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Inclusive Practice Mark Tunstall
Module 5 Task 1 Feb 2016
My intention with this assignment is to define the ideas of entitlement, equality and inclusiveness and explain how and why these values should underpin professional practice in teaching in the Lifelong Learning Sector.
I intend to explore these areas in full and reason why these are beneficial and indeed necessary for teaching today and particularly useful and supportive of the students in my specialist teaching subjects.
I will interpret these fundamental rules or guidelines and demonstrate them in my day to day teaching practice. They will be a backbone to my lesson planning and a guide to all practical and one to one work I practice with an individual student.
This assignment includes a lesson plan which demonstrates the fundamentals of Inclusivity, equality and entitlement. The lesson provides information and methods which the students can use to begin or further their careers as professional actors and incorporate any diversities which they possess. For example a certain look or style, any ethnicity or social statement. These can be used and practiced appropriately and can give an actor an 'edge' or a unique 'style', which in this profession is often a huge plus.
Entitlement, Equality and Inclusiveness – As young citizens all learners have an entitlement to the level of education that meets their needs. Over the last ten years this has become the ideal. Whereas previously we used the term 'equal opportunities', this became problematic as it inferred that all learners should be able to rise to the same level of education no matter what. This is not practical and so it has been reworded and reevaluated. An equal value may be placed on learners and they may be equally entitled to education and training; but this will not necessarily provide them equal opportunities for career progression, earning potential or higher education. They are all entitled to the same education and training, but how much the learner seeks through further and higher education must be down to the individual learner.
Inclusive Teaching can be regarded simply as 'providing effective learning opportunities for all pupils'. All learners should have access to appropriate educational opportunities regardless of ethnic origin, gender, age, sexual orientation, or a degree of learning disability and/or difficulty. Consequently, the values of entitlement, equality and inclusiveness are of fundamental importance to teachers and teaching teams. Many fundamentals of inclusiveness have been laid down by Wallace (2013); and Prosser (1999) defines educational culture as the shared values, beliefs and practices which define a specific institution, according to Prosser it is the culture that must promote entitlement, equality and inclusiveness. I agree with this to some extent, but in my specialist teaching area of Drama and the Theatre Arts I bring with me a toolkit of ideals, values, modes of conduct and teaching methods that have developed with all of this in mind, I take it with me to the institution as a guide or set of practices which I hope will not contradict the schools ideals, but instead will build on them and bring something else to the table, all to the benefit of the school and the learners.
In promoting inclusive college and classroom culture we are required to promote respect for all others, eliminate any stigma, acknowledge any learning differences, emphasise any commonalities between students, embrace diversity, teach tolerance, promote acceptance and celebrate learning and community achievement. I find that my specialist teaching area does much of this as part of the very nature of drama and the practice of becoming a professional actor. Diversity is celebrated' for example and is not just a feature, but a necessity for any actor hoping to make it in the field today. Differences are celebrated, styles, sexuality, ethnicity and diversity are the make-up of an actor and can help the actor stand out and be noticed.
In my specialist subject I analyse my learners to some extent and make myself aware of the differences in race and culture, their specific socio-economic diversity; their lifestyle, their looks and fashion tastes, their personal style or mode, their personalities and position in a classroom setting, based in some ways on personal popularity, their nerves, if any, shyness, anxiety etc. Their size and body shape, ego, vanity, 'wild card' behaviour, 'Prima Donna' behaviour; I bear all of this in mind when planning a lesson and develop the techniques I will use based on my individual learners personalities, skills, methods and style.
I try to maximize the student's potential, based on these differences and provide opportunities for the individual student to feel respected, supported, valued and appreciated, regardless of or in some ways partly due to their diversity or personal background.
The lesson plan I chose in my opinion is a perfect template to promote diversity and yet practice inclusiveness.
The lesson takes the form of a lecture – How an Individual actor should present themselves in a casting or an audition and prepare themselves for this. How an actor should contact a prospective agent and prepare for an initial interview.
I then deliver the lecture in a general manner; I begin with the rules of approaching an agent or casting director, preparation of monologues for auditions, questions to ask, suitable clothing and general attitude during a casting/audition and/or interview. I build on this and then introduce the idea of 'Selling yourself', 'standing out' (in a good way!), using your personality or edge to your advantage, communication skills and behaviour.
I then open the lesson up to a Q & A. This allows me to answer individual learners questions, personal needs, wants, concerns and to give them ideas for monologues, personal to their skills, style, technique, look, age and ability. This allows me an opportunity to help them to build on or express their differences in a positive and useful way. To play on their diversity and promote it as a specific style or edge. This all enables me to form a group profile on my learners, which I can then draw on in the future.
This lesson is an excellent way to get to know a new class and almost personally interview them. This can be used as a lesson plan for two or more lessons, depending on the size of the class. I then offer individual tutorials and practice interviews and castings, which I lead and then analyse and feedback on to the individual learner. This gives the learner an immediate response to their individual skills, style and behaviour, what works?, what doesn't?, how they can improve?, how to promote their own differences/diversity? I also find that this practical method of teaching allows them to express their personalities, their personal wants, needs and desires in a safe and secure setting. All of them have my undivided attention at some point in the lessons and I answer all questions and concerns. Group debate and our own 'advice forum' work allows for complete inclusivity, respect, support and understanding of each individual learner and I believe brings the class or group closer together and certainly makes them more understanding of each others differences/diversity and how we can utilise these to promote ourselves and incorporate them in a professional setting, performance and daily life.
Biblography and References:
Prosser, J. (1999) School Culture. London: Paul Chapman.
Gray, J. (2000) 'Inclusion: A Radical Critique' in P. Askonas & A. Stewart (eds) Social Inclusion: Possibilities & Tensions. Basingstoke: Macmillan. Pp. 19-39.
Gray, D, Griffin, C. and Nasta, T. (2000) Training to Teach in Further & Adult Education. Cheltenham: Stanley Thornes.
Alexiadou, N. (2002) 'Social Inclusion and Social Exclusion in England' Tensions in Education Policy, Journal of Education Policy, Vol. 17, No 1, pp. 71-86.
Cohen, L, Manion. L. & Morrisson, K. (2002) A Guide to Teaching Practice. Fourth Edition. London: Routledge Falmer.
Wallace, S. (2002) Teaching, Tutoring and Training in the Lifelong Learning Sector pp. 47-48 pp. 114-115.ware of the differences in race and culture, their specific socio-economic diversity; their lifestyle, their looks and fashion tastes, their personal style or mode, their personalities and position in a classroom setting, based in some ways on personal popularity, their nerves, if any, shyness, anxiety etc. Their size and body shape, ego, vanity, 'wild card' behaviour, 'Prima Donna' behaviour; I bear all of this in mind when planning a lesson and develop the techniques I will use based on my individual learners personalities, skills, methods and style.
Wallace, S. (2002) Teaching, Tutoring and Training in the Lifelong Lea