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Dylan Thomas: Coast Salish artist This article will look at the work of the contemporary Coast Salish artist Dylan Thomas, whose artwork...
Dylan Thomas: Coast Salish artist This article will look at the work of the contemporary Coast Salish artist Dylan Thomas, whose artwork...
Hi Rosmy,
ReplyDeleteI read your summary, and your discussion question has given me a lot to think about, especially since I've been involved in research on gestures for a while. I believe that when creating an inclusive classroom, it's essential to consider the varied personalities of our students. Coming from Nigeria, a country with over 250 ethnic groups and multiple religions like Christianity, Islam, and traditional beliefs, I understand how easily misunderstandings can arise if a teacher is not discerning.
In my view, learning through gestures can take many forms—whether it’s pointing, tracing, using manipulatives, or involving the whole body. While some Christians might not attach significance to whole-body activities, others may have reservations. For example, a Muslim girl who wears a hijab is expected to cover her body as a sign of respect to her husband and Allah, which is a principle taught from an early age.
I believe that while we strive to make mathematics engaging through scaffolding, we must also respect our students' boundaries and encourage them to participate at their comfort level. Additionally, we have students who may be shy or struggle with low self-esteem regarding their bodies. It’s essential to create a safe environment where they can express themselves freely. Setting classroom rules that prevent body shaming and discouraging side comments that could hurt others is crucial.
Moreover, we should encourage those who are less expressive to step out of their comfort zones. You never know—while teaching mathematics, you might reach a child in need of attention, contributing to their healing process. As teachers, our roles are indeed multifaceted, and it’s vital to support each of our students even if it means directing them to areas where they can get help if they feel safe to share in fostering an inclusive and nurturing classroom.