Equality and Diversity

Before any coursework begins all boundaries must be quickly identified. These must then be regularly monitored as the coursework progresses.

By identifying the boundaries it will provide the learners with an individual feeling of inclusion, equality and diversity which in turn provides a more enjoyable learning process throughout the coursework.

As a teacher if I can identify such issues as learning difficulties, financial worries, cultural issues or any self worries I can address the coursework accordingly. The course should involve and be designed for all Students regardless of religion, race, disability or special needs. No learner should be made to feel inferior for any reason.

To encourage inclusion into my lessons I will request that the learners work in pairs as this mirrors the procedure on a construction site by working in gangs/trade groups. On the next assignment I will then ask the learners to switch their partners and experience working with a different class mate. This I will explain is common practice on a construction site when trades have to inter mingle at certain stages of the development.

By working in the different pairs it assists the learner to witness the diversity within construction, to feel included and to promote equality within the classroom.

As their teacher I also have to identify certain needs of some students that may need to re-plan some lessons during a particular time due to religious beliefs, health requirements or family commitments. The learner should never feel compromised or unsupported. I would therefore plan and implement the coursework to support the inclusion of all learners creating an effective learning environment.

Implementing different teaching skills throughout assists learners to explore, question and develop an understanding of issues regarding diversity. The learner will then identify differences with their fellow learners but welcome them without any prejudice or negative attitudes.