Is your
classroom inclusive and child-friendly?
A
self-assessment tool for teachers.
Most of us look at classrooms as places for seriously learning and
seldom as a place where students enjoy activities and have a say in what and
how one needs and wants to learn. The most important part of teaching and
learning is the learning environment,
especially the ways how teachers and students interact and how such an
environment helps different children learn to their best ability.
An inclusive, child-friendly learning environment is not just a place
for formal learning, but also a place where children have rights: the right to
be healthy, to be loved, to be treated with respect, the right to be protected
from violence and abuse (including physical or mental punishment), and the
right to express his or her opinion, and to be supported in education
irrespective of learning needs.
What are
characteristics of an inclusive, child-friendly classroom?
1.
An
inclusive, child-friendly classroom does not
discriminate, exclude or marginalize any child based on gender,
socio-economic background, ethnicity, abilities or disabilities, etc. This means that:
a. No child is refused enrolling and attending classes
for whatever reason
b. Boys and girls have equal learning opportunities
c. Children are all treated the same: with respect
2.
An
inclusive, child-friendly classroom is effective
with children, facilitates and supports education of good quality and is child
centred. This means that:
a.
Teachers
think about the best interest of each child when deciding on learning
activities
b.
Teachers
try to adjust the standard curriculum to the learning needs of the students
c.
Different
teaching methods are used so that all children can learn, those who learn best
by doing, by hearing, by seeing, by moving, etc.
d.
Teaching-learning
approaches are used that invite students to think and reason and express their
opinions
e.
All
children are supported to learn and master the basic skills of reading, (and
listening) writing and arithmetic
f. Children also learn by experiencing/discovery and
by working together
g.
Teachers
encourage children to express their feelings through arts and other forms
3. An inclusive, child-friendly classroom is healthy for children. This means that:
a. What happens in the classroom also promotes
children’s health
b.
Classrooms/schools
are clean, safe and have adequate water and sanitation facilities
c. There are written policies and regular practices
that promote good health
d.
Health
education and life skills are integrated in the curriculum and the
teaching-learning activities
4.
An
inclusive, child-friendly classroom is caring and protective of all children. This
means that:
a. Children are secure and protected from harm and
abuse
b. Children are encouraged to care for each other
c. No physical or mental punishment is used with
children
d.
There are
clear guidelines for conduct between teachers and students and among students
(and no bullying is allowed)
5.
An
inclusive, child-friendly classroom involves families and communities. This
means that:
a. Parents are invited and consulted about the
learning of their children
b.
Teachers
and parents work together to help children learn better in school and at home
c.
Teachers
and parents together care about the children’s health, nutrition and safety –
also on the way to and from school
d.
Parents
and community members are invited for school-community project activities
What are
the objectives and goals of an inclusive, child-friendly classroom?
Goal 1:
Encourage children’s participation in school and community
Goal 2:
Enhance children’s health and well-being
Goal 3:
Guarantee safe and protective environments for children
Goal 4:
Encourage optimal enrollment and completion
Goal
5: Ensure children’s optimal academic
achievement and success
Goal 6:
Raise teachers’ motivation and success
Goal 7:
Mobilize parent and community support for education
What role
can teachers and students play to reach these goals?
If all teachers and students work together and schools try to become
inclusive, child-friendly schools, many of these goals can be achieved as part
of whole school development. If individual teachers try to make their
classrooms more inclusive and child-friendly, they may only reach parts of
these goals, but these are good first
steps. Individual teachers can make their classrooms more inclusive and
child-friendly by trying to implement some of the action points mentioned
below.
Goal 1:
PARTICIPATION
·
I have
made my classroom a welcoming place for all children, also for those from very
poor families, those with language difficulties, those with disabilities and
those who learn slower than others.
·
I involve
my students in class meetings where we discuss and decide on matters that
concern their well-being
·
I
organize together with my students learning activities involving parents and
community members, while also going out into the community for project learning
activities.
·
I
organize with my students a classroom bulletin board or student opinion box, so
students can express their ideas and views about school and community issues
·
I arrange
different seating arrangements for my class to facilitate different ways of
learning and participation
·
I
especially make sure that students who are shy or who have learning
difficulties are also participating and learning adequately
Goal 2:
HEALTH AND WELL-BEING
·
I
maintain and regularly update the health records of my students, and refer
students with problems to health centres
·
I use
simple assessment tools to find out whether students have hearing, vision or
other problems
·
I teach
(and role-model) proper waste disposal in my classroom and in the school
·
There are
separate toilets for boys and girls and they are kept clean.
Goal 3:
SAFETY AND PROTECTION
·
My
classroom has proper ventilation and lighting and enough space for all students
·
Classroom
furniture is sufficient and sized to the age of your students
·
My
classroom-layout and furniture allow students to interact and do group work
·
My
classroom has a bulleting board or a corner that displays helpful learning
materials such as posters, illustrations, low-cost and self-made
teaching-learning aids, newspaper and magazine clippings and my students’ own
work.
·
My
classroom is maintained and kept clean.
·
I have
together with my students developed classroom rules on how to respect and help
each other and on how to behave
·
I have
identified different learning needs and difficulties of my students and I
provide additional support while also asking students to help each other
·
I use
positive discipline methods
Goal 4: ENROLLMENT
AND COMPLETION
·
I try to
find out whether there are children not coming to school and the reasons why. I
will encourage children who are not in school to come to school
·
I discuss
with students and parents/community members the problem of non-enrollment and
how to get all children of school age into school
·
I
regularly check on attendance of my students and address problems concerning
non-attendance.
Goal 5:
ACADEMIC SUCCESS
·
I know
and implement my school’s vision and mission
·
I am
familiar with child-centred and child-friendly teaching-learning approaches
·
I ask my
students what they already know about a topic before I start teaching
·
I have
sufficient books and teaching aids for my students’ optimal learning
·
I plan
and prepare lessons well, while keeping in mind that children have different
learning needs and learning styles
·
I have
interesting pictures, posters and student work on the wall of my classroom
·
I
encourage and implement cooperative learning and discovery/active learning (“learning
by doing”) with my students
·
I make
topics more interesting and relevant to children’s lives by inviting community
members or parents to the classroom or by going out of the classroom or by
using locally available resources as teaching-learning aids
·
I use
formative assessment to make sure children are learning and I adjust my
teaching methods and contents if needed.
·
I observe
and listen to my students and document their learning process and progress
·
I often
ask open ended questions to find out how my students think and reason
·
I do not
punish my students for giving the wrong answer or solution, but treat mistakes
as new opportunities for learning
Goal 6:
MOTIVATION OF TEACHERS
·
I try to
find ways to further develop professionally through reading about education,
more training or in-service workshops
·
I am
professionally supported by the head of school, and he or she encourages us to
work together as teachers to support each other
·
I ask the
head of school to monitor my performance and identify my areas of strengths (to
be shared with other teachers) and weakness (for further professional
development)
Goal 7:
COMMUNITY SUPPORT
·
I invite
parents or community members to my classroom to show what is happening in the
classroom or for project presentations by the students.
·
I meet
and discuss with parents and community members matters of concern such as
safety when going to and from school; violence and abuse risks; allowing
children with “special needs” into the school and s upporting them; irregular attendance;
etc.
·
I
organize literacy classes for illiterate parents
·
I ask
parents and communities to contribute to the learning of their children in
different ways, while my students can also contribute to community needs with
special projects
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