I believe that every student deserves a classroom where they feel safe, seen, and like they truly belong. For me, inclusion is more than just a teaching strategy, it’s a mindset. It’s something that I need to carry into every decision I make, whether I’m planning a unit, assessing learning, or simply chatting with my students at the door in the morning. I don’t want to just tell my students that they matter, I want them to feel it every single day.
From my perspective, inclusion starts with community. I put a lot of heart into building strong relationships because I think all students learn best when they feel loved, supported and genuinely valued. I will co-create my classroom expectations with my class at the beginning of the year so that we’re all on the same page, and I make sure every student has a voice in shaping our shared space for the year. I will listen to what they say, honour their ideas, and create routines that help us all feel connected to each other. I want students to know that what they bring and who they are is always welcome here, and that the shared space belongs to all of us equally.
In my unit planning, I will work to reflect the identities, cultures and experiences of each one of my students. I will actively seek ways to incorporate local indigenous voices and knowledge by inviting storytellers, artists, knowledge keepers, and by weaving land-based and language revitalization learning into my teachings. I will also make space for all my students to see themselves in the classroom through the books we read, videos we watch and celebrations we share.
When it comes to assessment, I will prioritise flexibility and fairness. I think students should be able to show what they know in ways that work for them. That’s why I will offer choices, maybe one student wants to do a presentation, while another would rather create a poster or record a video. I will also use portfolios to track growth over time to compare each student’s learning to their own progress, instead of to each other. Also, I will always try to triangulate my assessment through observation, conversation and product. I will focus on building really strong relationships with families and caregivers as well, because I believe knowing what a student needs often starts with knowing their story and background.
I know my inclusive practices will always be evolving. I’m committed to learning and growing alongside my students, and I’m not afraid to reflect, change direction or try something new. Inclusion isn’t a box to check, it’s a commitment I make every day to listen deeply, to plan responsively and to create a classroom where every student feels like they belong.