Module No.

& Module 5- Inclusive Learning Environment

Title
Module Hello, dear learner! Welcome to this module on Inclusive Learning
Overview Environment, a Professional Education subject. This module tries to
walk you through the various learning styles models that you can
employ in teaching the discipline. This module is self-instructional and
allows you to learn in your own space and pace. So, relax and enjoy!
It is clear then, that thinking has moved on beyond the narrow idea of
inclusion as a means of understanding and overcoming a deficit and it is
now widely accepted that it concerns issues of gender, ethnicity, class,
social conditions, health and human rights encompassing universal
involvement, access, participation and achievement (Ouane,2008)
To get most out of this module, here are some few reminders:
 Take time in reading the lessons.
Take enough time to write down questions for explanation. You
may discuss these questions with your nearest neighboring
classmate or you can raise these questions during the virtual
conversation.
 Complete all the given tasks in the Worksheet. This will be
the basis of your performance.
 Answer all Activity. This will give you an idea how well you
understand the lessons.
 Good luck and enjoy!

Module Develop understanding on how to promote an inclusive and safe

Objectives/Outc learning environment to effectively facilitate learner-centered teaching
omes
Lessons in the Lesson 5.1 Learning Styles
Module Lesson 5.2 Student with Diverse Abilities and Background
Lesson 5.3 Fair and Safe Learning Environment
Lesson 5.4 Learner Participation
Lesson 3: Misbehavior Management
Module No. and Title 5 INCLUSIVE LEARNING ENVIRONMENT

Lesson No. and Title 5.1 Learning Styles

Learning Outcomes o concepts of Common learning styles theories

o apply strategies to become expert learners
o advocate the use of the Learning Styles Theories in the teaching-
learning process
o appreciation of how these theories can provide a framework for
understanding learners

Time Frame 3 hours

Introduction Inclusive education is about ensuring access to quality education for all
students by effectively meeting their diverse needs in a way that is
responsive, accepting, respectful and supportive.

Students participate in the education program in a common learning

environment with support to diminish and remove barriers and obstacles
that may lead to exclusion. Inclusive education is carried out in
a common learning environment; that is, an educational setting where
students from different backgrounds and with different abilities learn
together in an inclusive environment.
Activity Self Check:

This questionnaire is designed to find out your preferred learning styles(s)

as an adult. Over the years, you have probably developed learning habits
that help you benefit more from some experiences than from others. You
may be unaware of this, and this questionnaire will help you pinpoint your
learning preferences and share them with the other Community
Facilitators.

This questionnaire will probably take you about 10 minutes to

complete. The accuracy of your results depends on how honest you are.
There are no rights or wrong answers. If you agree more than you
disagree with a statement, place a tick (u) in the box at the left of the
question. If you disagree more than you agree, leave the box blank. If you
find yourself wondering which situation to think of when answering a
question, just think about how you are when you are working with
people. Go with your first gut reaction instead of over-thinking your
response.

As we move further with our lesson, let us have an activity for you
to be able to identify what kind of learning styles you may have by using
the Kolb’s Learning Style.
Kolb’s Learning Style Questionnaire 1 Agree Disagree
1. I have strong beliefs about what is right and
wrong, good and bad.
2. I often act without considering the possible
consequences.
3. I tend to solve problems using a step-by-step
approach.
4. I believe that formal procedures and policies
restrict people.
5. I have a reputation for saying what I think,
simply and directly
6. I often find that actions based on feelings are
as sound as those based on careful thought
and analysis.
7. I like the sort of work where I have time for
thorough preparation and implementation.
8. I regularly question people about their basic
assumptions
9. What matters most is whether something
works in practice.
10. I actively seek out new experiences.

11. When I hear about a new idea or approach, I

immediately start working out how to apply it
in practice.
12. I am keen on self discipline such as
watching my diet, taking regular exercise,
sticking to a fixed routine, etc.
13. I take pride in doing a thorough job.
14. I get on best with logical, analytical people and
less well with spontaneous, ‘irrational’ people
Agree Disagree
Kolb’s Learning Style Questionnaire 2
15. I take care over how I interpret data and avoid
jumping to conclusions.
16. I like to reach a decision carefully after
weighing up many alternatives.
17. I am attracted more to novel, unusual ideas
than to practical ones.
18. I do not like disorganized things and prefer to
fit things into a coherent pattern.
19. I accept and stick to laid down procedures and
policies so long as I regard them as an efficient
way of getting the job done.
20. I like to relate my actions to a general
principle, standard or belief.
21. In discussions, I like to get straight to the
point.
22. I tend to have distant, rather than formal
relationships with people at work.
23. I thrive on the challenge of tackling something
new and different.
24. I enjoy fun-loving, spontaneous people.
25. I pay careful attention to detail before coming
to a conclusion.
26. I find it difficult to produce ideas on impulse.
27. I believe in coming to the point immediately.
28. I am careful not to jump to conclusions too
quickly.
29. I prefer to have as many sources of
information as possible – the more information

to think over, the better.

