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Hi Kenleigh! I really liked your point about how every student learns differently because that is so true in classrooms today. Some students do better with structure and step-by-step guidance, while others learn best when they have more freedom and creativity. I also liked how you explained combining essentialism and progressivism instead of choosing only one philosophy. Giving students the basics first and then letting them explore their own understanding sounds like a great balance. Overall, I think your classroom would help students feel supported while still allowing them to grow in their own way.

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Hi Dylan! I really liked how you connected cultural diversity to helping students feel safe and included in the classroom. Your point about using sports from around the world in lessons was creative and a great way to help students learn about different cultures in a fun way. A little side note, my son's choir concert tonight was incorporating different countries that are playing in the World Cup into their songs. I also agree that diversity helps prepare students for the real world because they will meet and work with people from many different backgrounds. The comparison to the Olympics was a strong example because it shows how people can come together even when they are different.

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Peer Response #2-Annica Anderson's Classroom Inclusiveness 

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Peer Response #2-Annica Anderson's Classroom Inclusiveness 

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I never realized that it was possible to minor in special education and knowing this now I might look into it myself. I really enjoyed how when talking about inclusivity you mentioned how it can be to be special needs in a normal classroom environment as not everyone gets help with some of the things they struggle with as a result. I have some personal experience with this because in the lower grade levels I had not been aware I had some things that made it overall a little harder to learn. I feel that the stuff you want to implement into the classroom is good for everyone and will foster an overall positive and stress-free environment. I feel like I have seen good examples of teachers treating students equally even though everyone is different. When I shadowed in a band classroom there were a few students who struggled to focus and as a result would sometimes cause disruptions this classroom was lucky enough to have two teachers as the class was fairly large and as a result whenever something would happen they would simply redirect the focus back on to the material. This was during the week where they were doing instrument maintenance so it was much easier to get sidetracked just because there wasn't and instrument or something of the sort to fidget with and the teachers understood that.

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Name- Aiden Long

I really enjoyed reading through this and found a lot of the stuff very interesting. I agree that teachers should be able to be real with their students as I have seen it makes a stronger connection to both the course content and the teacher. I have seen great examples of being real with students and I have seen teachers who are so professional that the students find the class very boring overall. For privacy sake I will call this person Mr. B, Mr. B was a music teacher that had taught at the school for a long time and had built the program into what it is and when I asked around more about how the choir program looked in the past I found that he was a very strict very professional teacher and it made the class boring and not fun to be in however, when I was taught by him he was very realistic with his expectations and was able to be real with his students and overall the students respected him more because of it. Another thing this helped with was helping students get out of their shell a little bit (me included) it helped push the students to new heights and overall improve the music program at the school. I have also seen iffy examples, the teacher knew the course work extremely well however because they were not really open with students the class was always silent and there was rarely ever any good discussion (English classroom) it was hard to want to speak up and start a class discussion because of how tense the atmosphere felt overall. I feel that being real with students is something that should be encouraged (within reason) because it shows that teachers are human too and that they have lives and that they are never perfect because of that fact students can feel more comfortable overall in the classroom environment and not feel like they may be judged in any way.

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Peer Response #2

Peer Ella McNett

Response:

I really enjoyed reading your application for the future about social reconstructionism. One thing I learned from your post was how important it is for teachers to recognize the influence they have on students both academically and socially. I liked how you connected this concept to music education by discussing the importance of incorporating composers of color, female composers, and LGBTQ composers into curriculum. That connection showed how teachers can help students feel representing and valued through the materials and perspectives included in the classroom. I also made a personal connection to your post because I believe students learn best when they feel accepted, respected, and included in the learning environment. Your post reminded me that teachers are not just teaching content, but are also helping students develop understanding, empathy, and awareness about the world around them.

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Applications for the future: Teachers learning with the students 

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Applications for the future: Teachers learning with the students 

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I feel that the number one largest thing that should happen when teaching students is to keep an open mind because teaching also means learning from others. I feel that this concept really resonated with me because I feel some teachers forget that it is a learning journey becoming an educator and that learning journey doesn't stop. Some things I want to take into the classroom environment because of this is keeping up with the times and understanding what media looks like for the generation I am teaching as media can be something that effects the generation and, in some cases, can help teachers have better methods of reaching the students. Another thing I want to keep an open mind about is learning both my unique teaching style and how that style should be adapted to students each year so that the students get the best possible teacher and I keep an engaged classroom that is relaxed and focused. I feel one of the biggest examples I found of this is the book circle book I read, I feel the author shared their experiences in a way that inspired me and helped me understand more how learning as a teacher can look because it is different everyone though I will just need to experience it when I become a teacher and remember to keep an open mind.

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Applications for the future: classroom management 

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Applications for the future: classroom management 

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Name: Aiden Long

I feel like before we talked about proper classroom management, I struggled to see it within classrooms I was a student in. I think there are so many aspects that I will need to remember and bring into my teaching career. Some of these things include settings goals, keeping the student's attention span in mind, developing a stress free and welcoming environment, decorating is also helpful, adapting the classroom environment to the students not to the comfort of the teacher. I feel that these things make a classroom a classroom and not a place students dread. I feel that adapting to the students is crucial because the students are still developing whereas the teacher has gone through classes and has experience to step outside the box and try new things to help the class develop. Decorating the classroom gives a fun and engaging physical environment and it allows for some of the information you teach to be embodied in the place you are teaching. Encouraging an environment that is low stress can help students learn music and I plan to encourage an environment where students want to be and don't have to stress about things that normally comes with being in school. Setting clear expectations is something that I want to make a habit so my students will have plenty of structure so that nothing is a surprise or takes the students off guard. I think the most important thing is to keep the attention span of the students in mind when teaching and allowing for time to take a break and get back into the music, I think that this is important because focusing for a long period of time without a break can cause students to become uninterested or tired of the class.

