Inclusive Methodologies in the Classroom

Shared teaching strategies and flexibility

To address diversity without segregation, it is necessary to break the traditional structure of "one teacher, one subject, one group".

Co-teaching is a powerful organizational strategy where two teachers work simultaneously in the same classroom.

While one leads the core explanation, the other circulates offering immediate support, resolving doubts or adapting materials in real time.

This makes it possible to address specific needs without taking the student out of the classroom, avoiding the stigma of the "support class" and enriching the overall dynamic with two complementary teaching styles.

Along with this, the implementation of flexible groups and work corners allows diversifying the activity.

Instead of everyone doing the same thing at the same time, the class is organized into rotating learning stations.

One group may be working with technology, another on a manipulative project, and a third group receiving intensive direct instruction from the teacher.

This fluid structure respects different learning paces and allows the teacher to devote quality time to small groups that require closer mediation, while the rest progress autonomously.

The potential of peer tutoring

One of the most valuable and often underutilized internal resources is the student body itself. Peer tutoring systematizes the natural collaboration between peers.

One student who is more proficient in a skill is paired with another who needs reinforcement.

Far from being a burden to the tutor, this practice consolidates their knowledge (teaching is the best way to learn) and develops their empathy and leadership.

For the tutored student, receiving help from a peer reduces anxiety and uses a language that is closer and more accessible than that of an adult. This methodology transforms classroom diversity into a pedagogical asset.

Differences in level cease to be an obstacle to uniform instruction and become opportunities for interaction.

The teacher acts as the designer of these pairs, ensuring that roles are rotated whenever possible, so that all students experience the satisfaction of helping and the humility of being helped.

Thus, the class