Differentiated Instructions

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Recommended: Teaching diverse students in the classroom

As the world becomes more and more globalized classrooms are becoming more and more diversified. This has forced teachers to constantly review their approach towards educating their students. According to Dixon et al. (2014) one of the main challenges that teachers will face in this century and the next one is meeting the needs of their diverse students. Every classroom varies in socioeconomics, ethnicity, cultural factors and language. In the perfect classroom, the pace and level of instructions are matched to each and every student. However in reality, this is difficult to attain. Some teachers see this as impossible to attain. They argue that no individual can possibly take into account the needs of each and every student. However according …show more content…

According to the two, before the teacher sets up the classroom and the lessons he/she must first understand the various modalities, thinking and learning styles that are there and also the multiple intelligence genres that students fit into. After establishing this foundation, the teacher can then proceed to setting up the classroom as a learning environment. Smit & Humpert, (2012) go further and state that having the classroom arranged in the traditional manner where all the desks are in a straight line facing the board and teaching happens through lectures is not the most efficient way to teach. Having the desks arranged in circles or other “non-traditional” ways helps break away from the status quo. Also, filling the rooms with auditory experiences and visual stimuli allows for various learning styles to be introduced and considered (Moore, …show more content…

Levy (2008) says that in the classroom the teacher is the professional who is well trained using appropriate techniques to teach and guide the students, helping them achieve their full potential. Teachers are not only legally bound to help students in their development but they are also morally and ethically bound (Smit & Humpert, 2012). In responding to their teachers’ guidance, students seek to be independent and self-sufficient, they become more aware of their ideas, skills and abilities, they increasingly become more aware that their lives and their learning is their responsibility (Nevins Stanulis & Floden, 2009). This shows that the relationship between the teacher and the student is reciprocal – in line Vygotsky’s socio-cultural

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