30. Flippant, superficial people who do not take
things seriously enough usually irritate me.
31. I listen to other people’s points of view before
putting my own view forward.
32. I tend to be open about how I am feeling.
33. In discussions, I enjoy watching the plotting
and scheming of the other participants.
34. I prefer to respond to events in a spontaneous,
flexible way rather than plan things out in
advance.
35. I tend to be attracted to techniques such as
flow charts, contingency plans, etc.
36. It worries me if I have to rush work to meet a
tight deadline.
Kolb’s Learning Style Questionnaire 3 Agree Disagree
37. I tend to judge people’s ideas on their practical
merits.
38. Quiet, thoughtful people tend to make me feel
uneasy.
39. I often get irritated by people who want to rush
things
40. It is more important to enjoy the present
moment than to think about the past or future.
41. I think that decisions based on a careful
analysis of all the information are better than
those based on intuition.
42. I tend to be a perfectionist.
43.In discussions, I usually produce lots of
spontaneous ideas
44. In meetings, I put forward practical, realistic
ideas
45. More often than not, rules are there to be
broken.
46. I prefer to stand back from a situation and
consider all the perspectives.
47. I can often see inconsistencies and weaknesses

in other people’s arguments.

48. On balance I talk more than I listen.
49. I can often see better, more practical ways to
get things done.
50. I think written reports should be short and to
the point.
51. I believe that rational, logical thinking should
win the day.
52 I tend to discuss specific things with people
rather than engaging in social discussions.
53. I like people who approach things realistically
rather than theoretically
54. In discussions, I get impatient with irrelevant
issues and digressions.
55. If I have a report to write, I tend to produce
lots of drafts before settling on the final
version.
56. I am keen to try things out to see if they work
in practice
Kolb’s Learning Style Questionnaire 4 Agree Disagree
57. I am keen to reach answers via a logical
approach.
58. I enjoy being the one that talks a lot.
59. In discussions, I often find I am a realist,
keeping people to the point and avoiding wild
speculations.
60. I like to ponder many alternatives before
making up my mind.
61. In discussions with people I often find I am the
most dispassionate and objective.
62. In discussions I am more likely to adopt a ‘low
profile’ than to take the lead and do most of
the talking.
63. I like to be able to relate current actions to the
longer-term bigger picture.
64. When things go wrong, I am happy to shrug it
off and ‘put it down to experience’.
Activity 4 Pics 2 Words

‘
What do the four pictures have in common by filling in the missing letters
in blanks provided. Do this activity in 5 minutes

T L EN ED
IF E
D SA LI IES

Analysis 1. Were you able to answer the Activity correctly?

2. Which of the Learners is easy to identify and which is most

challenging?

Abstraction Let’s Find Out!

Take time to read the Education for All (EFA) Goals 2, 3 and 6 in
Appendix C.

Students with Disabilities

The growth of special education in the Philippines has been given a

relatively good support all these years both by the government, non-
government organizations and stakeholders in response to the needs and
challenges of the times. The level of awareness of both the government and
the private sector in providing equal opportunities to children with special
needs has considerably increased.

One positive development in special education is the implementation of

Republic Act 7277, otherwise known as the Magna Carta for Disabled
Persons, an Act providing for the rehabilitation, self-development and self-
reliance of disabled persons and their integration into the mainstream of
society. In support of this legislation, the Department of Education has
directed all school divisions in the country to establish Special Education
Centers to help provide effective delivery of special education services
nationwide

Students who are gifted and also have learning disabilities are those who
possess an outstanding gift or talent and are capable of high performance,
but who also have a learning disability that makes some aspect of academic
achievement difficult. Some of these students are identified and their needs
are met. This happens only rarely, however, unless a school specifically
decides to identify and then serve these students. The majority of students
who are gifted with learning disabilities "fall through the cracks" in the
system.

Gifted and Talented Students

There are at least three subgroups of children whose identity are both Gifted
and Learning Disabled
.
1. Those with subtle learning disabilities that are formally identified
as gifted.

Children have been formally recognized as gifted owing to their high levels
of achievement and/or high IQ scores. However, as they grow older and
the work given to them at school becomes more complex and
challenging, discrepancies between their level of intelligence and
their academic performance begin to become evident.

Example: Children may read or speak brilliantly, while struggling to spell

or hand- writes at an age-appropriate level. They may perform incredibly
well on tests, yet seem to struggle a great deal when it comes to organizing
large projects or completing homework assignments properly and on time.
Many of these children are continually being told that they need to “try
harder”, even though they are actually trying to the best of their ability;
inevitably, frustration, resentment, and apathy often develop as a result.

