Accessibility for All 

It is beyond easy to create false assumptions based on a child’s outward behavior. The TAP curriculum has completely reshaped how I assess behavior within the religious school classroom. TAP centers around one key ideology; behavior is communication. All students approach an educational setting differently. Some may be visual, kinesthetic, or verbal learners, yet all wish to be acknowledged and to succeed. TAP has helped me to understand how to better help all students thrive in the classroom. 

Firstly, through the idea that all behavior is communication, I have grown to respond differently when a student struggles with a certain activity or a method of learning. Instead of strongly encouraging a child to participate in class, it is very helpful to reexamine what might actually help the child grasp the material. Perhaps the specific setting does not support their learning needs. For example, is the student not participating because they do not want to, or is it because they cannot view the board? Is the student ignoring the lesson because they are disinterested, or is it because they feel anxious? Is the student putting their head down because they do not wish to engage, or is it because the learning environment is too noisy? Observing the full picture allows the Madricha to provide access to whatever else might be necessary to help the student succeed. 

Further, TAP has reminded me of the importance of creating a positive learning space. Avoiding the word “not” and instead creating positive boundaries fosters an optimistic classroom. Students need encouragement and a growth mindset, a mentality which argues that intelligence is learned and not given, to succeed. Having both a role model and teacher who believes in a student’s capability is the first step to a successful classroom.

Overall, I would completely recommend TAP to anyone looking to acquire a diverse set of skills to work with all kinds of young students.