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Applications for the future: Progressivism

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Applications for the future: Progressivism

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Name: Aiden Long

I feel that progressivism is something that I would like to include in my future teaching journey as a music educator. I have found that the more I have learned about the different teaching styles I keep finding that overall, in music teaching Progressivism (in my opinion) is the most fitting teaching style to help students learn. I find that this style of teaching is more fitting for music because music should be about the students learning and the teacher guiding them towards better musicianship and creativity. I plan on implementing progressivism through several different methods some of these include letting students decide on musical choices, pulling repertoire choices (within reason) through student vote or recommendation, and allowing students to learn through bouncing ideas off of the teacher and the other students through group learning or other group activities. When it comes to musical decisions it is very crucial that the group performing it has most of the choices because it makes the overall learning process smoother, learning a piece you are invested and have made choices for is a lot more fun and helps students feel more involved in the making of the music. Having students choose some of the songs they perform can help them have more diverse pieces that are more fun for the group I would still have choices of pieces for things that work more on technique and give skills that are needed as a musician, but it is always nice to have more fun pieces that are a break from constantly thinking about technique. I feel that small group work like sectionals, small ensemble, and other forms of small group work helps students work on stuff in an environment where they are musically exposed in a non-stressful way, this also helps develop the skills to hear and learn pieces on their own without needing the help of a teacher which with time can be very helpful if they choose to continue within a performing art related field.

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Application for the Future: Lessons from Finnish Lessons 3.0

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Application for the Future: Lessons from Finnish Lessons 3.0

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This isn't an article or video we seen, but it is the book we read for our Book Circle assignment. One idea that really stood out to me from Finnish Lessons 3.0 was the importance of focusing on student well-being and creating a balance learning environment. The book explains how Finland's education system values creativity, collaboration, and student support instead of putting pressure on constant testing. It also emphasizes the importance of trusting teachers and allowing students to learn at their own pace. This resonated with me because I want my future classroom to be a place where students feel supported, motivated, and excited to learn. In my future classroom, I plan to create lessons that encourage collaboration and creativity instead of focusing on grades and test scores. For example, I would include more group projects, class discussions, and hands-on learning activities that allow students to apply what they are learning in meaningful ways. I also want to make sure students have opportunities for movement, brain breaks, and social-emotional support throughout the day. Another idea I would apply is building strong relationships with students so they feel comfortable asking questions and making mistakes. By focusing on the whole child and not just academic performance, I hope to create a positive classroom environment where students genuinely enjoy learning.

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Application for the Future: Positive Classroom Management

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Application for the Future: Positive Classroom Management

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During week 8 we talked about classroom management and how to build relationships. Positive classroom management focuses on building relationships, setting clear expectations, and encouraging good behavior instead of just punishing bad behavior. The article in that module gave little tips on how to do just that. In my future classroom, I would start the year by setting clear expectations with my students and involving them in creating classroom rules. I would use positive reinforcement, like recognizing students who are following expectations. For example, I might say, "I like how this table is working quietly together." I would also build strong relationships by checking in with students and showing I care about them (I do this with my Soldiers). If a student is acting out, I would try to understand the reason behind the behavior instead of immediately giving a punishment. A class I just took actually helped me understand this part.

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Ava, I don't know what teacher wants to give negative guidance but I guess that's a thing. I really don't understand that and we probably never will, but I completely agree with you.I think positive guidance is over looked because I feel people think it comes with being a teacher. I like the fact that it sounds like you are a very caring person and that's all some of these kids need.

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Application for the Future: Progressivism and the Role of the Teacher

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Application for the Future: Progressivism and the Role of the Teacher

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I liked reading about progressivism and the role of the teacher. Instead of students just memorizing information, they actively participate in learning and connect lessons to real life. In my future classroom, I plan to five students more opportunities to collaborate, explore ideas, and learn through hands-on activities. For example, instead of only teaching science lessons from a textbook, I could have students complete experiments and discuss their observations with classmates. I would guide students by asking questions and encouraging critical thinking instead of simply giving them all the answers. I also want students to feel comfortable sharing their opinions and ideas during discussions. I know how scary and nerve racking it can be to speak out in front of others. By taking on more of a facilitator role, I believe students will become more independent, confident, and actively involved in their learning.

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Ella, I think you hit the nail on head with this. I agree with this being a top topic for the class, I also think being able to just communicate is important. Depending on the type of school, parents might not be the ones pushing the students. That's why I think teachers are responsible for their actions in school and need to maintain professionalism. The last sentence is exactly what I believe in, that a classroom and students should be supportive and heard.

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Cultural diversity should be in every classroom, no exceptions. Cultural diversity is the students' backgrounds, which includes race, languages and religions. These factors separate the students from the start, but in my class there will be no difference. Diversity is very important in the classroom to make everyone feel safe and secure, that will help the students get the tasks done that need to be done. Having a diverse environment helps students prepare for the real world and the work force. I will have lessons that involve sports all over the world, that is a great way to effectively learn another part of the world through sports. WIth me being a big believer is sports create peace, this is just another example of that. We have the Olympics every 4 years, which is very diverse. Why can’t we build the same thing in a classroom? That will be a goal of mine, to build an environment where we are learning from each other.

