SPECIAL NEEDS/INCLUSIVE PRACTICE
Upon reflection with dealing with inclusive classrooms, I have realized that there are two indicators of inclusive science education that I think I implemented well in my practicum: (1) I stretch my own comfort zone so that all forms of diversity and identities are reflected in my teaching, modeling and resources and (2) I set a welcoming, inclusive, safe and respectful environment for all learners to participate. Of the inclusive components in the list at the end of this document, I feel that there are three indicators of inclusive science education that I need to work on to build a more inclusive science classroom: (1) I take a step back and ask myself, “How would a visitor to my classroom know that everyone's voice is being heard? How would a new student or visitor be received?”, (2) I am prepared to deal with conflict in the classroom that stems from prejudice,
bias or discrimination because of membership in a marginalized group and (3) I model an appreciation and acceptance of cultural capital of my students and colleagues.
In a self-examination of my teaching during my practicum, I have realized the following:
I enjoy the newness of the experience with teaching and framing the minds of the students. I like seeing the excitement on their face when I bring something new into the classroom that their previous teacher did not. I like how the students enjoy seeing a different person every day that they can treat as a buddy-buddy. I think I make a student’s day more positive because I bring some new techniques (professional development) and extra kindness to the table when teaching the students (not saying that their original teacher was not kind). I feel my nervousness adds to the extra kindness that I give. I do not perpetuate the marginalization process because I try very hard to treat each student equally. I know my students as well as my mentor teacher has provided me with (e.g., IED’s, home life, only child, lives alone, actual grade level, reading and comprehension levels for each subject). I also try to know my students by observing them and taking note of their friends, their behaviour when given an assignment, if they raise their hand, if they are shy or if they rowdy and out-going. I treat every student the same way using the approach of naivety about their situation. I treat them how they want to be treated in that moment in time and how they need me.
Strengths
Weaknesses
In a self-examination of my teaching during my practicum, I have realized the following:
I enjoy the newness of the experience with teaching and framing the minds of the students. I like seeing the excitement on their face when I bring something new into the classroom that their previous teacher did not. I like how the students enjoy seeing a different person every day that they can treat as a buddy-buddy. I think I make a student’s day more positive because I bring some new techniques (professional development) and extra kindness to the table when teaching the students (not saying that their original teacher was not kind). I feel my nervousness adds to the extra kindness that I give. I do not perpetuate the marginalization process because I try very hard to treat each student equally. I know my students as well as my mentor teacher has provided me with (e.g., IED’s, home life, only child, lives alone, actual grade level, reading and comprehension levels for each subject). I also try to know my students by observing them and taking note of their friends, their behaviour when given an assignment, if they raise their hand, if they are shy or if they rowdy and out-going. I treat every student the same way using the approach of naivety about their situation. I treat them how they want to be treated in that moment in time and how they need me.
Strengths
- Socio-cultural consciousness with a realization that others might not be able to afford things I have or do not have. I understand my position in the social, historical and political context by questions my own beliefs and behaviours (through self-reflection).
- Desire to make a difference with a need to change and work towards more equitable environments to support high levels of student success. I continually look to work and remove barriers and creating conditions for learning that are beneficial for all students (struggling or not).
Weaknesses
- High expectations is something I need to work on because I treat students equally with respect but I understand that everyone is different and might be right for school. Although even is a student isn't right for school, I could still hold high expectations for them to do well in life regardless of what they are doing in life.
- Constructivist approach documents that learners construct their own knowledge. I personally teach thinking there is a clean slate and the students need to be taught everything they know (at least until they are in university when the learning is more independent).
- Deep knowledge of their students where the teacher knows about the lives of the students and their families and know how students learn best and where they are in their learning (the later I find is a strength). BUT, the deep knowledge of a student needs to be obtained while teaching the student and cannot be known from day 1.
- Culturally responsive teaching practices where teachers design and build instruction on students' prior knowledge in order to stretch students in their thinking and learning. This characteristics is similar to that of a constructivist approach because I see the students as a clean slate and I shouldn't.