Inclusive Student Centered Learning Environment

Generally the essay gets to start by giving an outline of the organization the target group together with its staff. The target group here is mostly the migrants from the English as second language nations. The essay gets to use a socio-cultural theory as its framework of getting to know about the learners and getting to shape the inclusive practices. This comes before the description of the activities of learning the difficulty the members of the equity group experience and finally a summary of the training (Rieser, 2008). The inclusive nature is examined as the benefit that this measures can get to have to those who do not belong to the disadvantaged equity group. The disadvantages such an approach is examined .at the end the essay clears up by giving a reflection of how teachers can employ socio-cultural principles to lead and enhance the putting of inclusive teaching principles into work.

This essay is majorly going to pass through all the areas concerning the implementation of an inclusive student centered learning environment thought its course it focuses on the real teaching and the learning context in the VET sector and gets to adopt some socio-cultural perspective of getting to understand the learners and then devising an inclusive practice to favor them (Ann, 2009).

The essay gets to touch on the institution and the workers where I have been working lately since its worth because the type of work the staff undertake and also the nature of the organization will get to have an impact on how the training is conducted (Daniels’ and Garner, 2000). The company is large  steel fabrication plant .it gets to produce a large quantity of steel components for the civil infrastructure a big number constituting of only men is have secured  a place in the workshop .some of the employment posts that seem common are positions such as boil makers crane drivers and so much more.

The work force is composed of people from different races having around thirty percent coming from the English as a second language countries such as the Asian countries, Latin America and even Africa .it can be noted that this representatives have a good English ability though the proficiency varies whereby some staff struggles to get what the others are saying but others can still work at a very high level (Felicity and Moore, 2004).

In most of the cases the staff performs its operations in groups where by the whole workload is broken down into groups and then passes from group to group advancing at each stage. It is also important to note that some groups are made up of mixed race membership whereas some are made up of pure races (Julie, 2008). There are very many socio-cultural factors that have an impact on the outcome of learning .some of them may include under average participation rates .difficulties in learning that can be brought up by some of the institutional factors such as the quality of the teachings provided, barriers due to culture and also inadequate learning resource material.

The act of organizing workers and putting them into groups provides an opportunity of development of communities of practice just within the company. This is further significant as it can get to promote a great deal of learning between the intermingled communities. Just as ethnic background, ethnicity and even community of practices get to play a role in the functioning of an organization is the same way I have taken a socio-cultural approach to getting to understand the equity group better and also to design and implement inclusive teaching practices (Keith, 2005).

For a better understanding of what this two groups are there needs and experiences I have come up with two relevant master concepts. To begin with is the role that language plays in communication .it is described as a distinctive and avert expression of culture and another fact is that it can always be used in social and even cultural setting (Kieron, 2005). Getting this fused together with what was said earlier it becomes clear that language is an aspect that is to be placed central in any inclusive teaching practice.

However this does not declare that equipping non English speakers with English will enable them overcome language barriers (Tim, 2005) .this can only be solved with one issue that is negotiation of meaning an idea that argues that knowledge is outcome of a process that gets members of a community to interact and then through this interaction an understanding is come up to and then the knowledge gets to be passed on (Steve, 2007). On the other side it may be all about a back and fourth whereby the listener gets to seek clarification and the speaker will judge how best the listener has grasped some particular concept. The whole of this is only important when the speakers are of different language background, and have differing abilities and experiences.

The second major concept is that of different perspectives. Just as we had previously mentioned, communities of work can be of a positive impact in having a foster in learning. This is because as there are a number of communities with the ability of developing more that one solution of getting a particular job done (Stanley, 1998). Just because learning involves a varied number of understanding perspectives this demonstrates that in the process of creating a more inclusive teaching environment the speeding up of the learning between different groups of people will be among the goals.

Having that most of the tasks that will be performed by such a staff can turn out to be dangerous .the staff members are supposed to complete fully a job safety analyst card just before they get the authority to take up any work (Sharma and Mahapatra, 2007). The body that managed the company realized that both groups of employees were not usually filling the card before they could commence the work and this particularly was a problem because the management and the workers had the role of making sure that their was always a safe working environment and there was always a real threat of a very serious accident occurring

A job safely analysis card is a card that is in most of the cases used across the mining and the building industries and the general reason behind it is that the employees undertaking a particular task will have an analysis of the steps taken in an involved task, be able to have an identification of any hazards involved in the task, have a decision on the measures to be taken to control the hazards’ that can come up and lastly enable then to be able to effectively evaluate the risk and assign a risk score through another different document called the risk matrix (Neena, 2006). It should be however noted that a job safety analysis is filled just per workplace

Analysis of members of job safety analysts and a subsequent interview of the staff produced a shocking result of the way they were filled and completed. It enlightened the employees for they were forced to understand and interpret the job safety as analyst in the same way. This led to problems arising at some times due to different interpretation of the job safety analyst and in some circumstances failure of employees to understand jobs written by another.

The major problems involved differing in definitions over what hazardous and control were and a further deferments of the terms used describe instances of this. The area that caused the highest level of confusion was the assigning of a risk score using the risk matrix to assign a risk score. It was a problem because the part is very crucial because in any process that the risk score is above the moderate point the risk cannot always commence before a further measure is put in place to reduce the measure of the risk (Melanie, 2005). The effect of the confusion was majorly that the employees often chose low an option that desired that no further action was required, as this gave them the chance to get into the job without further remediation.

A training which was mainly to improve the quality of the employers job safety analysis suggested that it could be improved by having a different perspective of explaining to them the concepts that were underlying the whole issue, having a culture of collaboration among employees fostered and finally getting to a consensus on the standards required by the jobs safety act by drawing on and synthesizing employees own experiments. The inclusive practices can help achieve the aim just like outlined below but it is important to note that our aim is not having the whole process of training outlined but to feature in mainly on the ones that give some explanation on inclusive learning (Madhumita, 2004).

