Student Differences teachers commonly address in the classroom at FHS
Discussions with mentors and other staff brought to my attention some student differences that are commonly addressed in the classroom, in which are listed below.
With a focus of the five classes I taught, these are the recognised statistical differences that receive differentiated support. 1 Aboriginal student 2 English Second Language students (ESL) 2 students with permanent Support Service Officer (SSO) 6 Year 8 girls with special needs (based on literacy, numeracy, processing skills) 10 Year 8 boys with special needs (based on literacy, numeracy, processing skills) However, through my observations and encounters with students, I believe these are the student differences that should be supported through differentiated methods. 1 Aboriginal student 2 English Second Language students (ESL) 2 students with permanent Support Service Officer (SSO) 10 Year 8 girls with special needs (varying reasons) 15 Year 8 boys with special needs (varying reasons) 1 Year 9 girl with special needs for behaviour 1 Year 9 boy with mental illness that inhibits his learning 2 Year 10 boys with processing disorders 3 Gifted and talented These student differences I identified where not always addressed commonly in the classroom, however through discussions with key personnel, particular students where known for their diversities, yet were not differentially acted upon. Alongside these addressed differences there were behaviour, social and emotional issues addressed commonly amongst a range of students, some more reoccurring than others. Tomlinson (2001) supports this, reiterating that identifying mixed-abilities within the classroom is critical to practice an inclusive environment. |
Student Differences impacting on learning and the classroom environment
The FHS student cohort was comprised of many differences, some are mentioned in the schools’ context statement and others I discovered through observation.
All individual student differences had specific methodologies and strategies to support them to create an inclusive and differentiated classroom. Through observation, ESL students become isolated and congregated with other ESL students which divided the classroom environment. This impacted their learning in a positive way as they had support from peers, experiencing the same educational experiences as them, however impacted negatively as well, as they did not mix with other students much, despite being encouraged to participate in group activities.
A similar experience was observed of those students who required a permanent SSO, either the student sat alone or in a small segregated group. Students from various cultural, language and ethnic backgrounds were very much included as many tasks were designed to be student driven. Nilholm (2010) reinforces that by designing tasks that can be student driven allows the students from cultural backgrounds to feel proud and express their heritage. In turn, these cultural differences enhanced and promoted a positive and safe classroom environment. Some instances these differences impacted their learning due to a lack of understanding of some content, but overall it was a positive experience.
Students that were receiving financial assistance were not known to the cohort but did affect their learning, as students were unable to complete homework tasks or study at home due to not having a computer or available internet. The classroom environment was not affected by these differences, rather the students’ learning was.
Those that were academically gifted would often be known to the class as they would call out with all the answers or not participate in class discussions. This impacted the classroom environment as the shyer students never got a chance to answer and therefore gave up. In turn, Moon (2005) reinforces the importance of using formative assessment to find all students understanding and not to base assessment on the participation of students in class.
In general, students with a disability and identified or non-identified special needs were inclusive and enhanced the classroom. The obvious students with special needs were known by students and were almost always excepted which created an inclusive classroom where it was a safe learning space for all students. These differences impacted their learning in some regards, but through scaffolding and differentiated lessons, the classroom environment was a positive and successful learning space.
Students with behavioural issues often interrupted the class, however, they each varied in interests, readiness and learning profiles, as some were very disruptive students and had no interest in school or often did not understand the task and therefore disrupted the class and others were simply not challenged. Other differences in behaviour was severe bullying openly in front of the class to particular students which often engaged the whole class, as well as students that refused to engage and behaved in a very withdrawn manner. Each behavioural issue observed on placement inhibited the student’s personal learning and often disrupted the classroom environment. All student differences mentioned above were discussed with the Disability teacher at FHS and my mentor, to ensure these were accurate observations.
All individual student differences had specific methodologies and strategies to support them to create an inclusive and differentiated classroom. Through observation, ESL students become isolated and congregated with other ESL students which divided the classroom environment. This impacted their learning in a positive way as they had support from peers, experiencing the same educational experiences as them, however impacted negatively as well, as they did not mix with other students much, despite being encouraged to participate in group activities.
A similar experience was observed of those students who required a permanent SSO, either the student sat alone or in a small segregated group. Students from various cultural, language and ethnic backgrounds were very much included as many tasks were designed to be student driven. Nilholm (2010) reinforces that by designing tasks that can be student driven allows the students from cultural backgrounds to feel proud and express their heritage. In turn, these cultural differences enhanced and promoted a positive and safe classroom environment. Some instances these differences impacted their learning due to a lack of understanding of some content, but overall it was a positive experience.
Students that were receiving financial assistance were not known to the cohort but did affect their learning, as students were unable to complete homework tasks or study at home due to not having a computer or available internet. The classroom environment was not affected by these differences, rather the students’ learning was.
Those that were academically gifted would often be known to the class as they would call out with all the answers or not participate in class discussions. This impacted the classroom environment as the shyer students never got a chance to answer and therefore gave up. In turn, Moon (2005) reinforces the importance of using formative assessment to find all students understanding and not to base assessment on the participation of students in class.
In general, students with a disability and identified or non-identified special needs were inclusive and enhanced the classroom. The obvious students with special needs were known by students and were almost always excepted which created an inclusive classroom where it was a safe learning space for all students. These differences impacted their learning in some regards, but through scaffolding and differentiated lessons, the classroom environment was a positive and successful learning space.
Students with behavioural issues often interrupted the class, however, they each varied in interests, readiness and learning profiles, as some were very disruptive students and had no interest in school or often did not understand the task and therefore disrupted the class and others were simply not challenged. Other differences in behaviour was severe bullying openly in front of the class to particular students which often engaged the whole class, as well as students that refused to engage and behaved in a very withdrawn manner. Each behavioural issue observed on placement inhibited the student’s personal learning and often disrupted the classroom environment. All student differences mentioned above were discussed with the Disability teacher at FHS and my mentor, to ensure these were accurate observations.