Creating a lesson that is wholly inclusive is not without its challenges. Each lesson taught me a little more about the individuals in the class and how I could best serve them in my role as a teacher.
In regards to this, during my placement I found that one child in particular stood out and on more than one occasion. He was loud, disruptive and had a very low attention span, or at least this is how he presented. He had no recognised behavioural issues, neither was it ever suggested that there was anything that needed investigating, yet he was widely known to be the cause of any disruptive behaviour. I found it a challenge to include him in many lessons, as he regularly was apposed to being there.
The most memorable occasion was during a maths lesson that I had planned. I had arranged for the higher ability group to work with me on this occasion and knew that the topic, fractions, was something the child in question had been performing well at. I opted to have him join the higher ability, something that he seemed very excited about.
From the beginning of the lesson he was disruptive. He never directly argued against my instructions but made comments regularly, glancing around the class to see who was smirking with him. Once everyone was underway with their work I sat with him, hoping to get him on track. It was a slow process but he responded well to the attention, however as soon as I was called to aid another child, he reset and was back to his challenging behaviour.
I kept him in for 5 minutes at break to have him complete the work and to express my disappointment in how the lesson had gone. He immediately became emotional, apologised and said he’d pay attention in the next lesson. He was and he did, for 10 minutes.
The child was a constant challenge throughout my placement. Having said that, he was intelligent, a great reader and popular with many of the children. I struggled to include him in many lessons and when I did, I felt it was only because he wanted to be.