As an elementary teacher who teaches in New York City schools, the concept and practice of inclusion is near and dear to my heart. How can I include all my students into the classroom community? How can I include each child, who each brings such a variety of strengths, funds of knowledge, challenges, and interests to school each day? How can I support students in reaching out to each other? How can I teach students about social justice, drawing on their own natural instincts about what is fair and unfair? Living these questions is an often messy, imperfect, frustrating, yet also often joyful and very necessary endeavor. This endeavor is both personal and political, for me.
Unfortunately, children are excluded from schools, classrooms, and peer groups for so many reasons. I’m sure we could each think about ways we, and our loved ones, have been excluded in a variety of settings, and the damage that exclusion caused psychologically, socially, spiritually.
As a teacher, I consider “what is worth knowing?” as I plan curriculum and instruction each year, each week, and each day. Yes, too often teachers' notions of what is worth knowing are at odds with standardized tests and the ways people, both teachers and students, are currently "measured" in schools. Nonetheless, while my list of “what is worth knowing” for my students is quite long, for me, a few points fall at the very top of that list for them to know:
- · It is important to know that I am a valuable member of this community.
- · It is important that I value my peers for their diverse talents and unique personalities.
- · It is important that I am compassionate and speak out if someone is treated hurtfully or unfairly.
This brings me to reflections on why I value Trinity's community so much. At this church, all are welcomed at the Lord's table.
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