The inclusive classroom : effective teaching for ALL in the primary classroom

Abstract

The aim of this study is to understand what constitutes effective teaching for all in today’s diverse primary classrooms. In order to investigate and answer the research questions in this study, an ethnographical approach was adopted. The data that were gathered through unstructured non-participant observations of a state year one primary classroom, and that were analysed through a thematic approach, generated for main themes. These themes revealed various elements that have been identified in research as being factors contributing to effective teaching and factors hindering the effective teaching for all pupils. Research conducted by prominent authors in the field, underscore the necessary skills needed for effective teaching for all. Such features were seen in the findings gathered in the form of teacher feedback, questioning strategies, encouragement, clear lesson objectives, amongst other aspects. In light of the factors hindering effective teaching, features such as insufficient preparation time, lack of administrative support, overloaded syllabi, textbook-oriented lessons and traditional teaching seemed to be factors contributing to the barriers of effective teaching for all. Other features seem to be linked to insufficient training for multicultural classrooms, language and cultural barriers, and inadequate multicultural competence. These conclusions have shed light on the complex dynamics of the classroom environment, the external influences that may impede effective and inclusive teaching practices, and the significant role the educator plays in providing effective teaching for all.