Response To Interventions

The present day role of the teacher in instructing and educating children has evolved such that teachers are no longer simply machines with the goal of delivering information to the students (Lusthaus et al., 1992). They are now given the chance to deliver this information in a way that benefits every child (Lusthaus et al., 1992). Moreover, this information they receive not only informs them about class material but also helps them become individuals who may enter society with the goal of treating everyone with respect (Carrington, 2006). There are now numerous instructional methods that teachers can incorporate into the curriculum which are designed to help a wide range of students’ learning styles (Lusthaus et al., 1992). With these new methods, the teacher can create a more inclusive classroom environment. For instance, with the use of Response to Interventions (RTIs), teachers are now given the opportunity to monitor their students’ progress and understanding of the class material all throughout the academic year (“National Center on Response to Intervention”, 2010). As a future teacher, I would use RTIs with the goal of monitoring my students’ knowledge and offering them all different resources so that they could understand the class material to the best of their capabilities. Furthermore, I would use a constructivist approach to teaching. My curriculum would include both lectures and practice via in-class activities. For instance, in teaching how to solve the area of a rectangle, students can use 1 x 1 unit blocks to solve the area of many rectangular items in the classroom (for example, a poster). In this manner, they can get a hands-on approach to learning, they can work together collaboratively to solve the area problem, and they can eventually receive a better understanding of the material (in this example, the formula of a rectangle). Also, by using a constructivist approach to teaching, if students collaborate with one another during class, this can allow them to improve on their communication skills (Carrington, 2006). It would also give students with exceptionalities the chance to work with their able-bodied/neurotypical peers (Carrington, 2006). By working together, the students can feel like a community of learners (Carrington, 2006). In terms of the physical environment of the classroom, I would make sure the physical layout of my classroom is safe and allows all students to move freely. …show more content…
For students with a physical impairment, I could try to find the most optimal area in the classroom which could allow them to be content and in the best possible state to learn. In addition, I would also take recommendations on the first day of class about the layout of the classroom and ask all students if there is a particular layout that would benefit their learning environment. Although, given the limitations, such as classroom size and the number of students, I would then give my own recommendations about what may work best overall. Students in my classroom will hopefully understand the importance of treating each other with respect. In essence, there would be a zero tolerance for bullying or any other type of violent behaviour. I would not tolerate the use of derogatory language and I would try to educate them on the proper terminology as well as why they should use this type of language instead. A possible way to do