Ignite Assignment- EDTE 532

Jessica Tonkin

Being inclusive, to me, means providing what each individual student needs to be

successful, even if this means doing something completely different for someone. It is our

responsibility as the teacher to meet each student where they are to best support their learning.

This may look like utilizing visual or physical supports, changes or lack of in schedules, or

applying rewards systems. Being inclusive means being patient with students who cannot be

responsible for their behaviour as they try to communicate and creating and implementing

supports for their success.

In my classroom, where all students are welcome, I hope to foster the idea that students

can come as they are, try their best, take risks and not have to worry about failure. During my

current practicum, I am always striving to better understand students and how I can best support

their learning. I understand that sometimes students have not yet learned coping strategies or

how to use their words, and approach all situations with a positive, calm attitude. When a student

is struggling in a certain situation, I will help them through the steps, then ensure to take the time

to be reflective on where we can minimize triggers and assist them next time.

The Ministry of Education document Students from Refugee Backgrounds: A Guide for

Teachers and Schools is helpful for new and experienced teachers alike. This not only gives

much valuable information about what a refugee student is considered, but also ideas as to what

the student could be going through emotionally and therefore, typical behavior patterns a teacher

could expect to see. While this may not necessarily be classified as ‘Special Needs’, students
who are refugees need to be included in our classroom just the same. Because of the traumatic

situations we know many refugees go through before arriving in Canada, we sometimes must

alter our teaching to assist with language, behavioral, or other problems.

I enjoy working with students of all ages, and I look forward to the time when I have

been at a school for long enough that I have built a relationship with students across a variety of

grades. Not only are teachers responsible for the students in their classroom, but all students

within the school community. In both of my practicum experiences thus far, classroom teachers

used the Triad system to assist students who are unable to cope in the classroom environment.

When a teacher is unassisted and has tried multiple strategies to help a student, asking the

student to take a break in another classroom has proven to be effective. In both my kindergarten

and grade 4 practicums, I saw the positive impacts on both ages having opportunities to sit at the

back of a different classroom, read a book, then choose a time to return to their class. This

practice not only puts the student in control but allows for teachers to provide support for

students across the board, thus creating a strong sense of community.

Something that I will take forward to my practice is the importance of my vocabulary and

choice of words when talking about students, especially those with exceptionalities. In order to

do my part in contributing to a future that is inclusive of all people, I must be aware and selective

when discussing a student’s abilities with colleagues or parents. I feel disheartened when

educators talk down about a student’s abilities, but also do not like confrontation and therefore

let the topic slide. In the future, I would like to make sure to redirect these conversations to

reframe the abilities of students. If I can help one colleague be more empathetic towards the

abilities of students, I would be proud. By sharing my knowledge, understanding, and

compassion towards students who struggle on a daily basis, I hope to ease the challenges some

face simply by attending school.

 Citations

Ministry of Education (Ed.). (2015, December). Students from Refugee Backgrounds: A

Guide for Teachers and Schools. Retrieved from

https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/diverse-

student-needs/students-from-refugee-backgrounds-guide.pdf