An analysis of how my teaching and learning approaches address the equality and diversity of my learners, and underpins and promotes an inclusive learning environment.
PDE 2.2 & 2.3
An analysis of how my teaching and learning approaches address the equality and diversity of my learners, and underpins and promotes an inclusive learning environment.
My commitment to equality and diversity is demonstrated by my inclusive teaching practice. I am conscious that all students, no matter their age, race, background, class or ability, are encouraged to achieve their full potential in a safe learning environment.
Petty (1998:69) states:
‘All students must feel that they are positively and equally valued and accepted, and that their efforts to learn are recognised, and judged without bias.’
Communication
First and foremost I need to have an understanding of my learner. Each student has an initial assessment to fill out during the first lesson. This form of communication is important in establishing any needs that may affect their learning, whether it be a physical requirement such as a wheelchair user needing access to a lift; a religious obligation, such as needing to pray during the lesson; or a student with dyslexia requiring worksheets to be printed onto coloured paper.
There may be other issues affecting attendance or punctuality that I need to be aware of such as family issues, bereavement, etc. Knowing this will affect the way I consider and plan my lessons, ensuring everyone has fair treatment and equal access to learning.
During the class I will ask questions to ensure all students have access to the same resources. For example, can everyone see the text on the white board? Is everyone able to hear what I am saying? I would check my handouts are clearly written, in simple font and plain language with images that reflect the broad spectrum of society.
Physical needs
Whatever their needs, I make sure that I treat each individual with the same care and respect. Particularly in my Art for 65+ class I need to be aware of a few students with limited eyesight or who may be slightly hard of hearing. I can
An analysis of how my teaching and learning approaches address the equality and diversity of my learners, and underpins and promotes an inclusive learning environment.
My commitment to equality and diversity is demonstrated by my inclusive teaching practice. I am conscious that all students, no matter their age, race, background, class or ability, are encouraged to achieve their full potential in a safe learning environment.
Petty (1998:69) states:
‘All students must feel that they are positively and equally valued and accepted, and that their efforts to learn are recognised, and judged without bias.’
Communication
First and foremost I need to have an understanding of my learner. Each student has an initial assessment to fill out during the first lesson. This form of communication is important in establishing any needs that may affect their learning, whether it be a physical requirement such as a wheelchair user needing access to a lift; a religious obligation, such as needing to pray during the lesson; or a student with dyslexia requiring worksheets to be printed onto coloured paper.
There may be other issues affecting attendance or punctuality that I need to be aware of such as family issues, bereavement, etc. Knowing this will affect the way I consider and plan my lessons, ensuring everyone has fair treatment and equal access to learning.
During the class I will ask questions to ensure all students have access to the same resources. For example, can everyone see the text on the white board? Is everyone able to hear what I am saying? I would check my handouts are clearly written, in simple font and plain language with images that reflect the broad spectrum of society.
Physical needs
Whatever their needs, I make sure that I treat each individual with the same care and respect. Particularly in my Art for 65+ class I need to be aware of a few students with limited eyesight or who may be slightly hard of hearing. I can