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1. In an inclusive classroom, the goal is that every learner has an equal chance to succeed, participate meaningfully and feel they belong. The teacher plays a critical role by adapting the environmnent, content, and teaching methods to meet the diverse needs of all learner.

2. The power structure that one can alter to democratise a classroom is giving learners a choice in learning activities by allowing learners to have an input on topics, techniques of learning or show how they understand.

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Lerato

Zoliswa

Phlaureese

Zuko

Elona

1. We view a truly inclusive classroom as a space where:

All learners, regardless of their abilities, backgrounds, or learning styles, feel valued & respected.

Lessons are differentiated to cater for diverse needs.

Learners are encouraged to express themselves without fear of judgment.

Participation is not dominated by only a few; instead, every learner is provided structured opportunities to contribute, such as through group discussions, think-pair-share, and rotational speaking.

The classroom environment is physically & emotionally safe, with accessible resources for all learners.

2. Typical power dynamics in classrooms include teacher-dominated instruction, strict seating arrangements, and limited learner agency. One element I can alter is decision-making about learning activities.
Instead of choosing all tasks myself, I can allow learners to vote or suggest topic to be done that interest them within the curriculum outcomes. For example, giving them options for assessment tasks (presentations, posters, or debates) promotes shared power and learner autonomy, demonstrating the classroom and fostering motivation and ownership of learning.

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Inclusive Classroom

1. Set classroom expectations in the beginning of the year, to ensure that learners feel included in the classroom environment.

2. Ensure that the classroom takes on a learner-centred approach rather than a teacher-centred approach, additionally, encourage learners to make mistakes instead of feeling pressured to be perfect.

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Our group views an effective inclusive classroom environment by involving everybody no matter what race or religion and abilities they may have. Additionally, it is to ensure the learning environment is safe, and has age appropriate learner- friendly teaching and learning resources.

Gaby, Britney, Amore, Monqiue, Michaela, Nosipho

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Diverse teaching aids

Different abilities groups

Different opportunities must be provided

Giving learners jobs, use groupwork and mixing abilties.

Peer support and a buddy system

focus should be on the learner’s needs and ask their opinions.

Make the classroom assessable to all learners, for example make it wheelchair friendly.

Have discussions on their level

D A J R B A

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In my class I would like to have a classroom that reflects differentiation and make worksheets cater to the learners' likes and interests instead of giving activities that are "suitable" for the grade and term and that alliance with CAPS ONLY.

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1. Active participation and using a buddy system for children who are shy, to encourage them to be part of the class.

2. Shift from a teacher lead only classroom to implementing opportunities for the learners to take part in discussions and work together.

Involving learners in setting up the classroom rules and expectations. This helps them. When the children are involved in setting up the rules and expectations they will feel a stronger sense of responsibility for maintaining them.

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1.A truly inclusive classroom is one where all learners, regardless of their backgrounds, abilities, or learning styles, feel valued and have equal opportunities to contribute and succeed. It involves using varied teaching strategies to meet diverse needs, encouraging respectful dialogue, and creating a safe environment where every learner feels seen and heard.

2.One way to challenge power dynamics is to shift from teacher-centered instruction to learner-centered learning. For example, instead of the teacher always leading discussions, you could implement student-led discussions or group activities where learners make decisions.

One element I would alter is seating arrangement —shifting from rows facing the teacher to circles or groups—to physically and symbolically break down the hierarchy and promote collaboration.

3.The image represent the way we want to work with learners instead of working over them, it shows student engagement actively in decisions making and problems solving together.

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We plan to group students into small teams where they can work together and help each other learn. We will create our class rules and ways of working together as a group. As the teacher, I will guide and support learners by asking open questions and encouraging them to share ideas. I will use simple tools like circle-sharing or group activities to help everyone take part. This gives learners more control over their learning and helps create a fair and respectful classroom.

Carlin Davids

Thando Koka

Noxolo Modise

Siphosethu Nyawe

Kayleen Eckhardt

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To ensure all students are included and feel valued in the classroom. When doing lesson the educator will include all the students, e.g. the educator will even ask the learners to participate who’s hands isn’t up.

Cynthe

Daenia

Sharfaa

Kylie

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I created an extra word bank on the wall as the old one was outdated that was on the teachers wall. I found this helped as I could continuously update it as we did activities or writing exercises. It made things easier for the learners who thought their questions were silly, there's always a child who would ask. Later on the learner who was afraid to ask would come up to me and tell me they wanted to ask a specific word someone else asked for, immediately you would see the relief in their face.

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An inclusive classroom is a space where each learner, regardless of ability, background, or learning style, feels valued, respected, and empowered to participate fully. Equal access to learning is promoted by using differentiated instruction, supportive resources, and an environment that celebrates diversity.

To challenge traditional power dynamics, I would shift from a teacher-centered approach to a learner-centered one. One key element I would change is the seating arrangement—moving from rows to collaborative groups. This fosters shared dialogue, reduces hierarchy, and encourages learners to engage with one another and the content more equally.

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Children working together in groups is very helpful because it develops their social skills, cooperative skills as this allows them to work with their peers. Secondly it allows them to share ideas with their peers and that eliminates the pressure. Allowing group work in your classroom is important because it also boots the kids self esteem.

Group 6

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Being on the same level as the learners on the mat.

Allow learners to give their opinion/ ideas on things.

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Doing group work on the carpet with the learners and letting them engage amongst each other.

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As a teacher it is important to come down to the learners level, this makes the situation less intimidating for the learners. By being eye level with your learners it allows them to have trust in you. Even when they don’t understand something they are more likely to express it to the teacher when they are closer to them rather than when they are standing in case the other learners may hear.

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In a truly inclusive classroom, every student feels valued and has an equal chance to participate. To challenge typical power dynamics, teachers can share authority, encourage student-led discussions, and involve students in decision-making. One element to alter is the seating arrangement, moving from traditional rows to a circle or small groups, promoting collaboration and equal participation. By building good relationships with learners and empowering them, teachers can democratize the classroom, fostering a sense of community and shared responsibility.