Our tenth class really stood out to me because it felt not only incredibly insightful but also very relevant, both for my future as a teacher and even for my current job working with kids. The guest speakers, Koari Lau and Neesha Blajberg, led us through some powerful activities and discussions on identity, inclusion and the challenges of providing equitable support in the classroom.
One activity that we started with involved coloured paper/sticky notes. Each slip represented a different level of access to the upcoming presentation. Blue meant you couldn’t watch the second half of the lesson, green meant you couldn’t watch any of it and yellow meant you were able to watch the entire presentation. It was a simple but effective way to demonstrate what exclusion could feel like (on a very small scale). It made me reflect on how easy it is to take access for granted and how isolating it must feel for students who are often left out or unsupported.
We also had the chance to reflect on our own identities and how they shape us as people. In partners, we shared personal aspects of our identities and how we think they’ve influenced us. For me, I thought about my role as an older sibling in a family with divorced parents. Supporting my younger brother gave me a deeper sense of empathy and patience, which I think is part of why I’m so drawn to working with kids. This activity was a good reminder that we all carry multiple, interconnected identities and as teachers, we won’t always be aware of the discrimination or challenges our students face.
I especially liked the part of the presentation where we discussed supporting students with disabilities. We talked about how students with disabilities are often placed under broad designations that loosely define their needs. This can trigger funding but the school decides how it’s allocated, and due to long wait lists and stretched resources, they often prioritize safety over intellectual support. It was pretty frustrating to hear how students can miss out on proper assessments and support simply because of limited resources.
One of the most impactful takeaways for me was the discussion around ableism in education. It made me think about how society often views disabled people through a lense of needing to be “fixed”. The speakers highlighted how students using assistive technology can sometimes face unfair judgement from peers or even adults. For example, when a student with a disability technology, others might see it as an unfair advantage rather than a necessary support. It made me realize how important it is for teachers to normalize accommodation and actively challenge ableist thinking in the classroom.
Finally, a key message that really resonated with me was the reminder that kids have rights in the classroom, which is sometimes forgotten. As educators, we’ll make mistakes but if a student or peer points out issues of oppression or exclusion in our classroom, we need to be open-minded and willing to learn from it. It’s about constantly striving to create a safe, inclusive and welcoming environment where all students feel valued.
This class made me reflect on how I can be more mindful and intentional about creating inclusive spaces where every kid feels seen and supported, in my current job and in my future classrooms as a teacher.