2. “Average” achievers whose normal level of achievement hides

their learning disabilities.
Children in group two often go unnoticed for either their giftedness or their
learning disabilities: As their giftedness masks their disabilities and vice
versa, they run a very real risk of never getting neither the help they need,
nor the recognition they deserve.

Example: They are struggling valiantly to remain at grade level, using their
advanced intellect to compensate for the difficulties in their learning
disabilities. The path to hell is truly paved with good intentions.

In order to identify these children, educators will often need to remain

vigilant for exceptional talents that emerge only in specific situations, or
when encouraged by a particularly attentive teacher (usually one who uses a
creative approach to learning.

3. Children who have an identified learning disability and who are also
gifted.

Children who are bright, often struggle profoundly at school, hence being
recognized as learning disabled.

Example: These children are in very real danger of missing out on their gifts
entirely because all the attention is being placed on what is “wrong” with
them, rather than trying to uncover their talents. As to the result. If talents
are identified at all, they are often used merely as a tool to mitigate the
child's weakness.

Elements of a Program for a Student who is Gifted and Talented

Regardless of how services are delivered, there are some common elements
which characterize an individualized program appropriate for a student
who is gifted and talented:

 It is different in pace, scope, and complexity, in keeping with

the nature and extent of the exceptionality.
 It provides opportunities for students to interact socially and
academically with both age peers and peers of similar
abilities (intellectual peers).
 It incorporates adaptations and/or extensions to content,
process, product, pacing and learning environment.
 It goes beyond the walls of a school and into the larger community.

Supplemental services for gifted and talented students could include (but
not be limited to) some of the following elements:

 independent guided study

 specialist teachers
 flexible groupings which provide opportunities for learning with
 intellectual peers
 mentorships consultative services to assist teachers in
expanding experiences in the regular classroom
 accelerating/telescoping/compacting some or all
of1student's program11
 opportunities to take enriched courses such as modified courses with
eight designations (such as World Geography 3282 which indicates
World Geography with outcomes added or extended upwards),
Advanced Placement, International Baccalaureate, or honors’
courses

It is important to recognize the individual characteristics of schools and their

communities in designing services for students who are gifted and talented.
For example, students who are gifted and talented may benefit from the use
of information technology which will increasingly facilitate access to
information sources and program and instructional opportunities not readily
physically available in all communities.

Students from Indigeneous Background

Different cultural norms affect students’ perception of time (e.g.,
punctuality), group work, and importance of education, authority, or
competition. Likewise, nonverbal messages expressed through facial
expressions, eye contact, voice tone, touch, gestures, and personal space
can have different meanings in different cultures. Because we acquire our
culture’s nonverbal and verbal language simultaneously, it is very difficult
to manipulate our own nonverbal behaviors.

Cultural differences between the uses of nonverbal signals can easily lead to
confusion and problems over intentions and reactions. If someone displays
what we feel to be inappropriate nonverbal behavior, we dismiss them as
rude or disrespectful. Instead, we need to understand they might be acting
in accordance with their cultural norms. For example, the Japanese tend to
be straight-faced when happy and smile to mask unpleasant feelings such as
anger or sadness. Because the left hand is considered unclean in Islamic
cultures, it is offensive to use it to offer something to someone. Arabians
prefer to stand extremely close to the speaker. Southeast Asians use two
fingers, instead of one, to point.

One of the most important elements of Indigenous teaching and learning

revolves around "learning how to learn." Learning how to learn is a key
element in every approach to education. Therefore, the cultivation of the
human capacities listening, observing, experiencing with all one's senses,
developing intuitive understanding, and respecting time-tested traditions of
learning naturally formed the basis for skills used in every process of
Indigenous learning and teaching.

 Tribal teachers begin teaching by building on the commonplace.

 Remember that learning is a natural instinct and that success in

learning something new is tied to human feelings of self-
 worth.

 Indigenous teaching focuses as much on learning with the heart as

on learning with the mind.

 Indigenous teaching facilitates learning how to see how one really

is rather than an image manufactured through one's or other's egos.

 Indigenous teaching is always associated with organic

development. Indigenous teaching is planted like a seed, then
nurtured and cultivated through the relationship of teacher and
student until it bears fruit.

 The nature and quality of' the relationship and perseverance

through time determine the outcome of a teaching process.
Apprenticeship, and learning through ritual stages of learning
readiness, are predicated on the metaphor of' planting seeds and
nurturing the growing seedlings through time.

 Teaching is a communicative art. Indigenous teaching is based on

the nature and quality of communicating at all levels of being.

 Teaching and learning is a matter of serving and being served.

Service is the basis of the relationship between student and
teacher.

