In a classroom setting, there are different sets of people; they may vary from ethnic backgrounds, genders and abilities (Gravells, 2008). The constant need for equality in the classroom should be addressed, and no bias towards individuals should be displayed. Diversity must be well embraced; however this is not that easy. When introducing a set of individuals to each other, they may all react in different ways, some may be reserved and some may openly reject group conformity. A way to get by this is through ice-breakers. This is a form of team building which students can take part of and get to know each other. Ice breakers break down barriers and encourage teamwork and inclusion. Inclusion in the classroom is necessary, for no student should be left out in any way, especially because of their uniqueness; for example, they come from a different country, or they are generally physically different from other students.
Before anything else, the starting point for all planning in regards to teaching is being able to identify the needs of the organization; this can be seen in the curriculum (Gravells, 2008). Awarding bodies and other types of external agencies are a way of getting approval for qualification. These bodies will supply guides in forms of syllabi which contains crucial information. This information is important for delivering and assessing your subjects. External agencies may also provide your organization with the proper funding; however some courses are only made possible if funding is made. Some local businesses as well as individual needs may require training courses for you to familiarize with your organization. This can be an informal course which can take place at a house of a colleague (Gravells, 2008). To be able to well facilitate your learners, a syllabus should be supplied by your organization. If this is not possible or available, then you will have to develop content for your course which revolves around the basic subject, which is teaching a foreign language.
Identification with learning needs is very important. Along with this, you will need to familiarize yourself with your learner's styles, aspirations and potentials they may be displaying (Gravells, 2008). Their expectations in regards to learning may not be the same as yours; therefore you have to facilitate their needs, and not the other way around. To be able to do this, one must get the right level and the right amount of delivery for assessment. This comes only by experience, and the help of others may be needed at this point. Identifying what your learners need may come through observations, or personal interviews.
There are different types of ways you can teach your students. First is the individual learning (Gravells, 2008). This is teaching your subject on a one-on-one basis. It could be used to discuss a theory, or a practical session with your learning. This can be referred to as instructing or coaching. This can be based on what you see the individual learner needs. If he or she needs focused and undivided attention in order to learn, then you must take action and facilitate their learning needs. This way, you can also have more time to devote to your learner. Before doing this, you will need to come up with and individual learning, or an action plan with your learner. This is basically creating an outline on what you will cover and how this will be delivered. This will give your learner a head's-up on what is to be taught, and any necessary changes in regards to the needs of your learner can be made at this point. If you feel that you are not capable of meeting your learner's needs effectively, then you must refer him or her to another teacher.
Another form of teaching is in a group. Learners have different personalities, and when they are placed in a group setting, they will all react differently to it (Gravells, 2008). When learners enter a course late, there may be problems in personalities clashing. The way you handle this is to make all new learners welcome and pairing them up with someone who is very familiar with the course and the subject. If there are any behavioral problems seen, then the change of seating positions may be called for. When it is a group to be taught, each individual will have different personalities and perspectives on the course, additionally, each will have different learning needs; it is essential that you are familiar with each one (Gravells, 2008).
Rules in the classroom should be first established so that students' behavior in the classroom is kept managed (Gravells, 2008). The areas of classroom behavior which would be most important are the modeling of positive classroom behavior. This starts with good leadership from the instructor, who is to set an example for the students. The modeling of good behavior should not be explained to the students, it is something which is displayed. Disruptive classroom behavior is also important in an elementary classroom setting, and also how to deal with it. You must always bring up the concern towards the class without putting the student on the spot or embarrassing him or her. To be able to deal with this, a certain set of rules must be established in a classroom, and there must be consequences for those who violate it. You must also constantly serve as a role model for the students.
Teaching a foreign language can also incorporate the embracing of diversity. Students in this course may be well interested of things which are outside their comfort zone, so this is a good step towards the learner's being open to diversities. This can be used as a way of promoting inclusion in the classroom (Gravells, 2008). Each student, being different in their own way has their own specialty. This means that each student is good at one thing, yet not so good at something else; which another individual may be more familiar with. This can create a function of role specialization in the classroom, where each student can take a role and work as a whole group in order to meet the class' overall objectives.
Every form of teaching needs a suitable room to match the needed learning environment to be able to facilitate learners' needs (Gravells, 2008). This way you can demonstrate what it is you are teaching, and you learners can practice. Also, depending on what it is being taught, the right type of equipment is needed. For teaching a foreign language, a room which has access to audio and video technologies as would suit the needs for learning; this way, students will be able to hear and apply what it is they learn. The proper management of learning environments is important; this encourages group and individual learning. One problem which is usually encountered is working on the seating positions (Gravells, 2008). Groups should be able to interact with each other, yet they cannot be in a position where they are too comfortable; which may lead them to interact too much.
A learning environment has three general aspects (Gravells, 2008). These are seen as the physical aspect, the social aspect and the learning aspect. The physical environment pertains to the surroundings of the classroom; its general setting -- from the seats, to the lights and the color of the walls. The social environment is how learners interact, and how you establish a relationship with them as an instructor in working together and helping them work (Gravells, 2008). The learning environment is more of giving the learners a push, or a sense of direction in where they are going. This can be done through teaching methods, resources and assessment methods.
Equality and opportunity are two important things to consider when you are formulating your assessment method (Gravells, 2008). You must keep in mind that not all learners are the same; they all have their own different needs, paces and styles of learning. However, this does not mean that you go lightly on those you think are not capable of catching, and you become stricter on those you think will excel. There is no need to change the criteria for assessment, however the methods which are in use must also fit the environment which is being assessed.
For teaching a foreign language, it must be taken into account those who already are familiar with the basics for that language. It must be made clear that no discriminations against those who are new to the subject are made. All support must be given to all learners, especially those who may have additional needs (Gravells, 2008). All learners need a fair assessment for their own good. If you believe that one learner is not capable of learning at the pace of another, it does not mean that he or she gets a high grade for "effort," this will not help facilitate their learning. Fair assessment is the best way for students to demonstrate their abilities.