Learning Log 7 - Supporting a Way of Being

Good evening readers,

For this week, we were asked to discuss how we see diversity in terms of learning needs and the different ways of being. When we define the needs of learners, we often tend to think of a deficit view; this student needs to focus, this student needs to stay quiet, this student needs (insert negative trait here). However, this view tends to demonize the students and often fails to address what the student genuinely needs; the student that “needs” to focus actually needs to be a part of classes with momentum. The student that needs to stay quiet should be in a classroom with meaningful, topic related conversations. Thus, the modern classroom is more adaptive and is focused on the learning that goes on, rather than the information that is taught. That should not be a bad thing though; information is still being passed on in the modern classroom. What I have seen in my practicum is an understanding environment that emphasizes the strengths of the learners and inspires confidence towards completing the curriculum expectations, in the form of learning math.

In the strand of meeting your students learning needs and supporting their ways of being, it is important that your classroom has a release of responsibility (allowing students to choose the way they approach the class material) during the course of the lesson, which may take well over a day. In doing so, students are allowed to process the material in the way they feel most comfortable so that they will readily absorb and internalize the information. As well, this helps inspire confidence in your students, so they have their dignity even in situations that they are not as strong with.

In my practicum, I have the pleasure of actioning the 3 Act Math classroom, which has students identify the problem, assess their tools, and overcome the problem… all on their own! In this way, students can collaborate and discuss their approaches with the terminology they feel most comfortable with. By having the students do their work up on vertical non-permanent surfaces, the culture of the classroom becomes lively and rife with discussion on not only the math concept at hand but also current events. This is an excellent way for the students to develop time management skills, understand the importance of teamwork, and build confidence in a safe classroom setting. Additionally, students with IEPs feel comfortable with modifying their approaches to best suit their needs, which creates a shared responsibility between the student and the teacher. This, I feel, is a great dynamic to have in your classroom, as the learning needs of the students are addressed and your students’ way of being is supported. Its phenomenal!

EDIT: To see my thoughts on these teaching/learning strategies, click here!

Image credit: https://econation.co.nz/the-8-ways-to-well-being/

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