 for all students with consistency (Ginsberg, 2005, p.222).
Establishing inclusion refers to principles and practices that contribute to a learning environment in which students and teachers feel respected by, and connected to, one another (Ginsberg, 2005). That means establishing inclusion emphasizes the human purpose of what is being learned and its relationship to the students’ experience. Also, it shares the ownership of knowing with all students. Furthermore, it collaborates and cooperates with the students and the class assumes a hopeful view of people and their capacity to change. Establishing Inclusion also treats all students equitably (Wlodkowski & Ginsberg, 1995).
Strategies for Applying Inclusion in the Classroom
Following are the strategies for applying inclusion in the class:
- The teacher should treat all students respectfully.
- Students’ lives and cultures should be represented in the class (Ginsberg, 2005).
- Collaborate and cooperate with the students.
- Treat all students equitably and avoid any kind of discrimination (Wlodkowski & Ginsberg, 1999).
Classroom Activities for Inclusion
- Collaborative learning approaches
- Cooperative learning
- Writing groups
- Peer-editing teaching
- Multicultural & multidimensional projects
- Focus groups and reframing
Developing a Positive Attitude
Developing a positive attitude refers to principles and practices that contribute to, through personal and cultural relevance and through choice, a favorable disposition towards learning (Ginsberg, 2005). Meaning that, as second language teachers, we have to incorporate teaching and learning activities in our lesson plans based on students’ previous knowledge or experiences. We can also encourage students to make choices in content and assessment methods based on their experiences, cultural values, needs, and strengths.
Strategies for Applying Positive Attitude in the Classroom
Following are the strategies for applying positive attitude in the classroom:
- Classes should be taught with students’ experiences, concerns or interests in mind.
- Students should make choices related to learning that include experiences, values, needs, and strengths.
- Students can voice their opinions in the class (Wlodkowski & Ginsberg, 1999).
Classroom Activities for Positive Attitude
- Clear learning goals
- Problem-solving goals
- Experimental learning
- Fair and clear criteria for evaluation, such as good feedback
- Learning contracts or activities which promote students’ interests and experiences
Enhancing meaning refers to challenging and engaging learning. This condition expands and strengthens learning in a way that matters to students and builds their identities as valued civic participants (Ginsberg, 2015). The broader purpose of this concept is that the teacher should provide challenging learning experiences involving higher-order thinking skills. She should also address relevant, real-world or current issues in an action-oriented manner in the classroom.
Strategies for Applying Enhancing Meaning in the Classroom
- Active participation in the challenging ways.
- Questions that go beyond facts and encourage different points of view.
- Teacher builds on what students know.
- Teacher respectfully encourages high-quality responses or higher order thinking skills.
- Teacher should encourage or incorporate student dialect into classroom dialogue (Wlodkowski & Ginsberg, 2005)
Classroom Activities for Enhancing Meaning
- Projects based on critical thinking and critical questioning techniques
- Assignments based on experimental inquiry techniques
- Case-study methods
Engendering competence refers to principles and practices that help students to be effective at what they value, authentically identifying what they know and can do, and linking them to a hopeful future (Ginsberg, 2005). The teacher can connect assessment process to students’ world, frames of reference and what they value, and by doing so, she can beautifully connect the students to a better future.
Strategies for Applying Engendering Competence in the Classroom
- Clear criteria 