Safe Learning Environment

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d) A critical justification of strategies when planning and delivering sessions
How inclusivity and safe learning environment is planned for within sessions
Inclusivity is a common narrative in the teaching field and it is expresses the commitment to teach all children to the maximum degree possible (Skidmore 2004, p. 47). The issue of inclusivity borders on civil rights issues where all pupils are protected from discrimination based on disability, race, religion, sex, status, and gender. Pupils with ‘protected characteristics’ are protected under the Equality Act 2010 (NUT 2013, p. 11).
At the same time, the anti-inclusion arguments are concerned with the inclusion caters for other students who have special needs (Ashman 2014, p. 54).
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Teachers can also ensure that students from a minority group have the support they need to succeed academically. For example, Muslim students should be excused to conduct their prayers in special rooms during class sessions. This will require the input of both the teachers and school’s administration. Teachers can promote inclusivity and safe learning environment by creating an inclusive curriculum. For instance, a teacher – with the help of school’s management, can include study of different cultures and religion in one of the school units. This can be done as a way of educating and exposing pupils to various global cultures that they do not know or understand. This may help build an appreciation and respect for different cultures.
A more practical way of ensuring inclusivity is by forging relationship between students from diverse backgrounds. A teacher can work with the school’s administration to ensure that his or her classroom is diverse – that is, it included students from different background as a matter of school policy. For instance, teachers can devise a sitting arrangement that includes pupils with ‘protected characteristics’ during group
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One of the strategies I employ is the ‘hands on’ approach. The Experiential Learning theory underscores the role of teaching and practice as a way of determining whether pupils are grasping the content being taught (Honeyman et al. 2009, p. 347). I am able to determine pupils that are focused by simply asking questions such “did you see the reaction?” during a laboratory class or “does that happen in life?” for a sociology class. For the less focused pupils, I may take it upon myself to ask them questions and not wait for them to participate. If this does not work I may be forced to change my teaching approach to include quizzes before the end of every class or provide home assignment that make pupils create presentations of their own understanding of the previous

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