The 4S Conceptual Framework: Student

Creating an inclusive classroom, where students see themselves as equal member of the school
community, involves students taking part in classroom management decisions (Cothran, Kulinna &
Garrahy 2003, p. 442). Jones (2011 p. 103) suggests that it is through student involvement, that
student begin to take responsibility for the own learning. When educators emphasise student
responsibility, studies found that students begin to develop autonomy (McDonald 2013, p. 9).

In order to maintain positive relationships and demand high intellectual challenge, educators need to
design and refine their pedagogical approach, in a way that provides equal access to education for all
students (Combe 2016; Bohn, Roehrig & Pressley 2004). In order to fulfil this, educators need to not
only embrace all students cultural identities, but embed high-expectation relationships within their
practices (Bohn, Roehrig & Pressley 2004, p. 28; MLE Principles 2017). This means demanding
high-order thinking for all, including those from a low socio-economic status (SES) (Combe 2016, p.
23). By building positive relationships, children can feel empowered, allowing them to take risks in
their learning and feel comfortable in sharing their opinion (MLE Principles 2017).

Research reiterates the importance of educators creating an environment where students can belong,
feel valued and have the opportunity to negotiate the curriculum by drawing on their funds of
knowledge (Comber 2016, p. 18). To achieve this, educators must be aware of different learning
styles in order to respond to the individual correctly (Groundwater-Smith et al. 2015, p. 52). Williams
(2012) as well as many others, suggests that students learn best when they are actively involved in the
learning experience. This reiterated the importance of personalising the teaching and learning program
that is age-equivalent, meaningful, challenging, and respectful of the individual’s needs (Jones 2011,
p. 95). Through the negotiation of the curriculum, students can enquire into the social and political
practices that surround them in today’s society (Comber 2016, p. 23).