Part 2: Creating an inclusive classroom environment

How to make your classroom more inclusive?

• • Writing on the board

• Not moving classroom furniture

• • Monitoring the noise level

• Not checking attendance

Tags

CCSS.RI.1.6

CCSS.RI.1.7

CCSS.RI.2.7

CCSS.RL.1.7

CCSS.RL.2.7

How many ways are there to describe the differences among learners?

• 4

• 5

• 6

• 7

What percentage of differences in learners you CAN'T see?

• about 10%

• about 20%

• about 70%

• about 80%

How many steps are there for creating a classroom contract?

• 6

• 8

• 9

• 10

Are there rules for teachers in the class contract?

• Yes

• No

Tags

CCSS.RI.1.3

CCSS.RI.1.5

CCSS.RI.2.3

CCSS.RI.K.3

CCSS.RI.K.5

Should learners write: "We don't make noise." in the classroom contract?

• Yes

• No

Tags

CCSS.RI.1.3

CCSS.RI.1.5

CCSS.RI.2.3

CCSS.RI.K.3

CCSS.RI.2.5

How many kinds of barriers can neurodivergent learners face in the class?

• 4

• 5

• 6

Teacher should create a quiet and comfortable space for students to work. Learners who have problems with_____________

• Executive function

• Sensory overload

• Working memory

Tags

CCSS.RF.1.3C

CCSS.RF.1.3E

CCSS.RF.1.3G

CCSS.RF.1.4A

CCSS.RF.1.4C

"Learners who finish writing tasks more quickly than others can then work and support slower ones, perhaps to edit their work." This idea helps learners who have problems with_____________

• Anxiety and self-esteem

• Sensory overload

• Processing time

What can teachers do to help students having problems with attention?

• Ask ss to sit in a less distracting part of the classroom to minimize distractions.

• Use positive reinforcement/ praise to boost Ss confidence.

• Give ss time to review the content presented in class.

Tags

CCSS.RL.5.6