Inclusive Environment

I worked toward creating a classroom environment where students felt safe to be creative by consistently using positive and constructive feedback strategies. I implemented a "two stars and a wish" approach, verbally highlighting two strengths in a student’s work while gently offering one area for improvement. In written feedback, I ensured that every suggestion for improvement was paired with a positive note, focusing on progress and effort. I avoided using red ink or marking answers with X’s, opting instead to circle areas needing attention to maintain a supportive tone. Additionally, I gave students multiple opportunities to meet learning outcomes, whether through verbal reassessment, revising assignments, or incorporating the outcomes into future tasks. This approach fostered a growth mindset, encouraging students to take creative risks while feeling supported and valued.

This semester, I came to realize that when you create and foster relationships will all the students, the more reserved ones do not slip through the cracks. By treating all students with equality and learning about them all, special attention is not put on any student. This alleviates the negative results of attempting to build some relationships over others. Every student should be made to feel as though they are your favourite. By implementing this, the more reserved students came out of their shell on their own. One student I never would have thought enjoyed my presence made me a drawing on the last day, thanked me, and explained that I was her favourite teacher so far. She explained this all blossomed from asking about her day and listening. It felt rewarding seeing every student engaged and putting effort into the yoga lesson I taught after strengthening these connections.

 In my field school this year, there are two students suspected to be highly neurodivergent. The students can be quite disruptive to their peers when overstimulated. My Mentor Teacher (MT) handles this very well. Although she has support from an education assistant part of the time, sometimes she is left to deal with it on her own. She uses behavioural management strategies such as rewards and sharing time management. When the students complete their work, they may be rewarded to play with play-dough, a fidget toy, or a slinky for a few minutes until the next activity. She also has a velcro sheet with the titles "now," "next," and "then." These indicate order and task reminders for these students which ease their confusion and stress. Both of these strategies help keep the energy level in the classroom at bay and often prevent disruptive behaviour. 

I attended a meeting with the Inclusive Environment coordinator at the school. She explained the school uses many strategies to make all the students feel included. These are: accepting and encouraging any and all pronouns, promoting their GSA and Jr. GSA clubs, and ordering a variety of books to educate and include students of different races, genders, ages, etc. Diversity is also promoted through guest speakers, decorating the walls of the school to represent equality, and celebrating Black History Month, Gay Pride Month, Orange Shirt Day and many more.