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Realism is something that everyone should know what it consists of, either in art, philosophy and education. Realism is described many different ways but chapter 4 of our pressbook says “reality, knowledge, and value exist independent of the human mind” (Johnson, 2011,p.89). Being able to be “real” with my students in a time where social media is pressuring them to be/look a certain way is very important. Realism is something that everyone needs a little dose of here and there, it keeps you close to who you really are. Facing facts can help people see the big picture instead of fabricating a story. I feel that this can benefit my students in a gym class setting because they will know what I'm expecting from them. It shows that I want them to have realism when talking to me, be able to speak the truth and tell me what is going on or whatever the case may be. Being “real” to the students can create a much better bond than lying and not telling the students the 100 percent truth.

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Application for the future: Positive Guidance 

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Application for the future: Positive Guidance 

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Ava Howie

Application for the Future: Postitive Guidance

One concept that really stood out to me throughout this course was positive guidance. Positive guidance focuses on helping children learn appropriate behavior instead of only punishing them when they do something wrong. I think this is really important because young children are still learning to manage their emotions and interact with others. This concept helped me realize how much a teacher's response can affect a child emotionally and socially. Instead of making children feel embarrassed or discouraged, positive guidance focuses on teaching, patience, and support. It also helps create a calm and respectful classroom environment where children feel safe and understood. As a future teacher, I plan to use positive guidance by modeling respectful behavior and helping children work through problems calmly. For example, if a child is upset or struggling to share, I would guide them through the situation rather than immediately punishing them. I would also use redirection and positive reinforcement to encourage good behavior. Praising children when they make good choices can help build their confidence and encourage them to continue making positive decisions. I want my classroom to feel supportive and welcoming so children know mistakes are okay and part of learning. Overall, I think positive guidance will help create stronger relationships and a more positive learning environment for everyone.

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Application For the Future: Progressivism 

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Application For the Future: Progressivism 

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Ava Howie

Application for the Future: Progressivism

Of all the philosophies of education we learned about in this course, progressivism stood out to me the most. I have always felt that students learn better when they are actively involved rather than just listening to lectures all day. Progressivism focuses on student-centered learning, hands-on activities, collaboration, and real-world experiences. I really like this philosophy because it encourages creativity, problem-solving, and allows students to think for themselves. It also focuses on building relationships and creating a positive classroom environment where students feel comfortable participating. After learning more about progressivism this semester, I realized how important it is to make learning meaningful and engaging for students rather than focusing solely on memorization. As a future teacher, I plan to use progressivism by creating activities that allow children to explore, ask questions, and work together. For example, instead of only teaching from worksheets, I would include hands-on projects, group activities, dramatic play, and classroom discussions. I want my students to feel involved in their learning and be able to connect what they learn to real-life situations. I also want to create a classroom where students feel safe sharing ideas and learning from each other. I think children learn best when they are actively engaged and excited about what they are doing. Overall, progressivism is something I definitely want to apply in my future classroom because it helps students become more confident, independent, and involved learners.

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Application for Future: Learning Through Play 

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Application for Future: Learning Through Play 

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Ava Howie

Application for the future: Learning through play

Out of everything we talked about throughout this course, learning through play was one of the ideas that stood out to me the most. I have always believed that children learn best when they are actively involved and enjoying what they are doing, rather than just sitting and listening the whole time. Learning through play focuses on helping children develop social, emotional, cognitive, and physical skills through hands-on activities and exploration. I think this is really important because children are naturally curious and learn a lot by interacting with the world around them. Play also helps children build creativity, communication skills, and problem-solving abilities in ways that feel natural and exciting to them. After learning more about this concept throughout the semester, it made me realize how important it is to create a classroom where children feel comfortable exploring, asking questions, and using their imagination.

As a future teacher, I plan to apply the concept of learning through play in my classroom by creating activity centers where children can learn while still having fun. For example, I would have a dramatic play area where children can pretend to cook, work at a store, or take care of a baby because this helps develop social and communication skills. I would also include block centers where children can work together to build and solve problems. Sensory bins, art activities, and hands-on games would also be included to help children explore and stay engaged in learning. I want my classroom to feel welcoming, creative, and exciting so children actually enjoy coming to school every day. I also think children learn better when they feel relaxed and supported instead of pressured. Overall, learning through play is something I definitely want to use in my future classroom because it helps children grow in so many important ways while still allowing them to be kids.

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Applications for the Future: Diversity in an Elementary Classroom

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Applications for the Future: Diversity in an Elementary Classroom

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Amelia Schenk

Diversity

Diversity is essential in classrooms because it helps students enhance their critical thinking, empathy, and helps all students succeed. Diversity brings many viewpoints, so during discussions, students can gain insights and points of view they wouldn't have seen without other kids. Being around children who are different than them helps children break down stereotypes while creating community in the classroom. Teachers understanding diversity and displaying it in their classrooms helps students actually succeed socially and academically in school.

Diversity will definitely have a place in my classroom, through pictures, ways of teaching, and assignments. Students of all backgrounds will be able to see themselves in the videos we watch, pictures on the walls, and in books. I will teach in a multitude of ways, including varying "classrooms" (outdoors, on field trips, etc.) as well as with many different tools, like technology, dioramas, etc. I will also have a variety of ways assignments are completed and designed to ensure students will have a way that is accessible and works for them.

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Applications for the Future: Essentialism in an Elementary Classroom

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Applications for the Future: Essentialism in an Elementary Classroom

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Amelia Schenk

Essentialism

Essentialism is a philosophy focused on students' attention to the essential or needed subject matter. Essentialism has a teacher-led classroom setup. This is a good classroom setup for students who may be behind, need a very structured class, and for schools that are test-focused. Essentialism holds students to higher standards, as seen commonly in countries like Japan, which have rigorous schooling standards.

I plan to use essentialism in my classroom to keep my students up to standard, help them genuinely learn, and provide structure in my class. Students cannot build on concepts that they do not already know. Essentialism is critical to being able to let students expand onto progressivism concepts. Using the example of the Earth Day animal project on animal conservation, I would make sure the students understood what conservation is, threats to animals, and basic facts first.

