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.

학급 전문가와의 커뮤니케이션

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 모두 students, Teachers, and Paraprofessionals are to be included in our work. Please request that any 관련 서비스 제공업체 계획 회의에서 수업 중 푸시 인. 이를 통해 클래스룸 전문가는 아래 전략을 권장하고 강화하고 학생들이 수업에 집중할 수 있도록 도울 수 있습니다. 이 대화는 귀하의 기획회의 완전히 하기 위해 방에 있는 어른들을 참여시키다, 대면 및 중 원격 학습.

학생 대 학생 전략 

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

• 지도
  • 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.
  • 이것은 학생들이 다른 반 친구들과 대화할 기회를 가질 수 있도록 몇 번 반복할 수 있습니다.
• 팁: 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.
• 숙박 시설: 공간 안내가 더 필요한 경우 학생들을 의자에 앉힐 수 있습니다. 또는 반은 앉고 반은 움직이는 그룹이 될 수 있습니다.

Round-Robin 

• 지도 
  • Configure students into two circles (an inner circle and an outer circle) facing each other.
  • 각 학생은 한 명의 파트너와 마주해야 합니다(의자를 사용하여 미리 설정할 수도 있습니다).
  • 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.

• 팁: 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.

• 숙박 시설: 내부 학생들을 의자나 휠체어에 앉히십시오. 마주보는 의자를 놓고 바깥쪽 원이 다음 의자로 이동하도록 합니다.

Introduce Each Other’s Art

• 지도
  • 반원들과 작품을 공유하기 전에 학생들에게 짝을 지어보라고 합니다.
  • 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.
  • 그런 다음 파트너는 공유하기 전에 이러한 프롬프트를 사용하여 클래스를 소개합니다.
• 숙박 시설: 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

• 지도 
  • 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.
  • 학생 자원 봉사자에게 서로 이야기 한 후 공유하도록 요청할 수 있습니다.

역할 및 리더십 전략 할당

• 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).
• 학생들에게 전체 학급과 의사 소통하고 협력하는 데 필요한 리더십 역할을 제공하십시오. 여기에는 다른 학생의 작업을 기록하거나 촬영하는 일을 담당하는 다큐멘터리 작가, 소그룹 또는 개별 학생에게 구조화된 피드백을 제공하는 감독, 또는 그룹과 함께 확인하여 시간이 얼마나 남았는지 알려주는 계시원이 포함될 수 있습니다. .

대규모 그룹 관계 구축 전략

• 티칭 아티스트는 강력한 예술적 선택, 리더십 이니셔티브, 급우를 적극적으로 지원하고 협력하는 학생을 긍정적으로 강화해야 합니다.
• 학생들에게 자신의 진정한 감정과 관심을 급우들과 나눌 수 있는 공간과 시간을 주십시오. 비슷한 관심사를 가진 학생들 사이의 연결을 권장합니다.
• 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.