 Indigenous teaching involves making students think

comprehensively and facilitating their awareness of the higher
levels of content and its relationship to other areas of knowledge.

 Indigenous practices such as creative dreaming, art, ritual, and

ceremony help the student externalize inner thoughts and
qualities for examination.

 Indigenous teaching revolves around some form of work.

Indigenous teachers recognize that work invites concentration and
facilitates a quietness of the mind.

 Tribal teachers understand that all teaching is relative, and each

path of knowledge has its own requirements that need to be
addressed.

 Learning about the nature of self-deception is a key aspect

of Indigenous preparation for learning.

 Tribal teachers realize that striving for real knowledge requires a

cultivated sense of humility. The human tendencies toward pride,
arrogance, and ego-inflation have to be understood and avoided
in the search for one's true face, heart, and vocation.
  Knowledge and action are considered parts of the same whole.

 A concept of "each person's work," akin to the Hindu concept

of "karma," is honored in the processes of Indigenous
education.

Source: http://files.eric.ed.gov/fulltext/ED375993.pdf
https://www7.nau.edu/itep/main/SGardn/Basic/basic_indigenous
Read & Learn
Application Question: What should be your frame of mind in terms of teaching
methodologies, if students are diagnosed as having special
needs?
1. Social and behavioral disability

2. Giftedness & Talented

3. Learners with Difficult circumstances and Indigenous Group.

Good Job! You have successfully completed the task and lesson. It is
expected that you have achieved awareness and perspectives on the issues
Closure
and concerns of the Learners from Indigenous Groups. Now you may
proceed to the next level of understanding the lessons, Fair and Safe
Learning Environment, Supporting Learners, Management of learner
Misbehavior.
Module 5 5 INCLUSIVE LEARNING ENVIRONMENT
5.3 Fair and Safe Learning Environment
Lesson 2
At the end of this lesson, you are expected to…
define inclusive education;
describe what characterizes a fair and safe learning
Learning environment;
Outcomes compare and contrast practices that support an inclusive
education; and
write an insight into a fair and safe learning environment.

Time Frame Two (2) hours

Welcome to Module 5 – Inclusive Learning Environment. I welcome
you to this lesson. Now, before you proceed, I would like to give you
some information to complete this module. I believe this is your first
Introduction online experience as a learner. An online course like this provides you
a variety of ways to study flexibly. My experience with an online study
is that getting started and keeping on the schedule are most important
to successful completion.
Activity Activity 1– What’s the word?
Directions: Think of words/phrases that you can associate with

“inclusive education.” Afterward, create a definition based on the

words/phrases provided.

Inclusive
Education

My definition:
 Guide Questions

1. How do you imagine an inclusive classroom look like?

2. What are the key ingredients of a fair and safe learning
environment?
a. b.

3. How do you classify an inclusive classroom from an exclusive

class? Your answer in one word.
Analysis

Inclusive
Inclusive

What is inclusive education?

Inclusion entails the act of making a general education

Abstraction classroom all-encompassing to all types of learners. Unlike the common
misconception, inclusion embraces not only those in special education
but also the general education population, those with diverse learning
needs, at risk for school failure, and those with a variety of other
different learning needs. Specifically, inclusion:
  provides a framework for all students to improve holistically;
 involves practical educational opportunities that can occur in
various environments and in many different ways; and
 creates meaningful opportunities to cater to the needs of diverse
learners concerning their cultural background, gender, unique
learning styles, and personal differences.

Two practices that effectively support an inclusive education

Response to Intervention/Multi-Tiered System of Support(RTI)

 RTI is designed to provide an early support and intervention for

all learners.
 It is typically grounded on a three-tier framework with
increasing support or interventions for students who are not
making satisfactory academic or behavioral progress. It begins
with universal screening, an assessment in the core curriculum,
or behavioral areas that identify students who may need
additional support.
 It is based on effective teacher instruction using research-
validated strategies and curriculum in the general education
classroom. Students’ progress is monitored on specific skills
using a curriculum-based assessment. Thus, the result will be
beneficial to the teachers to guide them in the instruction.

Reference: www.interventioncentral.org

Universal Design for Learning (UDL)

UDL was developed by the researchers of the Center for

Applied Special Technology developed UDL. Its goal focuses on ways
to eliminate barriers in learning and meeting the needs of the students. It
aims to enable learners to learn and demonstrate their knowledge
through multiple learning preferences (auditory, visual, kinesthetic,
tactile, etc.).

UDL is designed to engage all learners in the instructional

process. It is a brain-based instructional framework based on the
concept that every learner learns differently. Through UDL, the
instructional process, materials, and assessments are utilized to
reinforce learning for all students, including those with disabilities and
exceptionally gifted.