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Applications for the Future: Progressivism

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Applications for the Future: Progressivism

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Amelia Schenk

Progressivism

Progressivism is a student-centered philosophy where students engage in problem-solving and a democratic classroom. Progressivism was created to help students improve society. Students learn by doing, and teachers are there to assist, not lead.

I plan to use progressivism in my classroom, primarily through projects. Giving students the independence to express themselves and their interests through projects is a great way to keep them engaged. In the Philosophy in Action paper, I discussed an Earth Day project that used progressivism concepts, but it can extend to other subjects' projects, such as book reports and historical figure projects. In the Earth Day conservation project, students chose their own animals, discussed together, and created their own physical display. Choosing their own animal would give them a hook to begin to be interested in the project. Research and discussions would improve their critical thinking skills and create a community. The physical display will let them express their creativity.

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Application for the Future: Essentialism

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Application for the Future: Essentialism

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Kenleigh Weiss

Application for the Future: Essentialism

Essentialism is another educational philosophy that focuses on teaching the essentials of education. It is more teacher focused and involves teaching the "core" subjects that are part of education. It teaches students the skills and knowledge that they may need for their future careers.

In my future classroom, I would like to incorporate both essentialism and progressivism. I understand that these core subjects are very important for students to learn, and some students may need the structured education in order to comprehend the materials. As a teacher, I would teach the basics of the topic that students would need to understand it, and then allow them to deepen their understanding by choosing a way to present a new idea to the topics I had already covered. I know that some students need more structured learning, while others may need more "freedom" to let their brain understand something.

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Essentialism in Education (Essentialist Philosophy of Education, Essentialist Theory of Education)

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Application for the Future: Socioemotional Learning

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Application for the Future: Socioemotional Learning

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Kenleigh Weiss

Application for the Future: Socioemotional Learning

From the book circle, I read "Start with the Heart" by Michelle Trujillo. This book focuses on how educators can work with students on building tools to help with their emotions and skills to manage emotions. This book provided a lot of good information for future educators, especially if you are planning on going into early childhood or elementary education. It also recognized the importance of building relationships and fully understanding your students, and ensuring that you are treating them as individuals.

In my future classroom, I would like to encourage students to feel whatever emotions they are feeling. Many people tend to hide their emotions to maintain composure, and I want my students to feel safe enough to feel however they need to at that moment. To ensure they can do that, I would create a space where students can go whenever they need to clear their head or just let their feelings out. It would have different items students can use to distract themselves (fidgets, tools, etc.), and would also provide different techniques students could use to calm their bodies. If I was available, I would also go over there and ask the students if they want to talk about it.

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Inspiration & Motivation for Teachers: Michelle Trujillo says “Start With the Heart”

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Application for the Future: Progressivism

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Application for the Future: Progressivism

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Kenleigh Weiss

Application for the Future: Progressivism

Progressivism is an educational philosophy that focuses on student-centered, hands-on learning. It also ties in real world experiences and problem solving into education. While the teacher is still important, students are actively a part of their education and collaborate to create ideas. It is a great way to keep students involved and interested in education, and aide them in critical thinking.

In my future classroom, I would incorporate Progressivism by having structured assignments during a unit, but also giving students the freedom to create something that works best for them. Each unit would include a classroom discussion where the students can work together, and create their own ideas. At the end of each unit, students would have the opportunity to work with a partner (or alone, if they choose) to create a project. To meet each students needs, there won't be a required type of project, but instead a list of various ideas for students to choose from. This can be a presentation, a poster, or a written assignment. My hope is for students to understand the topics in a way that works best for them, instead of putting something together to fit my own requirements.

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It's About to Get Uncomfortable: Education in America | Matt Beaudreau | TEDxSantaCruz

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Dylan Umbra

Application for the Future - Cowboy Ethics

Cowboy ethics are the teaching of ethics & leadership to at-risk students. These ethics emphasise hard work, self resistance and heart, which drives the students to be more self centered towards their work. The teachers need to have an understanding that their role is very important and can help a student succeed with the right attitude. The teachers need to have high standards and create a strong bond to understand the students on a more personal level. Using “The Code of the West” framework in my gym classes will help the students understand what I’m expecting during class. Expressing Integrity, Courage and Personal Responsibility will shape my class to a respectful, hard working class that is getting stuff done! Being able to set the tone early with my students and show them I’m not looking for a perfect gym class hero, I’m looking for students that are encouraged to move and have fun doing it. For the students that don't want to move or just don't like gym class, I will have to get more creative in my lesson plans and figure out why. Cowboy ethics will also help me stay true to who I am, which I hope my students will see and be encouraged.

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Ella McNett

Responding: April S.

I was really interest in your application because it highlighted the why make learning meaningful but also simple. I liked that you discusses how mock interviews, hands on learning, and class activities, can help your students build confidence and life skills. I thought it was really important that your discussed children with disability's because my mother is a special education teacher and she is always finding new ways of introduction instruction. I liked your take talking about how students feel more meaningful when it is an active activity instead of just listening. I do agree with this statement, very much because students do need stimuli to keep motivated. Lastly, your post helped me understand how children will relate these school experiences to their future success.

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Ella McNett

Responding: Kassie Miller

I like learning about your application for the future about progressivism. I learned that lectures are not always beneficial and how it is important to have student actively participate. I liked your ideas about letting your students choose hoe they would like to present to the class, via written, presentation etc. Your talk about agriculture really stood out to me because it incorporated hands on activities and real life studies about agriculture. Overall, your post helped me better understand how to create a more meaningful evirdoment int he classroom.

