In the article, Blueprint for the Responsive Classroom, by Donna M. Sobel and Sheryl V. Taylor, observations were gathered to advocate for the need for responsive classrooms and strategies for exceptional children. It is an ongoing challenge for educators to teach in ways they are unfamiliar with. That also becomes a struggle for the students to learn in ways they do not know or are uncomfortable with leading to a negative impact on their education. Educators must veer away from traditional instructional methods in order to teach to a variety of learners. Many teachers are trained in the traditional methods leaving them unprepared for what they may encounter in a more diverse classroom. There is a rather large shortage of special education teachers being able to use the skills of responsiveness, linguistics, culture, and reflection in the more diverse classrooms(Sobel/Taylor 2006). According to Sobel and Taylor, due to the demographics of schools constantly changing the need for restructuring is essential, including highly qualified teachers. Public schools are failing because teachers not only do not know how to teach students of diverse backgrounds, but students with diverse backgrounds and special needs as well.
Responsive teaching engages students and gives their education meaning. The authors created a tool to emphasize skills essential to responsive teaching of students with diverse backgrounds. In “Ms. Hillerman’s” classroom there was a class quilt present telling the story of each student’s diverse background, multicultural books relating to topics of study, and colorful posters (Sobel/Taylor 2006). This appeals to the visual learners and helps create a warm and welcoming environment. Grouping strategies were also used to promote co constructed knowledge and peer work. The desks were in heterogeneous groups allowing for discussion, language development, and equal opportunities for all students. Instructional materials the ideal teacher would use should promote understanding and address certain diversity factors. Using props and materials for representation provides visual support and kinesthetic learners. Writing prompt posters posted around the classroom helps with student organization and overall writing focus. An even larger aspect of teaching amongst diverse backgrounds and special needs is lesson adaptation. According to Sobel and Taylor, before getting into groups the ideal teacher gives an example of what is expected and then allows the students to work with their groups on the remainder of the activity. Working in the cooperative groups allows accommodation to student strengths and weaknesses. The next teaching component is distribution of attention, by the educator emphasizing social interaction, decision making, and community building (Sobel/Taylor 2006).The cooperative learning groups expose students to different perspectives other than their own and any disabilities present within the group. It is important to check student progress and understanding so Sobel and Taylor explained “Mrs. Hillerman” being the ideal teacher walks around during activities to make sure students understand and are engaged.
The classroom Sobel and Taylor observed was of diverse backgrounds, ages, disabilities, abilities, and eligibility for assistance. Student work samples were collected to determine the effectiveness of the accommodations. Teachers were also given prompts to use in the classroom to promote meaningful relationships with students, equity, attention to special needs, and intellectual interaction. For example, during the math lesson cues were given throughout the activity to indicate where the student progress should be, checking for understanding, and when they should be wrapping up with the activity (Sobel/Taylor 2006).
Overall, the conclusion made was that advocacy is during daily teaching in the classroom and responsive teaching is essential for educators and students success. Educators must apply tools of teaching diverse backgrounds and differences in their daily teaching methods and instruction. Teachers must create a comfortable learning environment that can support a variety of learners and backgrounds. By creating this type of environment, it allows students to give meaning to what they are learning, engage, and participate. When learning has meaning to students it becomes purposeful to them not only in educational settings but instills values to carry with them throughout life. Building a positive classroom is influenced by many factors as well as the teachers response and behavior. In order to improve and promote success to all parties, teachers must evaluate themselves and their practices. Self reflection and student reflection allows for increased understanding of what is not only needed but expected.
Brianna's Education Journey 