Planning for inclusive teaching and learning.

As a language teacher, I have been open-minded and flexible in my teaching practice. I always adhere to the theories of teaching including planning, delivery, assessment and giving feedback. In my planning for instance I use both the initial and diagnostic assessment to assist learners to develop IPL. In lesson planning, I employ pedagogy and teaching style that take into account learners’ needs. Considering Vark's learning style theory (Neil Flemming in 1987), I carefully model my delivery style to ensure my students meet the objectives I set for the lesson. 

Depending on the type of learners in my class (that is audio, visual or kinaesthetic), I chose the channel the ensure the content of the lesson is put across. For instance, I give out notes, and handouts; use textbooks, write notes on the board or project visual materials for visual learners to absorb what I teach. In case, I have Auditory learners in my class, I incorporate audio by either reading as they listen or they read the material, I also use audio or audio-visual material in the class when making presentations. 

My priority is to ensure I cater for every individual learner's needs in my classroom, thus I always use teaching and learning styles that ensure inclusivity. For instance, use group discussion in teaching language skills. This gives my students a platform to interact with each other. They then present the outcomes of their discussion to the class, usually done by one group member. I have found out that this model not only creates a room where every learner feels comfortable but they also develop their talents and skills. They also assess themselves through self-assessment and peer assessment. It also allows me to assess them as they work and also give feedback. My task as a teacher is to evaluate the best possible ways to make these groups function. I value feedback, be it self-evaluation, student feedback, senior teachers or the head of the department. I then review these to see areas that I need to improve.

In general, I aim to improve my practice theories, principles and models of learning, communication and assessment through continuous learning and training that are available not forgetting mentoring by my senior, for example, the head of the department to be a better teacher.