It has three main principles of multiple Means of

Representation, Multiple Means of Action and Expression, and Multiple
Means of Engagement.

3 Principles of Universal Design in Learning

Multiple Means of Multiple Means Multiple Means
Representation of Action and of Engagement
Expression
make sure every provide options for provide options for
child can perceive it physical action recruiting interest
ensure every child provide opportunities offer options to
understands the way for expression and sustaining efforts and
it is presented fluency persistence
provide options for provide options for provide options for
comprehension expression for self-regulation
executive functions

Figure 1 shows how UDL works in a teaching-learning process

Source: https://images.app.goo.gl/sQu2msJfaGfkmuis6

What is a quality classroom mean?

 A quality classroom is characterized by a supportive, kind,
positive, and fair environment. The teachers’ treatment and relationship
with their students are vital in creating this environment. When students
feel relaxed, they can concentrate on learning with confidence, and ease
about making mistakes. Conversely, a classroom environment that is
permeated with anxiety, negativity, hostility, lack of control, rowdiness,
and distractions is not conducive to learning.

For a brief overview of UDL, click this link:

https://www.youtube.com/watch?v=pGLTJw0GSxk

Rethinking learning environments: the community as a

classroom. https://www.youtube.com/watch?
v=98F2AxZwGAE

Activity 2 – Defining the Definition

Application
Directions: Based on your answers in Activity 1 and your understanding
of the lesson, describe what makes a school environment fair and safe?

Activity 3 – Compare it!

What are the similarities and differences that you notice between the
two mentioned practices that support inclusive education? What are
your insights about fair and safe learning environment? Use the
diagram below to articulate your ideas.
Differences

RTI
Similarities
Insights

Differences

UDL
 Congratulations. You have just finished Lesson 2. If you have any
difficulty in answering the task, consult me for clarification or review
the abstraction in this module. The next lesson will introduce you to the
Closure pivotal role of learners’ participation in the teaching-learning process.
Keep learning!

Module No. 5 INCLUSIVE LEARNING ENVIRONMENT

Lesson No. &
5.4 Learners’ Participation
Title
At the end of this lesson, you are expected to…
describe learner’s participation;
Learning discuss the factors that promote learners’ participation; and
Outcomes explain the importance of learners’ engagement in the teacher-
learning process.
Time Frame Two (2) hours
Good job for reaching this far! Your persistence in studying this module
is remarkable.. You will find that as a future educator discipline, self-
motivation, and diligence are vital to your success. In other words, as an
Introduction online learner, you will be entirely responsible for establishing and
maintain a regular study system. As you get started, I am happy to
answer any questions you might want to ask at the end of this lesson.
Keep going!

Activity Activity 1 – Selling spontaneity!

Direction: Explain the given quotation below by composing an essay with

at least 120-150 words. Use the space provided for your response.
 “Tell me, and I forget. Teach me, and I remember. Involve me, and I
learn.”

Essential Questions:
1. Based on your answer above, how do students learn most at
school?
2. As a future teacher, how can you use this idea to maximize
Analysis learning in your classroom?
3. Based on your answer, how do you describe learner’s
participation?

Abstraction What does learner’s participation mean?

Learners’ participation is an essential aspect of the learning

process. When learners are engaged in the class, they learn to express
their views, opinions, and ideas that are understandable to others. When
learners ask questions, they learn how to acquire information to enhance
their understanding of a lesson. Kuh (2001) defined student engagement
as the participation in educationally effective practices both inside and
outside the classroom, which leads to a range of measurable outcomes.

Learner voice and participation

Creating a learner-centered that values respect and diversity involves

promoting participation and gaining learners’ input about their learning
process and school life as a whole. Every learner has a right to express
his/her views, needs, and entitlement to influence the services that affect
him/her (Lewis and Porter, 2004). Feedbacks from learners do not only
change the creation of the school’s developmental plan but also allows
them to be partnered with the whole educational experience.

Four underpinning values of learners’ voice that enable school

for improvement through enhancing social justice (Robinson & Taylor,
2007)
 a conception of communication as dialogue
 the requirement for participation and democratic inclusivity
 the recognition that power relations are unequal and problematic
  the possibility of change and transformation

Tetler et al. (2010) posited that for learners to be engaged in the

learning and eventually develop autonomy, they must be involved in the
teaching, planning, and evaluation processes. Similarly, in grasping the
students’ desire to learn and transforming it into sustainable practice, the
school has to be creative, persistent, and emphatic. Miller et al. (2005)
stated that learners’ preference is a critical variable to their academic
performance. Disregarding their voices may result in disappointment,
discouragement, and reluctance to perform. Hence, the school’s services,
resource allocation, and educational advocacy are vital in education.

Capacitating learner’s ability

If teachers are to attend to the learning challenges of the students

successfully, it is insufficient to just focus on the teaching practices alone.
Teachers also need to have a broader understanding of how learning
occurs and conjectures that influence the educational attainment of
students. To empower learners and enhance learning outcomes, teachers
need to monitor their learning and respond to them accordingly.

Nuthall (2007, p. 84) noted that learners’ experiences are shaped

continuously by three worlds that take place in the classroom:
 The public world that the teacher sees and manages – structured
by the learning activities that the teacher designs
 The semiprivate world of on-going student relationships, where
students establish and maintain their social role and status
 The private world of the child’s mind, where children’s
knowledge and beliefs change and grow

Teachers need to consider the power of learners’ relationships, social

conditions, knowledge, and cultural diversity. According to Swann et al.
(2012), teachers need to understand both external forces (i.e., organization
and relationship of learning, curriculum, assessment) and internal forces,
such as intellectual, affective, and social) as they impact the learning
drive of learners. Hence, teachers need to understand these factors to
empower and reinforce learners’ abilities. In practice, this includes
expanding the opportunities to learn and establishing a creative consensus
on transformative pedagogy, curriculum, assessment, and relationships.

Specific factors that impact the achievements of the learners

according to Hattie (2009)
a. quality and quantity of instruction
b. disposition
c. class environment
d. level of challenge
 e. peer tutoring
f. parental involvement
g. cognitive ability
h. home

Personalized learning

Personalized learning is an educational approach that revolves

around the optimization of each learner’s needs and learning styles. It sets
high expectations for progress, participation, and success for all learners
equally, including those who identified as having Special Educational
Needs (UNESCO, 2009).
In terms of learning and achievement, researches show that one of
the most effective ways of enhancing attainment is by facilitating learners
to become reflective and independent (Hattie, 2009). The teachers
scaffold appropriate skills, engages students in inquiry activities and
collaborative techniques to create relevance and excitement to learn.
Differentiation and individualization include the teachers in
providing instruction and accommodating the learning needs of a group of
learners or individual learners, respectively. In personalization, learners
are actively involved in the planning and designing of their education As
agents of learning. They also connect their learning to their passions,
interests, and explore different ways to learn in flexible learning spaces.

Gateways to personalizing teaching and learning Hargreaves

(2004):
 learning to learn and the new technologies
 curriculum and advice/guidance
 workforce development and mentoring/coaching
 organization and design of the school and leadership from
teachers and leaders of all levels

Reimagining Classrooms: Teachers as Learners and Students as

Leaders | Kayla Delzer |TEDxFargo. To watch Click this link:
https://www.youtube.com/watch?v=w6vVXmwYvgs

Activity 2 – Fill it!

Application Directions: Using the matrix below, discuss the following factors that
influence and promote learners’ participation. Subsequently, provide a
concrete example for each. Generally, explain why these factors are
crucial to the learners’ engagement in the teacher-learning process.

Class Personalized
Factors Communication Feedbacks
environment learning
 Discussio
n

Example

General explanation:

Incredible job! You have completed another lesson. Now, in the next
lesson, you will learn about one of the most critical aspects of teaching –
Closure
Misbehavior Management. Way to go!

5 INCLUSIVE LEARNING ENVIRONMENT

Module
Lesson No. &
5.5 Misbehavior Management
Title
At the end of this lesson, you are expected to…

define misbehavior;
Learning explain the process for behavioral problem solving;
Outcomes discuss how misconduct affects the teaching-learning process;
analyze and solve a situation following the suggested steps
for behavioral problem-solving.

Time Frame Two (2) hours

Introduction Welcome to the last unit of this module. I am glad that you’re here.
Before you begin, feel free to give feedbacks about your learning
 experiences in the previous lessons. Did you enjoy it? I hope you had fun
learning. Keep it going!

Activity 1 – What can you say?

Directions: Examine the pictures below. Then, list down your
observations based on how the learners behave in the class. Be specific on
your comments.

Activity

Source: Educanda.com Source: BNP Design Studio

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Guide Questions:
1. Why do you think learners behaved that way in the picture?
2. What could have been done to avoid those problems?
3. Based on the activity above, define misbehavior.
Analysis
 Today, the issue of misbehavior in the school continues to surface
Abstraction as one of the most challenging problems in education. Misconduct creates
tensions for both the teacher and students as it disrupts the flow of
lessons. It changes the classroom dynamic as the attention shifts from the
academic tasks to the problem caused by disruptive behavior. Hence, for
learning to happen, classroom management, appropriate discipline must
be implemented. Productive classroom environments support students’
behavior, engagement, and achievement.

