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Professional Identity and Careers Paper
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Allard, A. C. (2006). 'A bit of a chameleon act ': a case of one teacher 's understandings of diversity. European Journal of Teacher Education, 319-340.
"While for political, economic and social justice reasons, there is now an emphasis on ensuring that all children achieve educationally, including those whose ethnicity, 'race ' or socio-economic status are different from the dominant culture, multiple and often contradictory discourses operate concerning how teachers should work with diversity". The article is based on a case study focused around one teacher 's perspective on diversity. The author provides the reader with research from Australia, North America, and the United Kingdom to support the theories concluded around the findings.
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The importance of self awareness and esteem are necessary components in considering the whole child. The elementary level is the prime time to focus on building up a child 's self concept. The role of the teacher is to provide opportunities for young children to develop self concepts through age appropriate experiences that foster exploration and discovery which lends to self awareness. Two major components of self-concepts that every educator needs to keep in mind are (1) understanding their students, and (2) aiding their students in understanding and accepting themselves. In order to support the development of healthy self-concepts educators must be mindful of fostering experiences that encourage positive …show more content…
There are many challenges that a teacher can face when teaching students of various cultures that are different from their own. These challenges can be based on the teacher’s unfamiliarity with their student’s cultural backgrounds and the communities own established cultural dynamic. This article is based on the developments of three students in pre-service teacher programs. The study follows them for two years and focuses on the ideas, beliefs and how they are developed with respect to teaching diverse students in an urban environment. The concept of heterogeneity and how it is applied to the white, female, middle class pre-service student is defined in this article as the differences that exist amongst what is considered the traditional student. The development of professional identity is an integral part of this research. The understanding that most black children will encounter predominantly white teachers creates an urgency in understanding what is important for pre-service students in the education profession to know or to
...Teaching acceptance and diversity of different ethnicity is one of the key components that can be taught in our school systems today. Here in America we have many different ethnic groups and races, we are one big melting pot. During school these differences should be embraced in a positive manner and a proper learning experience. Diversity is often mistaken for the word division, and sometimes people teach that diversity is division. Diversity should be taught in a way that brings people together, not divide people into groups. Like Konig said, “I hadn’t really given much thought to the ethnic and national backgrounds of Sarah’s classmates. I can guarantee that Sarah, being two and a half gave the subject absolutely no thought.” (51) We can take a few lessons from Konigs daughter and learn to not give the subject any thought, and just accept people for who they are.
While differentiating instruction and being able to design lessons geared towards the needs of diverse learners are currently highly prized skills for teachers, this has not always been the case. The history of education in the United States is a history of segregation. Even today, schools and curriculum are designed to meet the needs of a core group of students, which does not include students with disabilities (Hitchcock, Meyer, Rose, & Jackson, 2002). In the past, learners who were different, out of the mainstream, or did not fit into the mold to which teachers taught (were not part of the core) learned how or lost out on learning. This is not to say that teachers of the past did not care about their students, about being effective teachers, or about student learning. However, as schools are mirrors reflecting mainstream societal norms (Chartock, 2010; Delpit, 2006)—and, given that our society has not always valued diversity in people, be it due to disability, class, culture, or race—teachers in the past have largely focused their efforts where they could earn the largest return on their investment: the average student .
Richards, H., V., Brown, A., F., Forde, T., B. (2006). Addressing diversity in schools: culturally responsive pedagogy. Retreived March 30th 2014from http://www.nccrest.org/Briefs/Diversity_Brief.pdf
The. Landsman, Julie G., and Chance W. Lewis. White Teachers / Diverse Classrooms: Creating Inclusive Schools, Building on Students' Diversity, and Providing True Educational Equity. Sterling, VA: Stylus Publishing, 2011. Print. The.
The author asked preservice teachers to choose one child from their field experiences that are hard to handle while one was choosing an African American. The author criticized preservice teachers for choosing based on their race, gender and ethnicity that was different from theirs. Those teachers tend to blame students’ misbehavior instead of understanding their socioeconomic problems. Nieto (2008) Chapter 9: Culture and Education.
