CURRICULUM
THE HEART AND ART OF TEACHING AND LEARNING
When people choose teaching as a profes-
sion, they make a commitment to making a difference for students. Bringing their own strengths, interests and passions into their teaching inspires their students. Recognizing students’ positive attributes and purposely seeking out their individual strengths creates a positive mindset in a classroom communi- ty where everyone feels included, valued and more willing to take risks in learning. The information and lessons that follow
are excerpted from Chapter 3 – “Building In- clusion: Practical Ideas for the First Hours/ Days/Weeks of School.”
The resource is available at
shopetfo.ca and online at
heartandart.ca. The website/blog allows teachers to interact with other educators who are living the heart and art of teaching and learning with students.
BIG IDEAS FOR THE FIRST HOURS/DAYS/WEEKS OF SCHOOL
T 40 ETFO VOICE | FALL 2014
he Heart and Art of Teaching and Learning: Practical Ideas and Resources for Beginning Teach- ers provides a practical resource for the many “fi rsts” beginning
teachers will encounter, as well as encourages and enhances their personal learning journey. This ETFO resource provides tips on
setting up a classroom, managing a class, building inclusion, working with parents, meeting diverse learning needs, continuing professional learning and growth and pre- paring to be an occasional teacher. Although beginning teachers will benefi t from this resource, teachers going through a change of assignment, grade or division will fi nd it helpful too.
Inclusion is a sense of belonging. It is the feel- ing that the classroom is a safe place, where the contributions of all students are valued. Opportunities for students to learn about each other and about you as their teacher help foster this sense of inclusion and build a classroom community. This chapter shares practical activities to use in the fi rst weeks of school. These ideas help to create a community of learners. As with so many aspects of teaching, there is no one “right way,” but our hope is to provide some useful ideas that you can adapt and modify based on your teaching context and the needs of your students. Inclusion is a process, not an event, and
while the fi rst days of school provide an op- portune time to foster an inclusive classroom atmosphere, any time is a great time for building inclusion!
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