Classroom self-check

How Inclusive Is Your Classroom?

A reflection on how you plan, teach, and respond to learner differences.

Think about your classroom practice over the past four weeks. Rate what you actually do, rather than what you intend to do. Where a statement describes a particular learner need, consider how you respond when that need arises.

Your answers stay on this device. Nothing is sent anywhere and no score is published.

Section 1 of 3

Engagement

How you notice, support and re-engage every learner.

0 of 8 answered in this section.

1.Before planning, I check learners’ starting points through conversation, observation, or a brief task rather than assuming what they already know.

Your answer: Not answered

2.I use individual check-ins or conferences to understand what is helping a learner and what is getting in the way.

Your answer: Not answered

3.I provide purposeful choices in participation so students can contribute without everyone having to respond in exactly the same way.

Your answer: Not answered

4.I adjust scaffolding or depth so learners who need support and learners ready for greater challenge both do meaningful work.

Your answer: Not answered

5.When a learner struggles or disengages, I investigate the barrier and provide a supported next step rather than simply repeating the instruction or moving on.

Your answer: Not answered

6.When a learner becomes restless, withdrawn, or disruptive, I check whether confusion, anxiety, sensory demands, or task difficulty may be contributing before deciding how to respond.

Your answer: Not answered

7.I provide a planned break or calming option when needed, with a supportive way for the learner to return to learning.

Your answer: Not answered

8.I teach and practise routines for requesting help, taking a break, and managing frustration rather than expecting learners to already know how.

Your answer: Not answered

0 of 18 answered

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