Supporting Learning in the Classroom
Supporting Diverse Learners through
Oral Language, Numeracy, Literacy and Phonics
Oral Language, Numeracy, Literacy and Phonics
With learners coming into the classroom, and all being different-- how do you support those with varying needs, abilities, and learning styles? How does a teacher support the uniqueness of each child on their road to learning. Below are three examples of how you- as a teacher- can support diverse learners in the classroom. Visual Supports (ELL, All Learners):
One way to support English Language Learners, and other Diverse Learners in the classroom is to use a visual schedule (shape of the day) or having labels around the classroom. A visual schedule enhances receptive language and assists in providing meaning to students. By following along, they will recognize that “snack” comes after “numbers” (numeracy), and begin to recognize the letters that correspond with the card. Students who are ELL, may have difficulty comprehending the English term for a word, but by using the visuals they can understand. It is also beneficial for all students, who will benefit from the knowledge of what is happening next in the classroom. Anxiety levels from the “unknown,” can be reduced along with teaching flexibility. By using labels around the classroom, all learners are will be able to recognize the word that goes with either a picture (for example, a label on a Lego bin) or on an object (for example, a label on the sink). Students from Refugee Backgrounds (Refugees, those with Auditory Sensitivity): On page 20, it states that “a safe and predictable environment, with routine and stability is very important.” These students have faced uncertainties and challenges as refugees, and adjustments to school may be difficult. For some students, the new noises of a classroom environment will be challenging. Potential anxiety triggers can include bells, safety drills, loud boots in the hallway or airplanes flying overhead. One way a teacher can help to counter these potential triggers is to help the student familiarize themselves with these experiences and create positive interactions. A teacher may give an advanced warning when bells or drills will be happening, and the reasoning why it’s happening (“time to go home”). It is providing a safe environment for the student to help them the adjustment and integration into the school, without giving up their original identity. Source: https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/diverse-student-needs/students-from-refugee-backgrounds-guide.pdf Students from Refugee Backgrounds (Refugees and ELL): On page 29, it states “at any age or grade level there may be students who have limited or no formal schooling or pre-schooling experience.” For Refugee students, attending school is something they may have limited experience with or awareness of the organization or culture of school. They may have little experience with print (both in English and their native language) and the inability to understand what is being asked of them to accomplish certain learning tasks in English. To help support these students, a teacher may work with small groups during lessons to help with the tasks. Not only does this provide connections with other students, but it also supports the other diverse learners in our classes. A teacher can also pair up students, and provide “good fit partners” that will be able to help and model correct behaviour while doing the task. It can increase their social interactions, and oral language abilities while communicating with others. Source: https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/diverse-student-needs/students-from-refugee-backgrounds-guide.pdf
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