When the majority of teachers in America are White, middle class women who only speak English in a country were students are starting to come from a multitude of backgrounds it is no wonder problems are arising. As more people from different cultures and religions immigrate to the United States the average classroom is losing the cultural uniformity it had in the past. Though the faces in classrooms are steadily changing many teachers have not been able to adjust as quickly to the ever growing diversity taking place. One would expect for teachers to still be able to teach students effectively whether they share a similar background or not, but in actuality cultural conflicts between teachers and students are only getting worse. Especially when
...cessful she must find a place of humility and active engagement in her own continual growth and reformation. She must acknowledge her own inevitable privilege and racism as she works tirelessly to dismantle white culture’s legacy of dominance. She must realize that it is her place and her responsibility to engage issue of race and multicultural education in her life and in her classroom. And finally, she must celebrate herself as an educator and celebrate every moment spent in self- reflection regarding her practice, no matter how difficult it may be, because this reflection will, no doubt, make her a better educator.
In 1995, Delpit published Other People's Children: Cultural Conflict in the Classroom. Although the excerpt analyzed in this paper is from a larger work, it was written by Delpit (1995) as a self-contained speech. This excerpt includes many of the concepts Delpit believes to be the basic cultural conflicts in the classroom, which are stereotyping, child-deficit assumptions and student isolation and invisibility. Delpit's goal is to "remove the dynamic of oppression that are inherent in any classroom…that come together when (primarily white) teachers spend time with 'other people's children'" (Delpit, 1995, pg.69). Through Other People's Children: Cultural Conflict in the Classroom, Delpit lays the foundation for multicultural education and details ways teachers can solve the inherent problems that arise as a result of many cultures interacting in the classroom. The purpose of this paper is an analysis of this text through an analytic, interpretive and normative reading.
Some are white, but most are black. According to the black teachers, you either have to be willing to fight for change or succumb to the status quo. The diversity in the classroom can become overwhelming if you are not committed to making a difference. As I read this book I could hear the voices of many of those teachers saying some of the same things and dealing with some of the same issues. Delpit (2006, p.87), talked about how the Alaskan parents wanted their children to be able to live between two worlds.
A child who is not successful in acquiring the skills they try will move on to the adolescent stage with the mindset that they are inferior to their peers. Their success or failure in the development of new skills informs the child’s self-concept. Self-concept is the idea that one holds about themselves. How they feel about their intelligence, personality, ethnicity, gender, and more are all a part of the child’s self-concept (Berger K. S., 2010, p. 285). In early childhood, a person’s self-concept is optimistic and strong.
Shore, Marietta Saravia. (2011). “Diverse Teaching Strategies for Diverse Learners” Chapter 2. Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners. http://www.ascd.org/publications/books/107003/chapters/Diverse-Teaching-Strategies-for-Diverse-Learners.aspx
Kailin, Julie. (1998). Preparing Teachers For Schools and Communities: An Anti- Racist Perspective. High School Journal, 82, 1-9.
The world is currently undergoing a cultural change, and we live in an increasingly diverse society. This change is not only affect the people in the community but also affect the way education is viewed. Teaching diversity in the classroom and focusing multicultural activities in the programs can help improve positive social behavior in children. There is no question that the education must be prepared to embrace the diversity and to teach an increasingly diverse population of young children.
The concepts included in providing a more diverse, multicultural education are requiring teachers to review their own issues and prejudices while expanding their knowledge of the many cultures that make up the classroom. These efforts help the educator recognize the various individual and cultural differences of each student, as well as gain an understanding on how these differences impact the learning process. The purpose of this paper is to reflect upon individual and cultural difference research and why diverse students struggle to succeed in school. Furthermore, I will share some instructional approaches I could implement in the classroom to accommodate diverse students. Finally, I will discuss the responsibility of educators in addressing the issue of how our o...
While both interviewees stated they did not feel their institutions were ignoring different races and groups and lesson plans were designed around promotion multiculturalism, schools that primarily white often fail to be as cultural diverse as schools with a healthy racial composition. Lesson plans are often ambivalent towards understanding the struggles and hardships of certain racial groups, such as the Native Americans during the time of European exploration. In addition, students at mostly white institutions often associated success with how hard an individual works rather than any hardships or racist or sexist acts thrown upon that person. Ironically, the little multiculturalism that is introduced in prominently white schools has been ill received by parents and teachers. Both parties, especially parents, argue that the children growing up today are “color-blind” and that no explicit efforts to inject multiculturalism should occur in the classroom outside of settings considered appropriate, such as history courses (Lewis, 2003: