5 step action plan
by Brian McCoubrey
1. Step 1: Conduct a needs analysis
1.1. Who - Classroom teacher
1.2. What - Determine how much resistance there might be from students who do not want to include non-native speakers or anyone who may seem to be different
1.3. Where - In the classroom, various places throughout the school such as the cafeteria, recess yard, library, halls
1.4. When - A period of 1 week
1.5. Why - We need to know how if there will be any serious problems between students and if so, how serious
1.6. How - Teacher observations, survey for the students
2. Step 2: Gather the necessary resources
2.1. Who - Teacher
2.2. What - Prepare games and activities that are team-building in nature. Student will have to depend on each other to be successful with them
2.3. Where - In the classroom
2.4. When - A period of 1 week, immediately following the needs analysis
2.5. Why - Talking about or discussing the topic of inclusion, understanding and respect are not enough. Students will need personal experience to really learn it
2.6. How - Teacher will create, or search the web for ideas
3. Step 3: Implement
3.1. Who - Teacher
3.2. What - Plan time in the day to have an activity or game and do it
3.3. Where - Classroom or recess yard
3.4. When - Ongoing throughout the school year
3.5. Why - Students will always benefit from team-building experiences because most people rarely live and work in total seclusion. Collaboration and problem solving in a social environment are necessary life skills
3.6. How - Teacher will administer the games and activities. As the year progresses and students become more familiar with this, they may have increasingly more choice and control.
4. Step 4: Assess and evaluate
4.1. Who - Teacher
4.2. What - Observation and surveys
4.3. Where - In the classroom, various places throughout the school such as the cafeteria, recess yard, library, halls
4.4. When - About every 2 months
4.5. Why - Ensure the plan’s effectiveness
4.6. How - Teacher will analyze the data from observations and surveys to determine effectiveness
5. Step 5: Make adjustments and changes
5.1. Who - Teacher
5.2. What - Modify, change, add or remove any games and activities as necessary
5.3. Where - In the classroom
5.4. When - Immediately following the times when the plan is evaluated
5.5. Why - Some students may have serious problems with each other. They should either be paired together in a controlled way or separated but with a long term plan to help them overcome their differences. Some activities may need to be updated to reflect social and academic maturity
5.6. How - Brainstorm ideas based on students’ interests, abilities and needs