Kern and Clemens (2007) identified the factors to effective teaching and
positively functioning classroom :

• Use of direct, simple, transparent policies, rules and expectations

 which are consistently and must be firmly applied
• Establish routines, cues, signals to prompt upcoming events,
including content duration, and consequences for actions
• Use verbal and non-verbal praise occasionally or when needed.
Commendation should be descriptive and specific. The teacher
should avoid overpraising students.
• Students’ task should be well-monitored. All students are
required to contribute to the assigned task given, especially during
group activities.
• Practice inclusivity in the classroom. Students are given equal
opportunities to participate in the classroom task, use available
materials, and learn safely and fairly.

Some strategies to reinforce students’ engagement:

 Having everyone to respond to the teachers’ queries rather than

just focusing on one correct response from those who are always
active
 Seating arrangements: changing rows periodically (as necessary)
may help to break the monotonous atmosphere in the classroom
• Instructions and guidelines may be preceded by prompting the
pupils’ attention. Subsequently, present the dos and don’ts in a
calm yet firm and compelling voice. Also, give time for students
to comply and absorb them.
• Deliver the instructions in a precise, specific, and direct and well-
paced manner. Follow praises when necessary upon compliance.

Effective specific classroom-wide interventions include:

• Teacher performance feedback: Performance feedback enables

teachers to reflect, thereby changing their ways to meet students’
needs.
• Class-wide incentives: Interventions and incentives may work
better when given as a whole class rather than on specific learners
only. This will reduce class competition and promotion the
cooperation of the learners.
• Noise management: Reduction of noise levels can direct students’
focus to the lesson and the classes in adjacent rooms.
• Managing transitions: Establishing clear, specific rules as a group
rather than individually may better assist in regulating behavior
and changes. • Fudge et al. (2008) claimed the use of a color-
coded system with matching signals to show applicable rules at
the given time could serve as a guide.
• Enhancing engagement: Make variations on how the teachers
solicit an answer from the students to encourage full participation
• Relationship building: Patterson (2009) explained that when a
teacher is involved in learners’ small talk outside of the class may
prevent them from misbehaving in the class, especially those
attention seekers.
Behavioral Problem Solving

Coloroso (1994) suggested a six-step process for behavioral

problem-solving. The goal is to utilize this process with students until
they learn how to implement the process on their own. The six steps are
as follows:
1. Define the problem
2. Evaluate the possible solutions against a set of criteria
3. Select an option
4. Plan the implementation
5. Review the problem

Four basic ‘power’ strategies that teachers can use to enhance

student relationships and classroom control (Alderman and Green, 2011).

• Coercive power - involves the teacher’s prudent use of authority

to attain behavior modification. It comprises classroom points
systems, modes of correction, and supportive interactions intended
to modify behavior.
• Manipulative social power – encompasses the teacher’s using
subtle tactics such as giving options for task completion,
presenting behavior choices, self-monitoring, introducing
engaging activities to motivate, and increasing the probability of
success in academic activities.
• Expertness social power - includes providing academic supports
that assist students in overcoming challenges that they cannot find
a solution on their own. The teacher must listen actively and then
identify the potential resources or sources that will best assist the
learnes.
• Likeability social power – encompasses the teacher’s use of their
characteristics such as passion, interest, humor, and friendliness to
encourage positive behavior in pupils.

What can we do with disruptive children? | Debbie Breeze |

TEDxNantwichClick this link: https://www.youtube.com/watch?
v=lXSJKIRpmHs
Application Activity 2– What’s Wrong?
Directions: Read carefully scenario below. Subsequently, solve the
problem by using Coloroso’s (1994) a six-step process for behavioral
problem-solving.

Corona is a persistent problem in the eight-grade Science class of Ms.

Dalisay. She is disrespectful and continuously challenges her teacher’s
authority. In most cases, Corona shows an apparent display that the lesson
is a waste of time, and makes fun of her classmates. Straightforwardly,
the class runs much smoother when she is absent. Students seem to be
 more focused without her in the class. Today, a full 15 -minute after the
class has begun, Corona comes sauntering into the classroom, slamming
the door behind her. Consequently, a sudden silence engulfs the room
while the whole class is on her.

Define the problem

1

Evaluate the possible solutions against a set of criteria

2

Select an option/offer a strategy

3

Plan the implementation

4

Review the problem

5

Activity 3 – Let’s Interview!

Directions: Interview a private or public teacher in elementary or
secondary school. Document the interview and submit a report to your
instructor. Use the interview guide questions bellow:
a. What are the behavioral problems that he/she encountered in the
class?
b. How do these problems affect his/her class?
c. How did you solve these problems? What are the steps that you
applied to address these circumstances?

What can we do with disruptive children? | Debbie Breeze| TEDx

Click this link: https://www.youtube.com/watch?v=lXSJKIRpmHs

Closure Congratulations! You have successfully completed module 5.

MODULE SUMMARY

 Inclusive education is about ensuring access to quality

education for all students by effectively meeting their
diverse needs in a way that is responsive, accepting,
respectful and supportive.

