EDU412 – Task 3

Brianna Howe: 1102336

Session 5: Tutorial 9am-11am
Tutor: Amy Mortimer
Introduction
The purpose of this essay is to respond to a scenario and integrate knowledge and
understanding of teaching strategies and intervention steps, which focus on diversity and
inclusion. Scenario ‘A’ outlines that Gabrielle is a twelve-year-old girl in Year 6 who is
struggling to engage with her schoolwork, falls behind academically and may present as a girl
who comes from a disadvantaged background. Teacher and classroom approaches will be
discussed in supporting Gabrielle in her schooling experiences. Following this, a reflection
from a personal viewpoint will be made to discuss diversity and inclusion in the classroom
for all students.

Seeing
Gabrielle struggles to engage with her schoolwork. This disengagement and lack of
motivation may explain falling behind in academic aspects of her schooling. She enjoys being
outside the classroom for lunch and recess, rather than inside the classroom. Gabrielle lives
with three sibling and parents in a three-bedroom house located in a low socio-economic area
in town. Some family considerations are evident, due to one of her older brothers currently in
prison. There also is a cycle of disadvantage, due to recognising attributes such as having no
lunch supplied by parents, being late to school and her uniform being old. However, it is
noted that Gabrielle is supplied with a special lunch pack from the school office. There does
not seem to be a positive relationship or strong communication between Gabrielle, her
parents, and the teacher. The parents avoid speaking to the teacher about schoolwork and do
not provide much assistance to help Gabrielle with her homework assignments. The parents
do not allow her to borrow books for the library, due to financial reasonings of possibly
having to pay for potential damages. There could be trust issues from the parents, however,
not allowing Gabrielle access to resources would hinder her experiences in school
participation and learning.

Listening
Gabrielle struggles with engaging in schoolwork, which has an ongoing effect on academic
and social outcomes. The types of disengagement forms that Gabrielle display are poor
school connectedness and lower academic achievement, which significantly implicates
negative school experiences (Hancock & Zubrick, 2015). Disengagement from learning in the
classroom may have begun from cycle of disadvantage in Gabrielle’s first years of childhood.
Disadvantage effects students learning outcomes in early years, and without intervention to
improve these, this gap continues to grow over time (Teach for Australia, 2020b). Gabrielle
being in Year 6 seems to indicate that there have not been any successful interventions in
place in prior years to improve her academic learning outcomes. Also, because Gabrielle will
transition into high school the following year, there is a higher chance that disengagement
from learning in school can lead to an earlier drop-out (Hancock & Zubrick, 2015; The Smith
Family, 2010). In addition, the cycle of disadvantage can also lead to a lack of motivation and
skills to learn that reduces literacy and numeracy development, which can possibly suggest
why Gabrielle is falling behind in all aspect of her schooling (The Smith Family, 2010).

Research suggests that family backgrounds affect children’s learning behaviours and their
academic outcomes, as the child’s home life is the environment where they are significantly
exposed to (Li & Qiu, 2018). There must be recognition for her family considerations, due to
her old brother being in prison and the family living in a low socio-economic part of town.
Parent participation with their child’s education and having better communication with
teachers can have a direct positive impact on academic performance for their child (Li & Qiu,
2018). However, Gabrielle’s parents do not assist her with homework assignments. This
could be because of the parents lacking the resources and skills to help with her work, which
therefore affects the academic outcomes (The Smith Family, 2020). Research suggests that
low-income parents often have low self-esteem about themselves, depression and a sense of
powerlessness, which can be passed onto their children through insufficient nurturing,
negativity and a general failure to focus on children’s needs (Jensen, 2009). This could be
relevant to Gabrielle, due to not having lunch supplied, arriving to school late, not allowing
for borrowing books from the library and the parents not wanting to communicate with the
teacher to discuss her schoolwork.

