MTE 512 Inclusion Practices Paper Wk4.docx MTE/512 Inclusion Practices Paper “ Week 4 MTE/512: Teaching the Exceptional Learner Inclusion Practices Paper “ Week 4 In order to properly build a classroom of citiz
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MTE 512 Inclusion Practices Paper Wk4.docx MTE/512 Inclusion Practices Paper “ Week 4 MTE/512: Teaching the Exceptional Learner Inclusion Practices Paper “ Week 4 In order to properly build a classroom of citizens, given to the concept of community several factors should be considered. Some are: Give the students a voice. Greet students, respect students, recognize students, applaud students for accomplishments outside of classroom. Build a relationship with each student. Treat all students equitably as people, individually as students, carefully as persons. When reestablishing your classroom (i.e., at the beginning of the school year), your students need to see, from you, a message of love, welcome, and most importantly, that you truly value each and every child. (4 Ways, 2016). Build a team class foundation; work together to ensure all understand the content; building classroom community is one of the most effective ways to give students ownership over their own classroom¦educators often find that discipline becomes less of an issue, and students who might have fallen behind are encouraged to apply themselves to match the efforts of their peers (5 Strategies, 2020) Set the class in line with the theme established by Alexandre Dumas in novel, The Three Musketeers, One for all, and all for one! It is important to formulate and structure your classroom to facilitate students™ recognition of their responsibility to learn. Plotinsky (2019) provides a plethora of strategic ideas to make students take owner. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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