One Child, One Unique Individual
It is well known that an inclusive classroom consists of children from diverse cultural background with different behaviours, learning styles, academic ability and learning needs.
A mediocre teacher would plan and teach all the children in such classroom the same way at the detriment of those with peculiar needs and learning styles. However, a resourceful teacher would consider the uniqueness of every child in his/her classroom at the planning and implementation stages; deploying various teaching approaches and resources to ensure that each child’s need is met and every child achieves.
I am strongly of the opinion that every child can learn, develop and achieve; given an enabling environment, diverse teaching method and adequate use of educational resources.
Children learn best when they are actively involved in the learning process without being afraid of making mistakes or apprehensive of being ridiculed by others. When children take charge of their learning, they discover, learn, unlearn and relearn. This process ultimately leads to deep learning, which must occur before one can confidently say that a change in behaviour or learning has taken place. To ensure that every child counts, teachers must recognise each child’s individuality and present materials to meet the needs of diverse learners.
When a lesson is characterised by varied teaching styles including music, speaking, writing, group work, individual work or sense of touch, no child will be left behind.
So, I urge teachers to encourage and challenge children to think about possible solutions to problems rather than being passive recipients of classroom instruction. I believe that making mistakes is part of learning and helping children to discover their mistakes will lead to sustainable achievements, thereby grooming life-long learners.