How to meet students’ learning needs in a diverse, inclusive classroom
To address the problem of those students who do not speak English, I will ensure that I use both verbal communication and visual support to help them get what I am teaching. When giving instructions, I will make sure that I use a written summary, whether on the board or in a handout. I will use visual aids to supplement my presentation and use different mediums of instructions: videos, written, use demonstrations, and also make the students do the illustrations. I will use charts, poem charts, and story charts to assist them in learning words. I will also employ the use of group work, where I will be giving tasks to students to handle. The group will be a mixture of fluent speaking students and those who do not speak English. This will enable them to practice their communication skills with Colleagues with different English proficiency. Changing the language and speech patterns will also help the student to get the message. I will speak slowly and clearly and try to use shorter sentences and more straightforward tenses whenever it is possible. I will also rephrase the instructions in several and use gestures, synonyms, and demonstrate so that students may be able to get the meaning.
To meet the needs of the students who are doing poorly in some subjects, I will try to find a reason why they are not doing in such subjects then find ways of addressing those problems. I will try as much as possible to change their attitude toward the subject and even use the references which they are familiar with when giving examples, such as cartoons and TV characters. This will provide students with something they are familiar with, which relates to their studies, and they may not be able to forget it. I will also offer several ways to engage with students; through class discussions and even digital collaboration. Organizing a one on one meeting with the students will also help since I will get to know a lot about individual students.