Responding and Justifying

There are various approaches to be implemented that can better facilitate for Gabrielle’s
needs in school. Since Gabrielle struggles to engage in schoolwork, this needs to be
addressed with pedagogical approaches by Mrs Jones. The planning of teaching and learning
successfully incorporates four main areas of content, environment, product and process
(Whitton, 2015, p.1). Engagement in schoolwork can be adjusted using these four areas,
which also promotes motivation and academic outcomes. Content taught should be authentic,
use real-world relevance and use the interests of the student (Whitton, 2015, p. 1). Therefore,
to make learning authentic, it is essential that the teacher knows all students in the classroom
and how they learn, aligning to the Australian Professional Standards for Teachers (APST),
Standard 1 (Australian Institute for Teaching and School Leadership [AITSL], 2017).
Gabrielle enjoys being outside the classroom, so modifying the learning space to incorporate
outdoor learning for inquiry lessons, art or science can improve engagement (Hyde,
Carpenter, & Conway, 2017). Additionally, organising the classroom by flexible seating and
having several distinct activity areas for group work or separate workspaces for different
parts of the day can enhance engagement to learning (Alberta Education, 2007). The
psychological environment of group work and discussions, collaborative learning and inquiry
learning can enhance engagement, motivation and the ability to understand subject matter
faster (Whitton, 2015; Chuang, 2014). Product adjustment for learning outcomes should
incorporate, when appropriate, the choice of how the student shows their understanding of the
content being learned, as there is not one means of representing work that is optimal for all
learners (Whitton, 2015; CAST, 2018). Having students display their understanding in
various ways, such as oral, visual, written and kinaesthetic, is beneficial for students to show
their learning and understanding in multiple ways (Hyde, Carpenter, & Conway, 2017). The
Universal Design Model (UDL) framework can be used to engage and motivate students in
the process stage and utilise academic outcomes.

The UDL contains engagement, representation and action and expression to improve teaching
and learning. There is not one method of engagement that works for all students, therefore
providing multiple options for engagement is essential to cater for all diverse learners (CAST,
2018). Building students skills in self-regulation and self-determination can also help to build
motivational skills in students (CAST, 2018). Ways that Mrs Jones can build these skills in
her students is by setting goals, having high expectations, ability to use flexible tools, foster
collaboration and provide feedback that encourages perseverance, emphasises effort and
improvement (CAST, 2018). Because of the absence of early intervention for Gabrielle
engagement and academic outcomes, Mrs Jones should have a positive perception of not only
Gabrielle, but all her student’s abilities, as these contribute towards positive educational
outcomes (Rubie-Davies, 2015). Using these methods to engage a diverse range of students
can create an inclusive and supportive environment in the classroom and promote positive
academic outcomes.

Gabrielle suffers from a cycle of disadvantage, so breaking the cycle in an educational

environment is vital for learning growth. The Smiths Family (2010) states that “we need to
help them develop the ability to recognise, nurture and express their talents in a globalised,
fast-paced world; help them learn how to make and keep friends; help them develop the
confidence to change the way they see the world (or the way the world appears to them) so
that those who struggle early on do not see themselves as destined for failure in the long
term” (p. 12). Mrs Jones needs to provide a supportive and safe learning environment that
cater to all needs within the classroom, so that Gabrielle does not fall into an
intergenerational cycle of disadvantage (The Smith Family, 2010). Maslow’s Hierarchy of
Needs uses a holistic approach to education that caters for students physiological, safety, love
and belonging, esteem and self-actualisation (Maslow, 1970). Student’s require their basic
physiological needs fulfilled first before their cognitive needs are met. Therefore, all students
require the sense of feeling emotionally and physically safe and accepted in the classroom for
the progression to reach their full potential (Maslow, 1970). It is important that Mrs Jones
recognises her role as the teacher and being a part of all students’ microsystem environment
(Bronfenbrenner, 1979). The Bronfenbrenner’s Ecological Theory is the complexity
surrounding the environmental factors of a person, and in turn affects their interactions
(Bronfenbrenner, 1979). Being a positive role model in Gabrielle and all student’s
environment can build the teacher-student relationship, which increases social and emotional
development (The Psychology Notes Headquarters, 2020). Additionally, Mrs Jones needs to
create quality teaching that resonates with all students, to empower the students to have a
positive attitude, which enables them to achieve significant academic growth and realise their
own potential (Teach for Australia, 2017a). One method to provide quality teaching to
support student learning is by using evidence-based teaching strategies. These strategies
include having a deep understanding of the subjects they teach; identify the level of each
student and adapt their teaching to the individual needs and readiness of each student; provide
continuous feedback to all students about their learning; and reflect on their own practice to
continuously improve (Productivity Commission, 2012). There are also factors pertaining to
Gabrielle’s needs for arriving to school on time. By working with the administrators and
parents, they may be able to apply for assistance under the School Transport Assistance
Scheme (STAS) to ensure that Gabrielle and other siblings are able to arrive to school on
time (The State of Queensland, 2019). In successfully breaking the cycle, one major factor
that influences this is the relationship between the parents and the teacher.

