This program has been a great learning experience for me especially the two practicums. I am proud of myself for choosing the social and emotional learning cohort because it perfectly resonates with my teaching philosophy and my values as an educator. This program has taught me a great amount about the importance of the social and emotional learning which I was not fully aware of in the past.

The abundance of SEL focused activities, lessons and games that I have gained throughout the year are incredibly overwhelming. I often have to take a minute to think back and remember everything that I learned before trying to implement it in my practicum. Building an SEL environment is an integral part of a positive classroom. Some of the strategies that I implemented were check-ins, brain breaks, Second step and Mind up, and children’s literature which all worked well with my students. My students had a difficult time with regulating their emotions, therefore, mindful breathing and helping students understand what it means to manage emotions had a huge impact in their behaviours and management. Using picture books were my personal favourite and a great hook to every lesson. It instilled curiosity in the students and allowed them to make connections and ask questions. Most importantly, they were an enjoyable and calming tool for starting any new lesson or unit. Moreover, using picture books are a great way to address social and emotional issues in the classroom through questions, discussions etc which is what I often did when needed.

My inquiry journey has played a significant role in my teaching practice especially during my long practicum. My inquiry question is: How can I create an inclusive environment especially of students with special needs?  Our role as an educator is to teach children, and there is no specific category in which the term children falls into therefore, we do not educate any specific type of children except all of them entirely. Children should not be labeled, or categorized or distinguished from one another in any aspect. Children should feel safe, accepted, capable, and powerful.

In my opinion, in taking steps towards inclusion, of most importance is to remember that you as a teacher are a role model to the students. If the teacher shows unacceptance of the student with special needs, the other students won’t accept them either. Consequently, if the classroom teacher feels good about inclusion, the student with special needs will thrive. If the teacher feels resentful about the extra work, the student will likely suffer. Moreover, inclusion works better when the professionals in the school collaborate. However, not all professionals are available or are willing to collaborate. The regular classroom teacher must be prepared to continue teaching their student with special needs with or without collaboration. It is up to us future educators to not let the traditional ways of practice define our strategies for including students with special needs. We must work collaboratively to change the policies and create a more just education system for all learners.

I look forward in exploring this issue further throughout my education profession and I am eager to learn more about it, implement and integrate it into my teaching in the future.