Practicum e-Portfolio
Establishing an
Inclusive Learning Environment
TQS 4
A teacher establishes, promotes and sustains inclusive learning environments where diversity is embraced and every student is welcomed, cared for, respected and safe.
Classroom Management Strategies
Upon entering my first practicum classroom, I had a few ideas of management strategies and systems I'd like to try. However, that all went out the window when the students were immediately drawn to a figure stuck to the back of my laptop case. So, my plans shifted to best suit the students interests. The system centred around earning gold stars each class by demonstrating star behaviour; respecting yourself, respecting your classmates, respecting the teacher, following class expectations (desks cleared, full body listening, hands empty). Each week a student was the Star of the Week and thus got to name the monster on my laptop. The monster ate gold stars and needed at least 10 stars to live, if he didn't eat enough stars (they didn't follow expectations as a whole) then he needed to hibernate for a week and recharge. These expectations were reiterated on the board prior to any independent work time or group work time so that students had a reminder of what I expect in the classroom, as I am not their home room teacher. I found this strategy effective as students were reminding each other to "be a star", or complimenting each other by saying that was "star quality". This also contributed to a positive classroom culture where students were cheering for their peers when star behaviour was recognized.
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When teaching at Willow Creek Composite High School I tried a few didn't systems to build an effective classroom management strategy. I learned quickly while my voice held power, silence was more effective. Because I was usually circulating around the room, checking in with students and staying active, any sudden pause in my movement and voice became noticeable. When I stopped and remained silent, students quickly sensed that something was off. They would look around to find me, often noticing I was simply waiting for their attention. This subtle shift prompted them to refocus without the need for verbal correction. Over time, students began to recognize this cue, and the classroom would settle more quickly, reinforcing a calm, respectful learning environment. I also utilized incentives a lot with my junior high classes, using small fidgets or candy as rewards after the fact.
Humour Has a Place Here!
I was incredibly fortunate to have a class that appreciated humour and "silliness" being incorporated into our lessons, and were easily redirected if the behaviour was pushing the boundaries of my expectations. I found that the more fun I let them have, and allowed myself to have, the more inclined they were to work when that time came. For instance when doing whiteboard work I would give the students 2 minutes of doodle time at the start, I know they're going to doodle and draw no matter what because when I was their age I would've too. However, giving them designated time where they know that they will get to doodle helped them understand that the harder you work the more you can play! Another example is that when students were done their work, instead of raising their hand I had the students make a silly face at me until I noticed. This made them giggle, yes, but it also encouraged students to finish their work, all while having a little bit of fun at the same time.
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Using humour in my Grade 7–9 classroom became a powerful tool for building connection, easing anxiety, and increasing student engagement. I found that humour helped create a relaxed atmosphere where students felt more comfortable participating and taking risks in their learning. Whether through playful examples, funny analogies, or shared classroom jokes, humour made lessons more memorable and helped maintain attention. It also allowed me to connect with students on a more personal level, showing authenticity and approachability. Importantly, I was intentional about ensuring humour was inclusive and never at a student’s expense, reinforcing a respectful environment. Humour also supported classroom management by diffusing minor disruptions and redirecting behaviour in a positive way. Overall, incorporating humour strengthened relationships and contributed to a classroom culture where students felt safe, engaged, and more willing to learn.
Kaelyn did an excellent job establishing positive relationships with students while also positioning herself as a confident leader in the classroom. She communicated clear expectations and treated students with respect, earning their respect in return. As her confidence grew, Kaelyn showed significant improvement in her classroom management strategies. She was flexible and responsive, finding approaches that worked well both for the class as a whole and for individual students. Her ability to balance warmth and high expectations contributed to a positive and productive classroom environment.
- Christina McLellan, Stirling School Teacher Associate
Accommodate but Don't Isolate
Within my grade 5 classroom, I had an approximate range of math levels from grade 1 to grade 6. Thus, I provided a range of questions and expectations to best cater to each student. For example, when comparing mass of different objects I created 2 crossword puzzles, Option A and Option B. Option A included converting between grams, milligrams, and kilograms, whereas the Option B had both masses in the same unit. I aimed to have their worksheets look as similar as possible as I didn't want students to feel like they're isolated because they are behind or any less capable. Following these adjustments, the students that were given the accommodated worksheet had gained confidence and were able to raise their hands and give their answers when we reviewed as a class.
Isolation can also be caused by the language used and the connotations that students may have behind it. For example, I found that if I explained finding discrepancies between our Hypothesis and Observations as "incorrect" or "wrong" some students would shut down and no longer engage. Instead I changed my language to be "what were you surprised by?", this also helps students recognize that we are all learning and are bound to be surprised by something!
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In teaching grade 7 math, I also had quite a diverse range of levels. To differentiate this I would narrow down the required content for some students in order to allow them to begin without feeling overwhelmed by the amount of work. Often phrasing it as "I challenge you to these 4 questions", that way the student feels like you are encouraging them to do the work but not overloading them. For ESL students I would also slightly alter the questions for problem solving and omit unnecessary information, this allowed the students to easier understand the task at hand instead of spending the time sorting through information that they did not need. This lessens their cognitive load and allows an entry point for those students.
Option A - evaluating masses with conversion of units
Option B - evaluating masses without conversion