Using a whole family approach to improve communication and a positive relationship with
parents can help the parents understand how they are able to support what is taught in the
classroom through activities at home and the involve the parents in the children’s learning
(The Smith Family, 2010; YourTown, 2020). Parent engagement also is important to develop
positive attitudes towards learning and education for the student, to build motivation and
confidence as a learner and fostering their enjoyment of learning (ACT Government, 2015).
Therefore, using the Family-School Partnerships Framework can encourage effective
partnerships between all members of the school community, including teachers, families, and
students (Department of Education, Employment and Workplace Relations [DEEWR], n.d).
This framework identifies seven dimensions as guidelines for partnerships, these include:
communicating, connecting learning at home and at school, building community and identity,
recognising the role of the family, consultative decision-making, collaborating beyond the
school and participating (DEEWR, n.d). With the teacher and Gabrielle’s parents
incorporating these dimension guidelines, both parties can work on improving their
relationship and involvement in Gabrielle’s education. Using collaborative practices for
teacher-parent interactions by Mrs Jones being approachable, honest, listen, supporting
parents, sharing resources and working together can improve these relationships (Ellis, Lock,
& Lummis, 2015) Having regular communication with the parents and inviting them into the
classroom can promote positive relationships and engagement (DEEWR, n.d). Gabrielle
parent’s refuse to allow her to use books from the library, therefore the teacher and parents
need to create a plan together that’s agreed upon both parties to manage how Gabrielle can to
use the resources at school to benefit her learning.

Big Picture
As a preservice teacher, I acknowledge that there will be many diverse learners who I will
have the pleasure of teaching. However, I do not underestimate the hurdles in catering for all
needs in the classroom. I believe it is important that in cases like Gabrielle, that there is no
stereotyping or generalisations that could lead to a negative Pygmalion Effect (Friedrich,
Flunger, Nagengast, Jonkmann, & Trautwein, 2014). It is imperative to know that
differentiation is not only for students who may be ‘special’ or ‘troubled’, but it is for all
students (TeachandLearnSTC, 2012). I recognise as a teacher that all students have their own
readiness, individual interests and a preferred way to learn content (TeachandLearnSTC,
2012). In Gabrielle’s scenario, it is also vital for teachers to find multiple approaches that can
engage students to learn in the classroom. A quote from a principal, Maisie Flloyd says, “it’s
about helping students believe they can do something, that they can be something. We’re not
here to determine what that is, but to help students believe that they can do something if they
choose to. The biggest issue is that some students don’t know they have choices” (Teach
Australia, 2017a, p. 11). Some students may have a disadvantage background, however it is
the teacher’s job to help students emotionally, physically and socially, by providing a safe
and supportive classroom to reach their full potential. Positive relationships with parents are
also vital in student’s education and a requirement for teachers to communicate and build
these relationships, as they are outlined in the APST standards 3.7, 5.5 and 7.3 (AITSL,
2017).

Conclusion
In conclusion, the scenario has been examined and deconstructed that align with justified
pedagogical approaches to improve Gabrielle’s educational outcomes, socially, mentally and
physically. The approaches not only cater for Gabrielle’s needs but are inclusive for a whole-
classroom approach for all students’ diverse needs.
 References

ACT Government. (2015). Progressing parental engagement school fact sheet. Retrieved from
http://www.det.act.gov.au/__data/assets/pdf_file/0005/807431/150897-Building-a-Strong-
Culture-of-Parent-School-Engagement_2.pdf