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I found this article that ties in with chapter 11 in our press book; the part that talks about "Ethical Conduct toward Parents and Community." I believe that this is probably one of the most import chapters we as a class covered. The better teacher you are who can maintain professionalism, the easier communication can be between parents. I always say that you are never truly done learning. Teachers should continue learning and improving their teaching skills through their career. Teachers may be bias, but they should never show it in their classroom. Like we have discussed, children learn from social interactions, and they see their teachers the most. I have seen this first hand in a classroom where a teacher could have stepped up and been more professional. I feel that when teachers do this they let not just the student down but themselves. I believe that teachers should also create a safe and supportive learning environment, where their students can feel heard, seen, and valued.

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Application for the Future:  Classroom Inclusiveness 

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Application for the Future:  Classroom Inclusiveness 

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Annica Anderson

Application for the Future: Classroom inclusiveness

In this course I really enjoyed the emphasis on the fact that all children/students enjoy equal opportunity to learn. I eventually hope to minor in special education and while Kansas does an incredible job with inclusivity of these children compared to many states it is not the same around the U.S. I went to middle and high-school in Arizona and it was rare to see a child with special needs in a regular classroom. When they did teachers and children often treated them differently. Out of high-school I worked at a center for adults with special needs and it will always be a highlight. You will never meet kinder people, they are incredibly smart but in Arizona unfortunately were not given the time of day to truly learn amongst their peers.

Example: In my future classroom I hope to someday foster a place of kindness and inclusivity where everyone feels like they can learn among friends. i don't want anyone to feel like being different is a bad thing and I hope that my classroom is a safe space.

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Drexel University School of Education

What is Inclusion in the Classroom and Why is it Important?

Inclusion in the classroom means that all children, no matter their racial, religious, or ethnic background, gender, learning style, or ability have equal access to educational opportunities in a learning environment where all students are equally safe, valued, and respected. Creating an inclusive classroom also means actively addressing and aiming to eliminate negative stereotypes and attitudes based on racial, ethnic, or religious background, gender, learning style, ability, or any other identifying characteristic. Students who may have experienced being seen as "other," are welcomed as valued participants in the classroom. Inclusion in the classroom is critically important because it fosters each child's sense of belonging, feeling of being seen and understood for who they are, and their inherent value as a human being. Inclusive classrooms empower children to grow and thrive as confident individuals, not just as students during their time in educational systems, but in life beyond school as citizens in their communities and in the world.

Who Benefits from Inclusion in the Classroom?

Inclusive classrooms are not just about supporting academic instruction for students with special educational needs. Rather, everyone enjoys the benefits of inclusion in the classroom, whether they are students, teachers, school districts, or students' parents or guardians. All students benefit from interacting and developing friendships within diverse groups of peers, and teachers benefit from getting to know their students in deeper, more meaningful ways. Within inclusive school cultures, teachers and administrators deal with fewer absences and disciplinary issues because students who feel valued and included tend to be more invested in their own positive participation in the learning community. For parents and guardians, inclusive classrooms mean that their child is learning and spending much of their young lives in a safe and nurturing environment.

How to Promote Inclusion in the Classroom in 7 Steps

There are many strategies for promoting inclusion in the classroom. Generally, these strategies pertain to understanding each student as an individual, creating an interactive learning environment that considers the needs of all students, and building collaborations with all stakeholders in students' lives. While there are countless examples of inclusion in the classroom, they typically fall into seven categories.

Get to Know Your Students

Building an authentic relationship with each student is the foundation for a truly inclusive classroom. In inclusive classrooms, teachers continually work to understand their students' unique backgrounds and perspectives and also provide opportunities for students to safely share their life stories and perspectives with their peers. When teachers invest the time to know each student and honor each student's diverse origins, it creates a safe space for learning, a deeper sense of belonging, and richer cultural competencies for teachers and students alike.

Understand How Your Students Learn

Getting to know what motivates students to learn and the styles of learning that work best for them are key components of fostering inclusivity in the classroom. At the start of the school year, teachers might consider handing out a questionnaire or hosting conversations about what excites students about learning, what they see as their strengths and weaknesses, and what goals they have for the year, and then incorporating these findings into lesson plans and classroom materials. Implementing diverse activities around a single lesson can also offer students multiple ways to learn and improve overall retention. For example, planning an independent reading activity, interactive discussion with peers, creative art project, and hands-on experiment around a single topic can not only reinforce knowledge for all students but facilitate learning across a range of learning styles.

Promote a Positive Learning Environment

Setting clear expectations for the classroom culture and having students participate in the development of those expectations help promote a positive learning environment in which everyone is invested and held accountable. At the beginning of the school year, teachers and students can work together to create rules around behaviors that promote a learning environment that is productive, safe, and respectful for everyone in the classroom. The class can also discuss what consequences might be put into place when rules are broken. Keeping classroom expectations and consequences short and simple so that all students can understand them is important. In the creation of a positive learning environment, teachers should actively listen to students' ideas for classroom rules and developing guidelines for conflict resolution, because when children feel listened to, they feel seen and included.

Include A Variety of Learning Materials & Activities

Promoting inclusion in a classroom requires providing a range of materials and activities that supports all students' learning styles, incorporates a variety of cultural backgrounds and perspectives, and fosters courageous thinking. Teaching a single topic using visual, auditory, and tactile assignments that are completed individually, in small groups, or through a field trip, means that students of all learning styles can access the same concepts in multiple ways. In our increasingly multi-cultural communities, effective educators must understand the importance of diversity and multicultural awareness, and teachers should incorporate into their teaching materials that reflect a diverse range of racial, cultural, socio-economic, religious, and gender identities, among many other expressions of the human experience. An inclusive classroom also provides creative activities for students to think outside the box and encourages students to take intellectual risks, and even make mistakes, as they explore approaches to innovative problem solving.