Previously we had mentioned that the greatest problem faced by English as second language speakers is that one of language barrier. It could also be of great importance to note that complex task instructions caused difficulty and simple instructions were regarded by learners as one of the most important improvement a teacher could ever make ( Fred, 1997). When using the risk matrix to have a risk assessed .there are two factors that must be seriously considered that is consequence severity and also likelihood’s further confusion comes up because the risk matrix card offers no instructions to be of consideration when dealing with such an issue.

Having a provision of an underlying concept is one of the aids to learners. Moreover, the same can be achieved through rephrasing the used words and further providing concepts that are more concrete. An example of how the description could de turned may be as follows seldom to mean never heard of such before this could further be revised if the stuff were still having difficulties in absorbing the concept. The activity we just covered in the previous paragraph is an example of scaffolding that is where the teacher has aides the students the activity of knowledge construction (Madhumita, 2004).. However providing scaffolding is not solely the a teachers domain discussing the notion  reciprocal scaffolding that is all about two or more people collaborating in a task for example in a classroom environment where one or a group do work together scaffolding comes in because different people bring different skills and ideas and then put them to task this then leads to the scaffolding  for each other because both the role of the teacher and that of the student are played as they head towards task completion.

Another fact that at times occurs in a place of work is the reciprocal scaffolding, often more of fluid nature wise and helps in idea exchange as individual people between the group construct knowledge. This however can be achieved if members from different work teams are placed together in the same training group. In most cases this stage is unproductive because the workers don’t work properly and this now gives up the negotiation of meaning regarding the underlying concept connected to the job safety analysis (Madhumita, 2004).. The practice is regarded inclusive in nature because encourages participation in trading and also in raising the standards of the workplace. Further practice offered to English as second language speakers are a provision of extra practice opportunities and a respective situation of the learning in a meaningful context maybe having them write a jobs safety action on a even a shop floor.

Practical teaching strategies to create inclusive, student-centered learning environments

In this essay we are going to majorly focus on the strategies that can create an inclusive leaning environment to all the students have the strategies o theories and concepts related, get to identify the inclusive strategies of assessment and also have them justified and finally get to have a valid explanation to the importance of partnership that goes beyond the classroom and a further one to explain how this partnership can be build to create an inclusive learning environment.

The reason that calls for the attention of creating an inclusive learning program is that the strategies that focus on the talk and chalk having the teacher standing in front of the learners delivering only suits some students but not all of them (Sharma and Mahapatra, 2007). It should however be noted that in some case the talk and chalk will be used but not in all the cases because it gets to turn off most of the students as time moves on because some of the students have come from backgrounds that don’t have a hand is education at all for instance those from refugee backgrounds that leads to an impact on their educational lifestyle and in such a case it is also good to first focus on the challenges they encounter so that you can get to provide for them when creating the learning environment.

To begin with there are a number of strategies that can create an inclusive learning environment for all students. This strategies can be subdivided into  various categories first before the time of the course , in having the learning outcomes designed ,in having teaching the activities of teaching and learning , when the course or the subject is ongoing and finally in designing the assignment of  the whole subject. On the other side it might be good to consider the reasons as to why the strategies are inclusive, how they get to meet the get to meet the needs of the special groups of students and lastly refocus on the ideas concepts and the theories sourced from the literature helped to come up with this strategies.

Just like any other process creating an inclusive learning environment has a theoretical framework under which it is formed. This framework is essential as it helps the teacher to understand the learning needs of his or her students and it might also shape the approach one needs to take in the whole process of developing inclusive learning strategies, for example how the big level theories more so the socio-cultural theory help one to understand who his or her students are and what one is to do based on the types of strategies based on the socio cultural theory being a big level theory because it gets to give a clear explanation of who ones students are there experiences of learning and why some of the students get included or excluded from education (Sharma and Mahapatra, 2007). A further explanation shows that the socio-cultural theory’s premise is that all learners are different and have different needs and also that their experience on education is different.

The theory further suggests that education and curriculum are in most cases structured to favor students whose home life is more of the same as that of the school and exclude those whose who have their home life different from school life .an inclusive program therefore tries to Have all students included simply by relating to their experiences and then providing an inclusive learning environment that will equip them with experiences that will get to encourage their learning (Sharma and Mahapatra, 2007).. There is also another different theory of creating an inclusive learning environment and it argues that learning as a process is all about what the teacher does not what a student does .It is a theory of teaching and learning in general and not particularly inclusive teaching in particular  but all the same it has implications on inclusive teaching  this is because if learning is about what a student does then the whole focus becomes student based and then engages students in more of the whole activity making them to grasp a lot.

There is also the middle level theory that that is just like the universal design of learning, scaffolding and differentiated instruction they are the middle level because they are more of based on assumptions about inclusive practices .they are more of appreciative to that making assumptions is quite a pretty thing and that it is normal that in almost all the classes there will be a varying variety of learners with a varying variety of needs .also in most cases this theories try to answer questions posed by  the big level theory such as the approach one should take when designing the teaching and learning curriculum for his or her learners (Neena, 2006).

The strategies discussed are good because they will accommodate students from different backgrounds and make their minds ready to take in whatever they are being taught as the environment will have been conducive for the activity (Neena, 2006). The method is also good because whatever the learner is taught here gets to be translated to long term memory because the teaching method involved them through participation that making expressions which they had in mind and were corrected on what they never correctly knew.

Teachers can incorporate inclusive, student-centered teaching practices in all their teaching by encouraging student participation by having one student teaching the rest and then asking for clarification where they don’t understand (Madhumita, 2004).

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