coleman and McNeese stated, “A strong, positive relationship between school and home can be a great motivating factor for students…a school-home partnership should address the particular needs of a community and provides the appropriate support that students need to succeed” (Coleman & McNeese, 2009). Motivation is what every child needs from both parents and teachers in order for them to them become achievers. Parental involvement helps with the motivation of every child because they don’t feel less of themselves they feel more empowered to achieve and this may include parent and child having a discussions about what activities they like and their interests. Educators have a duty to
Likewise, there needs to be the feeling of trust between the teachers, and between the teachers and the administrative staff. This sense of trust can promote cooperation and collaboration, and it can enhance the overall classroom environment. Finally, parents need to have trust that the classroom teacher will provide the best possible learning experience for their children. Lack of trust can promote feelings of uneasiness and create an environment filled with anxiety. Respect is also a key element that needs to be present in the school environment (Purkey, 1992).
I have previously taught students with autism and have used visual schedules and social stories before, with a degree of success. I have also adapted visual supports to include the targeted student directly in the images. I can honestly state with confidence, that by doing so, engagement in the visual schedule increased. I think the main reason for this on reflection was the schedule became more relevant and pertinent to the student at the time. I am an advocate of such supports and will continue to utilize them in my future classroom, regardless of whether I have a student who has autism or not.
My classroom will be a safe, positive, welcoming, and comfortable environment for my students. Effective classroom management shifts the focus in the room from controlling students and correcting misbehavior to learning and time on-task. I will organize my classroom in a way that promotes productivity and efficiency. My goal as a classroom manager is to maximize classroom time for student learning by illeminatring time wasted in confusion or disruption. With clear guidelines and procedure, my students and I will know what we need to do and when and how we need to do
The classroom environment is either going to improve a student's ability to learn or impede it. Students should not only be improving, but they should constantly feel safe and comfortable throughout the class. This paper describes a number of methods, and
Being their mentor, she encourages the students to strive to be the best they can be and at the same time encourages the students to enjoy learning. Teachers are not just there to teach the students, but to care for them and love them, where she spends time listening to what the students have to say whether it’s talking about their day, problems, family, etc. and being there for them, thus making a connection with them, but at the same time, keeping a distance so as not to get emotionally attached. According to Friedrich
Chesney It is great to have Chesney in our class! She knows classroom rules and routines and comes to class prepared. Chesney has also been working on being proactive in class and making sure she doesn’t interfere with her own or others learning. Keep it up ! Rachel Rachel continues to be a leader and positive role model for our class.
Teachers are friendly and welcoming to children and attend to all their health and safety needs. They are also needed to do many other things, help students learn what they need to learn to face the challenges of the new century; enhance their health and well-being; guarantee them safe and protective spaces for learning, free from violence and abuse; raise teacher morale and motivation; and mobilise community support for education. Above all, a rights-based, student friendly college must reflect an environment of good quality characterised by several essential
In the end, the student was still proud of how far he was able to get, and how there was a person cheering them on all the way through. Through this experience I learned that expectations should be realistic. Setting the goals for the students should be precisely designed, which again is supposed to include all students and consider all their abilities. What I also learned is that students always need a push; just like complimenting them, you should always do these things to improve their self-esteem. Showing the student their progress and showcasing the student’s accomplishments Showing the students progress allowed them to push harder and reach their objective.