Encourage Interaction Among Students

The more students engage with one another, the better classroom inclusion will be, the greater students' connection will be to their school community, and the more likely students will be to feel invested in their own education. There are many different ways teachers can encourage student interaction. At the start of the school year, teachers might have their class play ice breaker games that help students get to know each and find common ground. Switching seat assignments several times throughout the year is another way for students to get to know different members of the class. Setting up group projects and changing up the composition of the groups over the year can facilitate more varied student interaction. For younger students, coming up with structure group activities during recess not only creates inclusive fun for everyone but can be especially helpful for students who may find recess to be a lonely or awkward part of the school day.

Offer Additional Support

Building an inclusive classroom means offering a range of both academic and non-academic resources to all students and to their parents and guardians. For example, some students benefit from tutoring, and setting office hours outside of class might benefit those who are uncomfortable speaking up or asking questions in front of their peers. Offering regular teacher conferences is another way students and their parents or guardians can have private discussions about areas where students may need extra support. And because not all students, or their parents or guardians, may be comfortable reaching out for help, it's important for teachers and school systems to actively communicate to all students and families what academic and non-academic resources are available at school and in the local community. Leaving the door open for compassionate conversations about students' and families' needs for additional support creates an approachable environment that benefits everyone.

Collaborate as a Community

For classrooms to truly succeed in being inclusive, teachers need to collaborate with and have the support of all members of the school community, including their fellow teachers, administrators, school counselors and aides, along with parents and families. When everyone in the school community works together, the needs of students of all backgrounds and abilities are considered and academic instruction is accessible and consistent for all. Professional developments workshops are ways to build awareness of the tools for classroom inclusion. Workshops and staff meetings are other ways to create opportunities for educators to share ideas and insights. Reaching out to parents and families at the beginning of the school year, and offering opportunities to connect throughout the year, allows teachers to have a more complete understanding of their students' background and life experiences, along with their strengths, areas in need of improvement, and their personal goals and dreams.

Learn More About Inclusion in the Classroom with Drexel University

Becoming a great teacher takes years of practice, and building an inclusive classroom takes ongoing commitment, but it all starts with obtaining the right education and practical experience. Drexel's School of Education embraces the importance of diversity and multicultural awareness and offers numerous certificate programs, such as Teaching English as a Second Language and Social, Emotional, and Behavioral Wellness, that help educators at all stages of their careers improve their teaching and make classrooms more inclusive. For those in the midst of pursuing an education degree, student teaching is a critical launching point, and the School of Education's teaching resource guide offers advice and tips for taking your experiences as a student teacher and applying them to a fulfilling teaching career.

Contact us today to learn more about Drexel's programs.

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Promoting Inclusion in the Classroom - School of Education

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Creating an inclusive classroom and environment for students is crucial. Learn why inclusion is important, and how to promote it in the classroom with Drexel.

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My favorite chapter was chapter 7 in our press book (behaviorism). I particularly liked when we discussed the roles of a teacher. Teachers are the main voice of the classroom. Teachers are always evaluation to make sure their class remains inactive homeostatic state. In the press book there are two steps with say. 1 Identify expected student behavior that are inappropriate and inappropriate are identified before instruction begin. 2. Translate exceptions into procedures and routines by creating basic rules of conduct for the classroom. When I have observed and had trailing in the field the first thing we want to do is lay down boundaries. For example my students need to know that they cannot talk in between songs because it can be distraction and they might miss the next instruction. Music classes tend to be bigger than the usual class, so making sure the student knows the rules from day 1 is key, because it is hard to set those boundaries mid way through the year. In the video Pavlov discovered that students learn behavior through association.

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Application for the Future: Philosophy of Education

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Application for the Future: Philosophy of Education

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Annica Anderson

Application for the Future: Philosophy of Education

One thing I really enjoyed from this course was writing my philosophies of education. being able to learn from and take pieces from the different things we learn and write them down helped me put into words why I wanted to be a teacher and how I wanted to do it. I think being able to every once in a while look back on and improve it would help me as an educator as I learn and grow.

Example: As a future teacher I would go back to my philosophy of education and re-read and add on to what I have. I think as people we are always learning and growing and writing it down is a great way of seeing our progress.

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The Most Common Teaching Philosophy Examples In 2025 - What They Are & How They Shape The Classroom | Teachers Of Tomorrow

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Every great educator has a core belief system that guides teaching, connecting with students, and shaping the learning environment. This belief system is a

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Application for the Future: Inquiry-Based Learning

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Application for the Future: Inquiry-Based Learning

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Annica Anderson

Application for the Future: Inquiry Based Learning

One concept from this course that stood out to me was the importance of question/inquiry based learning within Progressivism. I thought it was incredibly interesting that students often learn better when asking the questions themselves. This made a lot of sense to me once I understood the concept because children want to feel as though they are putting in the legwork and are in control. If the learning is in "their hands" they will feel more inclined to do it.

Example: In my future classroom I hope to encourage my students to be inquiry-based learners. I want to incorporate research projects and presentations even if it is as small as reading a book and explaining the concept, or examining a science project and explaining what you see, what you know and what you want to know.

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Inquiry-based learning is more than asking a student what he or she wants to know. It's about triggering curiosity. And activating a student's curiosity is, I would argue, a far more important and complex goal than mere information delivery.

Despite its complexity, inquiry-based learning can be easier on teachers, partly because it transfers some responsibilities from teachers to students, but mostly because releasing authority engages students.

