To achieve an inclusive classroom, students must feel supported and welcomed by their classmates, in addition to the Classroom Professionals and Teaching Artists. Below, you’ll find strategies to develop positive collaboration and encourage all students to contribute to an inclusive environment.

التواصل مع محترفي Classroom

As Teaching Artists (TAs), it’s important for us to collaborate with the other Classroom Professionals in the room; this begins with emphasizing to them the value of their participation. Ideally الكل students, Teachers, and Paraprofessionals are to be included in our work. Please request that any مزودو الخدمات ذات الصلة ادفع للداخل أثناء دروسك في اجتماع التخطيط. قد يسمح هذا لمحترفي Classroom بتشجيع وتعزيز الاستراتيجيات أدناه ومساعدة الطلاب على التركيز على فصلك. يمكن دمج هذه المحادثة في ملف يخطط لاجتماع من أجل بشكل كامل إشراك البالغين في الغرفةسواء شخصيًا أو أثناء ذلك التعلم عن بعد.

الطالب إلى استراتيجيات الطالب 

Note: Some of these strategies may lead to loud noise levels or need to be modified to accommodate students’ physical abilities.

Find a New Place in the Circle/Room

• الاتجاهات
  • At the beginning of the lesson, welcome students and ask them to silently find a new spot in the circle (or other configuration in the space) on the count of 10.
  • Once students have found a new spot, prompt them to turn and talk to a partner standing next to them. This can be a prompt about the art form, upcoming content, or just a moment to share something nice that happened during the day.
  • يمكن تكرار ذلك عدة مرات حتى يكون لدى الطلاب فرص للدردشة مع زملائهم المختلفين.
• نصيحة: This activity can get loud and energetic. To keep the energy calm, you can encourage students to find a new spot in slow motion, and tell them to whisper the prompt to their partner.
• أماكن الإقامة: يمكنك جعل الطلاب يجلسون على الكراسي إذا كانوا بحاجة إلى مزيد من التوجيه المكاني. أو يمكن أن يجلس نصف الطلاب ويمكن أن يكون النصف الآخر هو المجموعة التي تتحرك.

Round-Robin 

• الاتجاهات 
  • Configure students into two circles (an inner circle and an outer circle) facing each other.
  • يجب أن يكون لكل طالب شريك واحد يواجهه (يمكن أيضًا إعداد ذلك مسبقًا باستخدام الكراسي).
  • Prompt students to share something with their partner or work together with their partner to create something (e.g., practice a dance step, share a piece of visual art and give each other feedback, share a location or character idea for a scene, create a secret handshake).
  • Once shared, ask one circle to stay where they are and the other circle to move one person to the right or left. Everyone will now have a new partner and should be prompted to share something else.
  • This can continue for a few rounds, or even until every student has had a chance to talk to every other student.

• نصيحة: This activity can get loud with lots of students chatting at the same time. Be sure to establish a cue to get students’ attention and give them clear time limits.

• أماكن الإقامة: اجعل الطلاب الداخليين يجلسون على الكراسي أو الكراسي المتحركة. ضع كرسيًا مواجهًا لهم ، ثم اجعل الدائرة الخارجية تنتقل إلى الكرسي التالي.

Introduce Each Other’s Art

• الاتجاهات
  • قبل مشاركة جزء من العمل مع الفصل ، اطلب من الطلاب أن يتزاوجوا معًا.
  • In their pairs, they will share their name or artist name (this could be something like, ‘I’m known as the marvelous Malichi’), the name of the piece of work they’ll be sharing, and one thing they want the viewer or audience to know about their work.
  • سيقوم شريكهم بعد ذلك بتقديمهم إلى الفصل بهذه المطالبات قبل مشاركتهم.
• أماكن الإقامة: This can also be done nonverbally by collaboratively creating a gesture for the student’s name and creating an epic entrance that throws attention to the performer/sharer.

Turn and Talk

• الاتجاهات 
  • Incorporate turn-and-talks into your questioning and reflection process. Instead of a full-group discussion, ask a question and tell students to turn and talk to a partner about their response.
  • Give them clear time limits on the amount of time they have and when one partner should finish sharing and the other partner should begin.
  • يمكنك أن تطلب من الطلاب المتطوعين المشاركة بعد التحدث مع بعضهم البعض.

تحديد الأدوار واستراتيجيات القيادة

• When doing small group work, clarify what roles need to be present in each group (e.g., one writer, two actors, one director, etc.).
• Clearly define and assign the roles in advance or have students choose the role they want before they begin to work. If assigned, ask the Classroom Professionals ahead of time what each person is good at (e.g., a writer is someone who is good at creating stories and scenarios). Or prompt students to have a conversation about each other’s strengths and assign roles based on that.
• When doing this work over multiple sessions, think about switching up responsibilities. You or Classroom Professionals may want to write down who has had which role for the future.
• If conflict arises over someone’s idea not being heard, you can troubleshoot by going back to the definition of each role and who is responsible for what.
• You have the opportunity to highlight students’ unique ideas or point out when someone demonstrates mastery of a skill. If possible, ask students to teach the skill to the rest of the class, or share how they came up with their idea (e.g., a student creates a dance move that they then teach to the whole class and add to a sequence of choreography).
• حاول إعطاء الطلاب أدوارًا قيادية تتطلب منهم التواصل والتعاون مع الفصل ككل. يمكن أن يشمل ذلك الموثق الذي يكون مسؤولاً عن تدوين عمل الطلاب الآخرين أو تصويره ، أو المدير الذي يعطي ملاحظات منظمة لمجموعات صغيرة أو طلاب فرديين ، أو ضابط الوقت الذي يسجل الدخول مع المجموعات لإعلامهم بالوقت المتاح لهم .

استراتيجيات بناء علاقات المجموعة الكبيرة

• يجب أن يعزز تعليم الفنانين بشكل إيجابي الخيارات الفنية القوية ومبادرة القيادة والطلاب الذين يدعمون بشكل إيجابي زملائهم في الفصل ويتعاونون معهم.
• امنح الطلاب المساحة والوقت لمشاركة مشاعرهم واهتماماتهم الحقيقية مع زملائهم في الفصل. شجع التواصل بين الطلاب الذين قد يكون لديهم اهتمامات مماثلة.
• At the end of the workshop, ask questions that highlight collaboration.
  • “What is something you learned from a classmate today?”
  • “What is something you learned about a classmate today?”
  • “Do you want to compliment anyone for their work in class today?”
• Start artistic work with a show-and-tell or a mini talent show. Have each student bring in an object or piece of artistic work and share it with the class. Let students ask questions and give positive feedback to their classmates.