TESL 0100- UNIT 7- Reflections
In this unit we discussed about different strategies that teachers can use to include and support the following groups of learners in the classrooms:
- Learners with literacy needs (without formal education in their first language).
- Learners with learning or physical disabilities.
- Learners with mental health issues, victims of trauma and/or torture.
- Learners living in poverty
- LGBTQ learners, and other groups.
The students' answer to this topic was quite vary. I believe teachers strategy about these topic depends on a teacher's recognition of her/his students and their attitudes.
Then, we discussed about different scenarios that could happen in a class. For this lesson I chose this scenario:
A small group of learners tend to dominate class discussions and correct others. You also notice that
other learners are becoming more and more disengaged... How would you address this situation?
other learners are becoming more and more disengaged... How would you address this situation?
For this scenario, I would use three strategies. First, I would ask students directly to answer questions
and participate in the discussion. I would ask non-active students directly to make them speak and
increase their class participation. Asking directly is a good method to let others talk. Second, I would
write down students name on the board and put a check mark in front of their names, if they talk and
engage in the discussion, to indicate their class participation. I would not change the subject until I
receive a word from all students. I believe showing the class participation would encourage students
to be more active. Third, if one or two students talking all the time and would not let other students talk,
I would ask them after or before a class in private to respect students’ time in class and help non-active
students in speaking. I can recall a class in which a student took a lot of time to ask unnecessary questions
and would take both teacher and students’ time. The teacher kindly asked him to let other people talk in the
class but he did it again and did not let other students talk. One day, the teacher took him away and explained
to him he should respect others’ time and let other students speak and ask questions. He used to believe if he
speaks a lot, it would show his class participation. He was clarified and after that he respected other students.
and participate in the discussion. I would ask non-active students directly to make them speak and
increase their class participation. Asking directly is a good method to let others talk. Second, I would
write down students name on the board and put a check mark in front of their names, if they talk and
engage in the discussion, to indicate their class participation. I would not change the subject until I
receive a word from all students. I believe showing the class participation would encourage students
to be more active. Third, if one or two students talking all the time and would not let other students talk,
I would ask them after or before a class in private to respect students’ time in class and help non-active
students in speaking. I can recall a class in which a student took a lot of time to ask unnecessary questions
and would take both teacher and students’ time. The teacher kindly asked him to let other people talk in the
class but he did it again and did not let other students talk. One day, the teacher took him away and explained
to him he should respect others’ time and let other students speak and ask questions. He used to believe if he
speaks a lot, it would show his class participation. He was clarified and after that he respected other students.
Also, group activity would be a good asset for non-active students. Put active students with non-active students
in a group and ask the active students to help their classmates in small group discussions.
Check out this video about moving diversity and inclusion from theory to practice.
in a group and ask the active students to help their classmates in small group discussions.
Check out this video about moving diversity and inclusion from theory to practice.
Resources:
TEDx Talks (May 5, 2015). Practical diversity: taking inclusion from theory to practice | Dawn Bennett-Alexander | TEDxUGA[video]. Retrieved from: https://www.youtube.com/watch?v=ExcDNly1DbI
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