Teachers who use inquiry-based learning combat the "dunno"-a chronic problem in student engagement.

When you ask a student something like, "What do you want to know about _____?" you're often met with a shrug or "dunno." Inquiry-based learning, if front-loaded well, generates such excitement in students that neurons begin to fire, curiosity is triggered, and they can't wait to become experts in answering their own questions.

What inquiry-based teachers do isn't easy at all; it's just hidden, and some people confuse the two. Teachers hide the strategies they use to encourage inquiry, and the students develop their own skills as content-area experts.

Learning Something New

Triggering inquiry is about learning something new, and triggering curiosity is no small feat. It takes modeling enthusiasm, and learning something new generates our own enthusiasm, even if it's something new about the content we've covered for years.

Let's say you're clicking through your Twitter or Facebook feed and you stumble on a link in your content area. You realize it's a new factoid, a new perspective on an age-old topic. Maybe it's a new TED talk or graph with statistics, something that makes a concept more concrete. Maybe it's an infographic or a photo, something that startles you and leads to furrow your brow and say, "Whaaa?!"

By the way, I think one of the reasons why the whole world seems to be losing its mind over the Broadway production of Hamilton is because it presents a fresh take on a story we've all heard before. The power of learning something new is undeniable.

You have to bring that "whaaa?!" into your classroom. You have to model your own curiosity quotient-that hunger to learn that defines how we advance our knowledge of the world. According to the Harvard Business Review, a higher curiosity quotient can indicate more flexibility and help build a greater ability to handle complexity.

So think about your content area. What is a new take on a topic that you can bring to your classroom? What new piece of information might help you trigger your own enthusiasm that can then trigger your students' curiosity?

The 4 Steps of Inquiry-Based Learning

So you've discovered something that generates your own inquiry, and you've recreated that moment for your students when your curiosity was triggered. So what comes next in inquiry-based learning? This can be answered in four basic steps that should represent the outline of a simple unit.

1. Students develop questions that they are hungry to answer. Have them develop a problem statement that requires them to pitch their question using a constructed response, further inquiry, and citation.

2. Research the topic using time in class. It's crucial to have some of this be classwork so students have access to the head researcher in the room-you. You aren't going to do the work for them, but you are going to guide them and model methods of researching reliably.

3. Have students present what they've learned. Students should create and present a culminating artifact. When I have my students present what they've learned, I use a rubric with "Able to Teach" as the acme of what to reach for. After all, many people can understand content, but can they communicate it? Students can develop a website using Weebly, or perhaps a slideshow using Google Slides.

4. Ask students to reflect on what worked about the process and what didn't. Reflection is key. And it isn't just about asking them to think back on their opinion of the topic. It's about reflecting on the process itself. That's where you can work in metacognition-thinking about thinking. Have students focus on how they learned in addition to whatthey learned.

In terms of your content area, imagine a classroom where different kids are presenting their findings on a single, simple aspect of the content. You'd have a classroom that, overall, learns deeper and wider than ever before.

In terms of student achievement, the power of their question should help drive the research, the writing, and the presentation. It should help motivate them to become experts in their self-described field. And the more often a student gets a taste of what it feels like to be an expert, in however small a concept, the more they will want that feeling later on in life.

It all starts with finding your own enthusiasm, your own excitement, and your own curiosity. Do that, and you'll be heading toward a classroom built on inquiry.

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What the Heck Is Inquiry-Based Learning?

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What the Heck Is Inquiry-Based Learning?

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Social Reconstruction has stuck with me because it shows how many more jobs a teacher really has. Teachers are not just educators just they are leader and role models. How we interact with our students stick with them and they portray those actions to the world. This was chapter 9 of our press book and this curriculum focuses on civic education, critical thinking, and literacy. The social side discusses problems discuss issues that involve race, gender, class, and sexuality. I have only taught in younger classes so this has not been a massive issue so far. Im the music classroom we are always trying to incorporate world music into our curriculum. Now we have been discussing how to incorporate new composer; composers of color, female, or LGBTQ. This helps keep everyone involved and valued.

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Peer Response #2

Peer: Kassie Miller

Response:

I really connected with your Application for the Future about Student-Centered Learning and Progressivism. One thing I learned from your post was the importance of giving students more ownership and choice in their learning experiences.

I liked how you explained that students should actively participate in learning through collaboration, exploration, and hands-on activities instead of only listening to lectures or memorizing information.

Your idea about allowing students to choose how they demonstrate their understanding through projects, presentations, or written reports was something that really stood out to me because it supports different learning styles and strengths.

I also made a connection between your post and my own beliefs about creating engaging learning environments where students feel valued and involved in the learning process.

Your examples using agriculture simulations and real-life case studies showed how student-centered learning can help students connect classroom learning to real-world experiences and future careers.

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Peer Response #1

Peer: Kassie Miller

Response:

I really enjoyed reading your Application for the Future about Standards-Based Education and Flexibility. One thing I learned from your post was how important it is to balance educational standards with creativity and flexibility in teaching. I liked how you explained that teaching is not simply about following rules, but about making thoughtful decisions based on student needs and success.

Your example of incorporating real-life applications, guest speakers, and industry tours into agriculture lessons stood out to me because students are often more engaged when learning feels relevant and connected to the real world.

I also connected with your idea of using formative assessments to adjust instruction because every student learns differently and teachers need to be flexible in how they support learning.

Your post reminded me that strong teaching involves meeting standards while still creating meaningful and engaging learning experiences for students.

