I’ve said it before, and I’ll say it again: it is a joy to collaborate with educators in our board. Whether visiting a bustling kindergarten class or co-planning with on-the-go grade 8 teachers, the knowledge and ingenuity of my colleagues always enriches my practice.
Such educators ensure they teach in ways that reach all students in their classes, that everyone has what they need to learn and belong: the student with attention challenges, for example, might have noise cancelling headphones to help them focus, among other supports; or the student who experiences challenges with written expression might have extra time, assistive technology, and alternative ways to demonstrate learning …
However, an equally impressive feat is when these same skilled educators use strategies for students who are yet to arrive, but that also benefit the current students in their classes. They embed and normalize diversity of identity and learning needs, every day. Here is a sampling of their inclusive efforts:
An intermediate teacher always adds a multilingual box to her “new vocabulary” graphic organizers, even if there are no Multilingual Language Learners in her class; in addition to recording the new word’s definition, a picture of its characteristics, examples and non-examples, she also requests students translate the term to another language of their choice, later discussing any commonalities or insights gained through translation. This rich learning task is just one example of multilingualism she incorporates in regular instruction. And if one day an MLL does arrive in her class, they will find the use of multiple languages already well-established in the learning environment …
A primary teacher uses a speech amplification system at all times, even though there are no students with known hearing impairments in the class. Her delivery is crisp and clear, her voice is saved from projecting, and all students have the benefit of a volume and clarity that enhances and literally amplifies the message. If a student who is hard of hearing arrives, that learning environment is ready and waiting …
A junior teacher I knew many years ago learned sign language for one of her new students, and continued using it in every subsequent class she had over the years. It was always a delight to watch her students request to learn more, acquire a new way to communicate with members of the deaf and hard of hearing community, and have the benefit of visual signals accompanying transitions throughout the day. Plus it never hurts to have a little bit of the incomparable joy sign language can create in your class.
It is of course impossible to anticipate all the ways in which our learning spaces would benefit from re-imagining, re-creating. But the beauty is in the journey. And each day I see educators like these making their classrooms that much better for everyone.
I will take that “normal” any day.
