ACTUALISING INCLUSIVE EDUCATION THROUGH EXIT SLIPS: A CATHOLICON TO CLASSROOM MARGINALISATION IN THE TWENTY FIRST CENTURY

Abstract

There are obvious differences and class distinctions that exist among students in our present-day setting. The differences could be in age, academic background, learning ability, level of assimilation and retention. We equally have those with psychological problems and peculiar ailments. The inability of teachers to manage these differences might jeopardise the achievement of learning objectives during classroom interaction. The twenty first century classroom teacher is thus saddled with the responsibility of demonstrating high level of competence and expertise to identify these problems in the class and ensure that slow and fast learners as well as introverts and extroverts in the class gain from the learning and teaching process. Exit Slips strategy which is designed to elicit information from each student in the classroom could be a major way of actualising inclusive education and eliminating dichotomy that might exist in a classroom setting.