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Application for the Future: Real-World Learning Experiences

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Application for the Future: Real-World Learning Experiences

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April Schmidt

Application for the Future: Real-World Learning Experiences

One idea from this course that really inspired me this semester was the importance of connecting classroom learning to real-world experience. I learned that students are often more engaged when they see how classroom skills apply to their future goals and every day lives. This concept stood out to me because I have personally seen how hands-on learning opportunities increase student engagement and confidence, especially for students with disabilities. this course helped me realize that learning becomes more meaningful when students are actively involved rather than simply listening to instruction. Real-world learning can help students build confidence, independence, and important life skills.

Example:

In my future classroom, I want to incorporate hands-on activities, community-based learning, and career exploration opportunities whenever possible. For example, students could participate in mock interviews, budgeting activities, classroom business, or internship-style experiences related to their interests. I also want to collaborate with local businesses and community organizations to help students build independence, communication skills, and confidence while learning valuable life skills. By making learning meaningful and practical, students will better understand how their education connects to their future success.

Quote:

"Tell me and I forget. Teach me and I remember, Involve me and I learn."

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Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.

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Application for the Future: Building Positive Relationships with Students

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Application for the Future: Building Positive Relationships with Students

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April Schmidt

Application for the Future: Building Positive Relationships with Students

Another concept that strongly connected with me this semester was the importance of building positive relationships with students. Throughout this course, I learned that students are more likely to succeed academically when they feel respected, supported, and valued by their teacher. This class reinforced that teaching is about much more than delivering lessons; it is also about creating meaningful connections that help students feel safe and motivated. I believe strong teacher-student relationships can have a lasting impact on students both inside and outside the classroom. This concept especially stood out to me because many students simply need someone who believes in them.

Example:

In my future classroom, I plan to prioritize relationship building from the very beginning of the school year. I would take time to learn about students' interests, strengths, goals, and personal learning preferences. I also want student to know that my classroom is a safe place where they can ask questions and make mistakes without fear of judgement, Simple strategies such as greeting students at the door, checking in with them regularly, and celebrating their progress can help students feel supported and connected. By building trust and strong relationships, I believe students will become more confident learners and more willing to participate in class activities.

Quote:

"Every Child deserves a champion."-Rita Pierson

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Every kid needs a champion | Rita Pierson | TED

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 Application for the future: Supporting Neurodiverse Learners

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 Application for the future: Supporting Neurodiverse Learners

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April Schmidt

Application for the future: Supporting Neurodiverse Learners

One concept I learned this semester that really resonated with me was the importance of supporting neurodiverse learners in the classroom. Throughout this course, I learned that students that are autistic, have ADHD, and other disabilities often succeed when teachers focus on their strengths and provide flexible support systems. This class helped me better understand how important inclusion and acceptance are for student success. As someone who is autistic myself, this topic connected with me on both a personal and professional level. It reinforced my belief that students deserve learning environments where they feel understood, supported, and valued.

Example:

In my future classroom, I plan to apply this concept by creating an environment that supports different learning styles and sensory needs. For example, I would provide visual supports, movement breaks, quiet workspaces, and flexible assignment options for students who may need them. I also want students to feel comfortable advocating for themselves and communicating their needs. Another way I would apply this concept is by teaching students about acceptance and respecting differences so all students feel included. By supporting neurodiverse learners in meaningful ways, I believe students will feel more confident, engaged, and successful in school.

Quote:

"Different, not less."-Temple Grandin

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EDUCATION FOR CHILDREN WITH AUTISM | Tamara Hayi Stephanie | TEDxAduvie Intl School Youth

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Application for the Future: Standards-Based Education and Flexibility

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Application for the Future: Standards-Based Education and Flexibility

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Standards-based education focuses on ensuring that students meet specific learning goals set by educational systems. While standards provide structure and consistency, the course also emphasized the importance of teacher flexibility in how those standards are met. Teachers must balance meeting required objectives while adapting instruction to fit their students’ needs. This idea stood out to me because it shows that teaching is not just about following rules, but about making thoughtful decisions for student success. In my future classroom, I plan to use standards as a guide without limiting my teaching creativity. For example, if a standard requires students to understand a certain concept, I might teach it through real-life applications in agriculture rather than relying only on a textbook. I could use case studies, guest speakers, or industry tours to help students grasp the concept in a meaningful way. I will also use formative assessments to check for understanding and adjust my teaching as needed. This approach ensures that I am meeting expectations while still making learning engaging and relevant for my students.

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Student-centered learning, often associated with Progressivism, focuses on tailoring instruction to learners' interests, needs, and experiences. Instead of the teacher being the sole source of knowledge, students actively participate in their learning through collaboration, exploration, and hands-on activities. This approach values critical thinking and problem-solving over memorization. It resonated with me because it creates a more engaging and meaningful learning environment where students feel valued and involved. In my future classroom, I plan to give students more choice in their learning. During a unit, I would allow students to choose how they want to demonstrate their understanding through a presentation, a project, or a written report. Since I will be teaching about the agriculture industry, I would also incorporate hands-on activities such as simulations or real-life case studies. By doing this, students can connect their learning to their own interests and experiences.

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Application for the Future: Social Reconstructionism

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Application for the Future: Social Reconstructionism

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Social reconstructionism is the idea that education should go beyond teaching academic content and instead help students critically think about real-world issues and work towards improving society. This philosophy encourages teachers to connect classroom learning to what is happening in the real world. It emphasizes discussion, critical thinking, and problem-solving. In my future, I plan to incorporate project-based learning activities that focus on real-world issues facing learners. For example, if I am teaching about agriculture, I could have students research local food insecurity and develop solutions, such as organizing a food drive or creating campaigns. Students could work in groups to present their ideas and explain how their solutions could make a difference. This would not only teach them content knowledge but also help them understand their role in improving the community. I want my classroom to be a place where students feel empowered to create change, not just memorize information.