Alberta Education. (2007). Modification of the classroom environment. Retrieved from

http://www.learnalberta.ca/content/inspb1/html/2_modificationoftheclass.html

Australian Institute for Teaching and School Leadership [AITSL]. (2017). Australian
professional standards for teachers. Retrieved from https://www.aitsl.edu.au/teach/standards

Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard

University Press

CAST. (2018). Universal Design for Learning Guidelines. Retrieved from

http://udlguidelines.cast.org

Chuang, Y. T. (2014). Increasing learning motivation and student engagement through the
technology-supported learning environment. Creative Education, 5, 1969-1978.
doi:10.4236/ce.2014.523221

Department of Education, Employment and Workplace Relations [DEEWR]. (n.d). Family-

school partnerships framework: A guide for schools and families. Retrieved from
http://www.familyschool.org.au/files/3013/8451/8364/Family-
school_partnerships_framework.pdf

Ellis, M., Lock, G., & Lummis, G. (2015). Parent teacher interactions: Engaging with parents are
carers. Australian Journal of Teacher Education, 40(9), 160-174. doi:
10.14221/ajte.2015v40n5.9

Friedrich, A., Flunger, B., Nagengast, B., Jonkmann, K., & Trautwein, U. (2014). Pygmalion
effects in the classroom: Teacher expectancy effects on students’ math achievement.
Contemporary Educational Psychology, 41, 1-12. doi: 10.1016/j.cedpsych.2014.10.006
Hancock, K. J., & Zubrick, S. R. (2015). Children and young people at risk of disengagement
from school. Retrieved from https://www.ccyp.wa.gov.au/media/1422/report-education-
children-at-risk-of-disengaging-from-school-literature-review.pdf

Hyde, M., Carpenter, L, & Conway, R. (2014). Diversity, inclusion & engagement. South
Melbourne, VIC: Oxford University Press.

Jensen, E. (2009). Teaching with poverty in mind: What being poor does to kid’s brains and
what schools can do about it. Alexandria, VA: ASCD

Li, Z., & Qiu, Z. (2019). How does family background affect children’s educational
achievement? Evidence from contemporary China. The Journal of Chinese Sociology, 5(18),
1. doi:10.1186/s40711-018-0083-8

Maslow, A. H. (1970). Motivation and personality. New York: Harper & Row.

Productivity Commission. (2012). Schools workforce: Research report. Canberra, Australia:

Australian Government Productivity Commission.

Rubie-Davies, C. (2015). Becoming a high expectation teacher: Raising the bar. New York, NY:
Routledge

Teach for Australia. (2017a). Breaking the cycle. Retrieved from

https://teachforaustralia.org/2017/04/18/breaking-the-cycle/?
_ga=2.246748868.1992901823.1595052725-1154901721.1594877318

Teach for Australia. (2020b). The cycle of disadvantage. Retrieved from

https://www.teachforaustralia.org/2017/04/02/the-cycle-of-
disadvantage/#:~:text=Educational%20disadvantage%20describes%20the
%20challenges,than%20one%20factor%20of%20disadvantage.&text=This%20causes%20the
%20challenges%20that%20students%20face%20to%20be%20compounded.

TeachandLearnSTC. (2012, November 27). Two misconceptions about differentiation [video].

Youtube. Retrieved from https://www.youtube.com/watch?v=HRA8MUUNP8E

The Psychology Notes Headquarters. (2020). What is Bronfenbrenner’s ecological systems

theory? Retrieved from https://www.psychologynoteshq.com/bronfenbrenner-ecological-
theory/
The Smith Family. (2010). Breaking the cycle of disadvantage: A submission from the Smith
family to the Australian government social inclusion board. Retrieved from
https://www.thesmithfamily.com.au/-/media/files/research/policy-submissions/social-
inclusion-board-july2010.pdf?la=en&hash=30662F82DFAEAFA4BB1EFBDA6C5AF2EE

The State of Queensland. (2019). School transport assistance scheme. Retrieved from
https://www.qld.gov.au/transport/public/school/school-transport-assistance/school-transport-
assistance-schemes

Whitton, D. (2015). Teaching and learning strategies. Melbourne, VIC: Cambridge University

Press.

YourTown. (2019). Breaking the cycle of disadvantage. Retrieved from

https://www.yourtown.com.au/blog/breaking-cycle-disadvantage