Frame of Reference: Philosophy of Inclusive Teaching Samantha Garstang ~ October 2013 Life in a classroom can be an intense social experience. It is my job as a teacher to instruct on life skills that contribute to a safe and rewarding community for all students. When students have the tools to manage their emotions, address conflict non-violently, and make responsible decisions in a collaborative and cooperative way, then learning will naturally flow from these foundational skills. Providing invisible adaptations to target specific needs of struggling students will meet diverse needs and abilities in the classroom without singling out any particular students. These invisible adaptations are paired with personalized curriculum modifications to enhance opportunities for learning. This supports the whole community of learners, contributing to an inclusive classroom.
Building relationships to support learning is imperative. I appreciate the challenges and creativity necessary to move through difficult situations with people, who need compassion and trust to be able to open up to learning and develop self-advocacy skills and resilience.
As a teacher, I thrive in an alternative to the mainstream model of education: A student-centered, social-emotional, project based model that focuses on assessment for learning, strength-based strategies, matacognition, and is somehow connected to learning in Nature.
I believe in service learning, community involvement, getting one’s hands dirty by being outside, growing food, connecting with the environment, raising awareness and appreciation of First Nations perspectives, engaging with creative initiatives, and learning practical life skills, as the way to foster a real love of life-long learning within a global and local context.
The magic that happens when a student’s mind is activated and engaged with meaningful learning is why I am a teacher. I have witnessed magic and understand that there are key elements to teaching. These elements can be adapted to meet anyone’s needs; they transcend culture, gender, language, age, and place. They are very much rooted in respect: Respect for the learner, for their particular Spark, the stuff that makes them unique, and for what they have to contribute.
Students must feel safe and encouraged, which means establishing a community of learners. They must have clearly outlined and understood learning intentions and outcomes. Students must be offered the opportunity to "learn-by-doing" and to take age-appropriate risks that are either perceived or real in a controlled environment (Adventure Theory and the zone of proximal development). They must find their unique voice, and use it to become strong self-advocates. Students must be encouraged to participate in a way that they can contribute positively to an outcome that allows them to see themselves as part of a bigger picture (empowered to craft their own learning and make decisions/solve problems/pursue their interests). They must reflect on an experience, and in so doing, learn from it (resiliency).
Someone who is having fun, or feels honoured in their unique perspective, will be more receptive and eager to explore reflection and learning and to engage in a compassionate process. When my students succeed, I know that I am doing a good job. When they are struggling, I recognize that it is me who needs to move sideways, to find a creative way to deliver the information and provide scaffolding for these elements to unfold.
In moments, with small actions, we receive whispers of affirmation. Now is my time to be a teacher. We are on the cusp of great change in the Education System, and I am riding the wave of the future, teaching from the heart.