Theme 1 has taught me lessons related to how I should make my classroom inclusive. One of the main ways I’ve learned to achieve this, is by connecting with your students on a personal level outside of the classroom. As in, showing compassion outside of academics and making sure that the concern in your students is genuine rather than using a position of power against them. It’s important that we remember that teaching occurs both inside and outside of the classroom. Any moments and interactions that are shared between us and our students are opportunities to provide knowledge on a subject they may be curious about. Ladson-Billings discusses this in her text White Teachers/Diverse Classrooms. She mentions that since teaching takes place not
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Dewey discusses this through two theories that he considers to be fundamental in the constitution of experience: the principles of interactions and of continuity. A real life example where you would see these two theories working with each other is at the playground during recess. When children play games, they generate autonomy between themselves and find active roles for everyone to have a chance to participate. While teachers can’t necessarily jump in the game and participate with their students, they can emulate a practice that is similar in their classroom. We can allow children to gain individual responsibility while engaging in a group collaboration through classroom roles. When we give a child a job as the line leader or phone operator, we allow them autonomy in the classroom as individuals but they are still able to contribute to the greater good of classroom management. These are examples where children are able to make decisions without the presence of their teacher. This then gives the educators the responsibility of organizing social activities where all individuals will have an opportunity to not only contribute something but have a role in the control. Teachers would be able to see where their students’ strong suits and low points are and implement different forms in their teaching to accommodate everyone’s
Dewey discusses this through two theories that he considers to be fundamental in the constitution of experience: the principles of interactions and of continuity. A real life example where you would see these two theories working with each other is at the playground during recess. When children play games, they generate autonomy between themselves and find active roles for everyone to have a chance to participate. While teachers can’t necessarily jump in the game and participate with their students, they can emulate a practice that is similar in their classroom. We can allow children to gain individual responsibility while engaging in a group collaboration through classroom roles. When we give a child a job as the line leader or phone operator, we allow them autonomy in the classroom as individuals but they are still able to contribute to the greater good of classroom management. These are examples where children are able to make decisions without the presence of their teacher. This then gives the educators the responsibility of organizing social activities where all individuals will have an opportunity to not only contribute something but have a role in the control. Teachers would be able to see where their students’ strong suits and low points are and implement different forms in their teaching to accommodate everyone’s