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Diversity of classroom
Diversity of classroom
Diversity of classroom
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Our schools are full of a variety of children who are diverse in their own ways. What comes to mind when you hear the word diversity within schools? Many people think of race or culture, but diversity in our schools is more than that. Diversity can include race, religion, culture, and even learning styles in a classroom. In the past classrooms where not that diverse consisting of white protestant students. Currently diversity in classrooms is on the rise big time. Today’s classrooms are more effective in diversity, learning styles, and influences than past years.
Learning styles is one of the ways schools have changed over the past couple of years in regards to diversity. The varieties of learning styles of students have become more aware to educators. There are three main learning styles; visual learning, kinesthetic learning, and auditory learning. Visual learners take up about half of student learners using textbooks, charts, course outlines, and graphs are useful instructional aides (Sadker, p. 47). Kinesthetic learning is also known as tactile learning. These students learn by hands on learning. Planning for student to have movement in class will help these learners. Our last learning style is the less of the three called auditory learning. These students learn best by hearing; they can remember the details of conversations and lectures and many have strong language skills (Sadker, p. 47). By providing a time for these students to recite the lesson themselves can support this form of learning. To be an effective teacher for all the learning style diversities means being able to be flexible and incorporate a variety of teaching techniques.
Is Gender a learning style? Absolutely gender is a learning style and teachers ...
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...ated a more effective education system. It is expected that diversity in the classroom continue to change and therefore change how teachers educate their students.
Works Cited
Gorski, P. (2010). Multicultural Educaion Reform. Retrieved January 15, 2011, from EdChange: http://www.edchange.org/multicultural/curriculum.html
Radovancev, E. (2005, December). MULTICULTURAL DIVERSITY. Retrieved January 15, 2011, from ewu.edu: http://web.ewu.edu/groups/library/MulticulturalDiversity05.pdf
Rowe, K. (n.d.). Diversity In The Classroom: Understanding Difference in a Global Society. Retrieved january 15, 2011, from AZBN Education Department: http://www.azbn.gov/documents/news/diversity%20in%20the%20classroom.pdf
Sadker. Custom book for Ashford: SOC 312 Teachers, Schools and Society: A Brief Introduction to Education. McGraw-Hill Primis Custom Publishing, 38503.
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
Spring, Joel H. “Chapter 6: Student Diversity.” American Education. Sixth ed. N.p.: n.p., n.d. 145. Print.
This source will equip the argument for utilizing diversity as an educational apparatus that supports student development and learning. The showcase of impact of diversity student engagement will definitely be useful for providing a strong reasoning for showcasing how the experience of students in the US schooling system shapes the educational experiences of diversified student group.
In conclusion, we face many challenges in a diverse population for today’s society. Children and families are affected from all the diversity that goes on and and we face different categories of diversity from all aspect. So we teach about diversity and how it affects or play a role in today’s
Diversity among students including differences in culture, language and socioeconomic stance is not a new trend. The difference, however, is that today, the school system realizes that all students, including those who differ in some way from the "average" student, or those “at-risk” must be provided with an equal, opportune education (Morris, 1991).
By taking this course I have come to realize that it is possible to meet the needs of diverse student populations by using well recognized school reform models. Ron Edmonds provides a quote that sums up this course quite nicely: “We can, whenever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far” (David Boers, personal communication, April 8, 2011). We have the know-how and means; we just need to take action. The key texts and supplementary materials studied in this class illustrate that improvements are possible, we just need to act.
In addition, their age and gender are two other spectrums that are part of diversity. As the years go by, diversity becomes a controversial topic. The more students that are accepted into American schools from different countries, the more diverse and rich classrooms become. The advantages of diversity in classrooms promote positive image for the United States of America in terms of the status quo, and it promotes rich experiences for students and teachers. In terms of the status quo, diversity in classrooms challenges America’s status quo.
Using the differences to promote a more global classroom can be perceived in a positive light that exposes students to diversity within their schools, as well as exposes them to global concepts and understanding. When leaders are positive about certain things, that positive light becomes contagious among the school staff and community. According to Smith (2005), “They model the behaviors that they would like their staff to emulate. In doing so they value diversity by creating an inclusive environment and encouraging a variety of perspectives in the decision-making processes at the school” (p.
“A learning style is a way of learning and refers to the way that you learn new information” (2). Most people have one preferred learning style and perform to a lesser standard when learning in a different style than what they’re used to. Nowadays, children are told to take a quiz in school to determine what their preferred learning style is, but after a few years, not many of these children remember what their preferred learning style is, or even if they do, they don’t apply it to their learning.
2). She writes, “Educational inequality is repugnant in a society that has pledged to provide an equal education for all students regardless of rank or circumstance. Yet educational inequality is commonplace in schools all over our country” (p. xiv). She provides an excellent overview of how to construct effective multicultural educational programs. Her characteristics of multicultural education (p. 68) create the foundation upon which we build comprehensive understanding insuring a teacher does more than give cursory asides to diversity in the classroom but appreciates fully the different gifts the students bring to the educational experience.
Jamie was how had diversity changed since she has been teaching. She gave an example from when she was an elementary teacher since she taught that for 15 years before moving to teach middle school students. She said that early on that parents were more supportive, and involved in her student’s education. Then the school district lines changed and the diversity of the student’s changed. The new students were from a trailer park and they didn’t seem to stay in the area for long, so she had more students that were in and out of her classroom frequently and parent involvement declined.
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...
Public education in itself is predisposed to be diverse in some shape, whether it be economic, academic, racial or social status, anything public is considered colorful in attribute. The American school system is diverse in itself, for example the educational culture in the East coast is far more revered and acknowledged to the public rather than the midwest. These differences cannot be glossed over, they need to be acknowledged with the respect. I believe the purpose of education is to address the world’s inequalities and differences, and as a society grow and learn from them. I will draw on the Rubin, the Anyon, and the Lee articles to support my argument.
Thought out our lives, we are faced with many different learning experiences. Some of these experiences have made a better impact than others. This can be attributed to everyone’s different multiple intelligences or learning styles. A persons learning style is the method though which they gain information about their environment. As a teacher, it is our responsibility to know these styles, so we can reach each of our students and use all of the necessary methods.