Teacher Roles and Inclusive Teaching

This assignment explores the responsibilities of a teacher, focusing on promoting behaviour and respect in the classroom. It emphasizes the importance of ethical considerations, treating students equally regardless of their backgrounds, and implementing inclusive teaching strategies that cater to diverse learning styles. The text delves into the concept of inclusive teaching, highlighting the need for teachers to be adaptable and responsive to individual student needs.

Running head: TASK – 1
Indigenous Education and Perspective – Task 1
Name of the Student
Name of the University
Author’s Note

1TASK – 1
Task 1
Individual Reflective
It is the role of a teacher to look after the promotion of behaviour and respect to the
students. According to my opinion, the teachers around the world should behave in a particular
way and hold a distinct personality from the rest of the community to become a role model of the
students. The teacher’s life is bind by the rule in the field of behaviour and respect for creating
impression on the student’s life. The instance of favouring one over the others can have negative
impact on the students and they are likely to follow the footsteps in their future life. One of the
important promoters of behaviour and respect is the ethical consideration. A teacher like me
should follow the ethics in all the possible fields of his career. The teachers should follow the
rules set for the students as well. For instance, any type of disruption that might occur in the
classroom is strictly ruled out and the teacher should consider the same. For instance, taking
phone calls in the class hour is an ethical disruption that should be avoided.
Promotion of the equality and diversity in the classroom in another responsibility falls
under a teacher’s jurisdiction. The students should always be treated equal regardless of their
disability and lack of efficiency n certain field or what so ever. Similarly, the diversity should
also be encouraged. By diversity, I refer to the individuality that means, the good work should
always be appreciated and rewarded and the bad doings punished regardless of any other criteria
playing any role in influencing the action. The importance of both the specifics is high as it helps
in motivating the students to perform well in class and pay attention to their learning process.
The process of teaching that considers the need of the student is refer as inclusive
teaching as it is based on what students need to learn instead of what the learning has to offer

2TASK – 1
(Hockings, Brett and Terentjevs 2012). Teachers in this process break down the teaching
according to the student’s background, style of learning and the ability to understand and teaches
them accordingly to make them understand the lesson (Arnold 2012). According to my
understanding, a teacher has to be flexible enough to deal with a range of students with a range
of learning style, as he has to teach them simultaneously in a single class. The core concept of
the inclusive teaching is the adaptability of the both parts (Mitchell 2014). As a teacher, it is
important for me to demonstrate adaptability in responding to individual student’s need for
making them understand the learning, which will in turn facilitate the students to adopt
themselves accordingly and develop the skill to understand different learning style (Sapon-
Shevin 2010). As I will be teaching the single topic in a various ways, they will evidence the
styles of teaching and better understand that will increase their adaptability. It will help me to
understand the criteria of he students and the problems they are facing in understanding. I think,
these are the two important elements of inclusive teaching that show impressive results in
addressing students with different capabilities and learning styles in a single classroom settings.

3TASK – 1
References
Sapon-Shevin, M., 2010. Because we can change the world: A practical guide to building
cooperative, inclusive classroom communities. Corwin Press.
Hockings, C., Brett, P. and Terentjevs, M., 2012. Making a difference—inclusive learning and
teaching in higher education through open educational resources. Distance Education, 33(2),
pp.237-252.
Mitchell, D., 2014. What really works in special and inclusive education: Using evidence-based
teaching strategies.
Arnold, P.L., 2012. Inclusive Teaching and Learning. In Encyclopedia of the Sciences of
Learning (pp. 1519-1522). Springer US.