An Inclusive Classroom Community For All

I am a strong believer that as educators we need to be lifelong learners. That being said, I will be sharing a recent professional reading that I have done. I will provide some background of the author and then provide a summary of key points that stuck out to me.

The other “R” in education: relationships written by Patricia Trottier, centers on the experiences of the author, a Manitoba educator, who has 32 years of experience as an administrator, student services specialist and classroom teacher. I was drawn to this resource because it is written by a local educator; thus provides knowledge and experiences that are related to teaching in Manitoba. Trottier strongly believes in “the importance of developing and maintaining relationships with students whether you are teaching early, middle, or senior high years” (Trottier, 13).

Each chapter of this resource focuses on a relationship that Trottier encourages new teachers to develop and how these relationships interact with each other. (She also includes resources for further reading, as they are applicable, in the margins of the pages). Trottier stresses the importance of building relationships with parents, colleagues, administrators, and peer relationships between students. Each chapter of this book provides a window into stories, information, and resources from Trottier’s experiences. Within each subsection of a chapter, Trottier provides us with stories of her experiences as they relate to the topic she is discussing. As I read through her personal experiences, I was able to make connections between her suggested strategies and the practical implementation of them.

In this blog I will be focusing on the relationship strategies that Trottier suggests for building an inclusive community with parents, students and their peers, but I strongly believe that relationships with colleagues and administrators are equally as important. Trottier emphasizes, “as a teacher, you want to set the stage for learning… in an enriched and inclusive environment, which provides the framework for students to develop relationships centered on acceptance and respect with peers and teachers” (17). One strategy she strongly urges is for teachers to model the same care, love and consideration for students that you would expect from them. I strongly believe that as teachers, we need to develop a classroom environment that creates a sense of belonging and support. In doing so, we also encourage risk taking and opportunities for student success, which assists in developing positive attitudes toward school and learning.

One section of this chapter emphasizes the importance of word choice during conversations with students. Trottier urges new teachers to “speak to children with respect and understanding…” because our words show students that we value and care about them as a person (25). When we develop a positive repertoire with students, we actually model caring communication skills to students, which they will practice using with peers and teachers. This can be done every morning when students come into the classroom and when they leave at the end of this day. Efforts should be made to acknowledge each student as they enter the classroom, even something as simple as asking them about their weekend on a Monday morning, can nurture a relationship with a student. It is equally important to end the school day on a positive note by encouraging or acknowledging students for their hard work that day, which could be focused on an individual student or collectively as a class.

Trottier emphasizes that “a good way to develop relationships with your students is to always take time to nurture relationships with their parents” (31). I believe it is equally as important to develop relationships with parents and create a support system, which can then easily lead to discussions about their child’s learning because it is viewed as caring about the child and will usually be met with less resistance. Strategies that Trottier suggests to develop relationships with parents include, going beyond the parent teacher conferences that happen a couple of times throughout the school year. She urges new teachers to engage parents in conversation when they come to pick up their child at the end of the day, and take some time to get to know them as an individual. Trottier also suggests an open house event early in the school year, where teachers and parents can meet and discuss the learning program that students will take part in during the school year (32).

Other strategies include phone calls home, emphasizing positives of a student’s progress along with any concerns, (this could also be done by email) newsletters and home visits. I believe it is also important to get parents involved in the classroom through volunteering; many parents have unique talents and abilities that develop community in the classroom in a way that the teacher alone cannot provide.

Although this book was a quick read, being only 117 pages, Trottier provides a meaningful and inclusive approach to teaching. Through telling her experiences, she has allowed us a glimpse of her 32-year career as an educator; sharing what she has learned during her years of teaching. This resource also reiterates what Manitoba Education states is the role of teachers in providing an inclusive community in the classroom. The Manitoba Education website states that an “inclusive community consciously evolves to meet the changing needs of its members. [In this] inclusion is a way of thinking and acting that allows every individual to feel accepted, valued, and safe. In Manitoba, we embrace inclusion as a means of enhancing the well-being of every member of the community.”

References

Manitoba Education. (n.d.). Appropriate Educational Programming – Inclusion. Retrieved from: http://www.edu.gov.mb.ca/k12/specedu/aep/inclusion.html

Trottier, P. (2014). The other “R” in education: Relationships. Winnipeg, MB: Author.

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