Inclusive initiative equips teachers for student success   |08 September 2023

As part of the pilot project aimed at transforming Au Cap primary and Plaisance secondary schools into two inclusive educational institutions by January next year,  the subsequent phase of the action plan, led by the Inclusive Education Working Group, focuses on equipping teachers with the necessary skills and resources to fulfill their roles effectively.

Yesterday morning, a significant training session took place at the SITE auditorium, involving teachers from both Au Cap primary and Plaisance secondary schools. The session centred on the topic of ‘Differentiated Instruction’. Notably, this marked the first formal collaborative training session for educators from both schools as part of the inclusive education initiative.

In his opening remarks to kick off the session, Cyril Pillay, the director general for Allied Education Services, acknowledged the formidable task of implementing differentiated instruction in a classroom, particularly in larger classes with around 30 students.

He shared his own experience as a former teacher, reminiscing about a prefab classroom where he had to manage a class of 40 students.

“Even myself when I was a teacher, I had a class of 40 students, and it was a prefab class, and having that many students in a class, how do you differentiate? It is not easy.”

Furthermore, DG Pillay emphasised that the journey towards implementing differentiated instruction would require a substantial investment of time and effort, but the ultimate outcome would be something highly valuable and enduring.

He stressed that the purpose of the session was not to burden teachers with more work but rather to encourage them to think critically and reflect on how they meet the diverse needs of their classrooms.

“A quick example, you would know that you cannot ask everybody the same question, and yet it is something we do all the time. Or when we ask a question and we see no response, we need to simplify or reformulate the question. This is differentiated instruction.”

DG Pillay highlighted that it was all about the approach taken and the type of work involved in creating a more inclusive and effective learning environment.

He also pondered the situation of students who might not be effectively learning in traditional classroom settings and raised the crucial question: “What should be done about this?” He emphasised that yesterday’s session was at the core of the teaching profession, which is to ensure that every single student has the opportunity to experience meaningful and effective learning.

The head teacher of Plaisance secondary school, Jenny Kilindo, and the master of ceremonies for the session, highlighted the various benefits of the training.

She stressed that one of the key advantages is ensuring that the diverse needs of students are met effectively.

Ms Kilindo pointed out that students come to school with a wide range of needs, not just in terms of academic development but also regarding emotional well-being, social backgrounds, and language abilities.

She emphasised that it was the responsibility of teachers to teach these children effectively and address their unique needs.

“For us to do this, we need to first of all see what they need. This project will tell us how to cater to the needs of the student for them to benefit.”

Ms Kilindo also shared that within the school community, there was a sense of collaboration and support among students.

She noted that the majority of students often step in to assist and guide the minority, making their school life more manageable and fostering a sense of inclusion among the student body, creating a positive learning environment.

She pointed out that in every classroom, there is typically a mix of students, including high-achievers, average students, and those who require more individualised attention and explanation.

She emphasised that the aim of the session was to remind teachers of the importance of addressing this full spectrum of student needs.

“We know it is not easy in a big classroom, but it is something that our teachers are already doing.”

Technology wise, in the Inclusive Education Working Group, there is already work being done to purchase new technology to be used in classes.

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When speaking to the media about his perspective on the session, Patrick Coopoosamy, the head of the department for English at Plaisance secondary school, said the initiative was not entirely new and the points discussed served as a valuable refresher.

He noted that a similar effort had taken place back in 2010, and since then, teachers have had various opportunities for professional development and exposure to these concepts.

He stated that now was an opportune moment to rekindle and promote this initiative, given the accumulated experience and knowledge among educators.

“This will help the children and also help with the disciplinary issues in the school. The students will feel more at ease when they can understand the instructions.”

He emphasised that the key to successful implementation of these strategies lies in a change of mindset among teachers.

He stated that once this shift in perspective occurs, the primary goal was to reach and help every student understand the educational path they need to follow.

Mr Coopoosamy added that implementing differentiated instruction and addressing the diverse needs of students should not be viewed as additional work for teachers. On the contrary, he stated that once educators understand each student’s requirement, they become more effective in accommodating the needs of the entire class.

Yesterday’s session consisted of a PowerPoint presentation by principal education officer for student support services, Wendy Moyo, whereby she highlighted the difference between ‘differentiated instruction’ and ‘traditional instructions’, making sure that the teachers were able to keep a perfect and healthy balance between the two.

The main focus of the presentation was to showcase the different ways in which the teachers could cater to the needs of the children.

Also present was the principal secretary for educational services, Merna Eulentin.

Sunny Esparon