 There are several models to describe the diverse learning

styles of students. Teachers must be sensitive to and
accommodate students’ learning styles.

 Teachers need to support a culturally sensitive learning

community by designing and implementing lessons that
address all students’ academic needs and learning styles that
are identified.

 Most classrooms include students who have documented

intellectual, physical, and/or emotional exceptionalities.
Under the Individuals With Disabilities Education
Improvement Act (IDEIA), children with disabilities must be
educated in the least restrictive environment (LRE), or an
educational setting that is as similar as possible to the one in
which children who do not have a disability are educated.

 Mainstreaming has been replaced by inclusion, as children

with special needs are taught full-time in a general
education classroom by a regular education teacher and
specialists.
 Students from the Indigenous perspective, true learning and
gaining significant knowledge does not come without
sacrifice and at times leaves a deep wound.
 During classroom interactions and teaching, teachers
must keep the special cultural needs of their diverse
student population in mind.
 Inclusive education is carried out in a common learning
environment that is, an educational setting where students
from different backgrounds and with different abilities
learn together in an inclusive environment.
 Effective common learning environments enable each
student to fully participate and provides a positive climate,
 a sense of belonging and ensure student progress toward
appropriate personal, social, emotional and academic goals.

REFERENCES
Brody, L. E., & Mills, C. J. (1997). Gifted children with learning
disabilities: a review of the issues. Journal of Learning
Disabilities, 30(3), pp.282-320

European Agency for Special Needs and Inclusive Education. (2016).

Raising the Achievement of All Learners in Inclusive Education–Literature
Review.

Fletcher, J. M., & Vaughn, S. (2009). Response to intervention:

Preventing and remediating academic difficulties. Child
development perspectives, 3(1), 30-37.

Handbook for Teachers: Gifted and Talented Students (2013)

Newfoundland and Labrador Department of Education
Reference: Parsonson, B. S. (2012). Evidence-
BasedClassroom Behaviour Management Strategies.
Kairaranga, 13(1), 16-23.

Response to Intervention. (22 July 2020), Retrieved from

http://www.rtinetwork.org/learn/what/whatisrti

Recommended Video References

National Center on Universal Design for Learning (n.d.). UDL:

Principles and practice. Video]. YouTube.
https://www.youtube.com/watch?v=pGLTJw0GSxk

TEDx Talks (2015, October 14). Reimagining classrooms:

Teachers as learners and students as leaders. Video].
YouTube. https://www.youtube.com/watch? v=w6vVXmwYvgs

TEDx Talks (2017, 6 December). What can we do with disruptive

children?
Video]. YouTube. https://www.youtube.com/watch?v=lXSJKIRpmHs

TEDx Talks (2018, 21 March). Rethinking learning environments: Community

as a
classroom.Video]. YouTube. https://www.youtube.com/watch?

v=98F2AxZwGAE Source: https://www.psy-ed.com/wpblog/gifted-

learning-disabled-child/

Recommended Policy & Legislation References

*Universal Declaration of Human Rights.

(http://www.un.org/en/documents/udhr/)

*United Nations Convention on the Rights of the

Child (http://www.unicef.org/crc/)

*Education For All

(http://www.unesco.org/new/en/education/themes/leading-
the- international-agenda/education-for-all/the-efa-
movement/)

*Salamanca Statement
(http://www.unesco.org/education/pdf/SALAMA_E
.PDF)

*Dakar Framework
(http://unesdoc.unesco.org/images/0012/001211/12
1147e.pdf)

*UN Convention on the Rights of Persons with Disabilities

(http://www.un.org/disabilities/convention/conventionfull.shtml)

*The United States - Individuals with Disabilities Education Act

(IDEA) (http://idea.ed.gov/)

*Great Britain – Disability Discrimination Act (DDA)

(http://www.legislation.gov.uk/ukpga/1995/50/contents)

*Australia - Disability Discrimination Act (DDA)

(http://www.humanrights.gov.au/disability_rights/dda_guide/dda_guide.htm)

*1987 Constitution of the Republic of the Philippines

*Child and Youth Welfare Code (PD 603)

( http://www.gov.ph/1974/12/10/presidential-decree-no-603-s-1974/)

*Magna Carta for Disabled Persons (RA 7277)

(http://www.ncda.gov.ph/disability-laws/republic-acts/re
public-act-7277/)

*Accessibility Law (BP 344)

 (http://www.ncda.gov.ph/disability-laws/batas-pambansa/
batas-pambansa-blg- 344/)

*Governance of Basic Education Act (RA

9155)
(http://former.deped.gov.ph/cpanel/uploa
ds/RA-9155.pdf)

*Guidelines on the Implementation of Special Education