Student engagement and a teacher's 'self' : a case study of inclusive teaching

In today’s culturally-diverse classroom teachers embrace various methods to enhance learning outcomes. Moreover, student engagement in the context of international education attracts much attention. In this paper we explore how we implement teaching and learning methods to engage our students without reference to distinctions between international and local students. We discuss practiced-based teaching and small-group learning as pedagogic methods to engage students with their learning. From our case-study of student-centered learning we conclude that a teacher’s self plays a role in practice-based teaching and small-group learning. From the role of self evidenced in our study we hypothesize that self is the catalyst for the manifestation of inclusive teaching in a culturally diverse classroom