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Inclusivity in diverse classrooms
Inclusivity in diverse classrooms
Cultural diversity in school in america
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Culturally Relevant Educational Leadership in Today’s World According to the United States Census Bureau, there is one international migrant entering the United States every thirty-two seconds (United States Census Bureau, 2015). For this reason, one can expect to see an increase among diversity in our education system. Particularly in certain areas, our schools have become more diverse than the foundations they were formed on. Because teachers are often on the front lines with our children, they are usually the focus of cultural competency. However, it is the administrators who serve as the leaders and role models for cultural competency. With a changing educational world, we are seeing more team based approaches, causing not only the teachers to be more aware of the cultural diversity in their classroom, but also the leaders in the school. They have the ability to lay a foundation for cultural responsibility within a district and within an area. For this reason, it is important that our leaders become more culturally responsive to the children in our education system. By opening up communication, directing instruction to focus on diversity, having positive attitudes …show more content…
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.
Just because other perspectives are incorporated in the classroom, this doesn’t mean that everyone will become more understanding and appreciative of other cultures. When multicultural practices have rigorous standards, allow the advancement of social communications with other cultures, and allow the advancement social justice concepts both inside and outside of the classroom, this is when students will become more appreciative of other cultures (Ladson-Billings, 1995, p.162).
Ironically, one of the “catch-22” takeaways from the overall exchange program and from the final reflection conference was that as much of a great and insightful experience it was to experience a completely different culture or perhaps be exposed to a diversity of cultures all at once, it also reinforced this idea of “difference” and “separateness.” All in all, though, the student-exchange program provided a taste for open-mindedness, awareness and hope for the future, and also a vision for what a multicultural world could truly be like without prejudices and racism. When it comes to teaching, I think it is important to address differences in the classroom, and as a teacher, I feel it is my duty to encourage my students to see the beauty in such differences as opportunities for possibilities. I feel it is important to recognize one’s heritage, race, and values, but I also feel that at times, it is equally important to detach oneself from such in order to allow for one to be exposed to new perspectives and alternative ways of life.
In a quote from Tom Peters, he states that “ leaders don’t create followers, they create more leaders.” Working as a lead administrator in a building can have some powerful challenges, but as with anything, the approach is what makes the difference. A good leader will take advantage of the tools around them, knowing that every building has individuals who offer their very own strengths. In focusing on the individual teacher strengths of each specific teacher, a rapport can be built, but most importantly, the outcome will be a stronger building because of the process of spreading the wealth. Ultimately, no teacher in any building became a teacher without being a leader first, and as I have looked back on my own past upbringing through scouting by other educators, I see the outpouring of wealth of experience from those teachers just waiting to make a
Leading organizations of school administrators offer educators various opportunities to encourage educators to become leaders. No Child Left Behind Act of 2001 (NCLB) has mandated that leaders be better prepared for the task of providing quality education to all. NCLB “… is forcing all educational stakeholders to face the weakness of contemporary school leadership and is making it impossible to ignore the need for higher quality principals” (Hale & Moorman, 2003, p.1). It is believed that all educators can be and are leaders in their own right. A leader is a visionary and has the ability to inspire others to aspire to greatness. Of the numerous opportunities that are offered, those that are most beneficial include but are not limited to leadership training programs, professional development, and creating shared leadership opportunities for teachers to become leaders. The systems “…that produce our nation’s principals are complex and interrelated – and governed by the states. Each state establishes licensing, certification and re-certification” (Hale & Moorman, 2003, p.1). States use the ISLLC standards “…as the framework for preparation programs and in service professional development of school superintendents, principals, and other leaders” (Hale & Moorman, 2003, p.3).
As a teacher, I will have to keep this in mind for all my students. Fostering an environment that cultivates and promotes the pluralistic society that we live in will be beneficial. It can help to combat the deficit approaches in education that stifle or suppress minority culture and language while promoting acceptance of a multicultural and equitable society. I hope to be able to work towards this type of classroom. With self evaluation and acceptance of student ideas, I believe that I can create this environment.
School administrators are important in setting the path for a successful school (Glickman, et al., 2014). The principals could play a dynamic leadership depending on how they exercise their beliefs of the organizational and social environment (McNair, 2011). The principals are the primary facilitators for developing the foundations in learning that will last, to manage the student’s performance at schools, and seeking the improvement at school that will cause great impacts in school‘s education (Gordon,1989). In the recent years in the U.S., education has change in a more cultural diversity population, it is imperative that school supervisors, are trained to encounter this cultural issues, but also assisting others with the opportunities to develop appropriate abilities to deal with different cultures (Glickman, et al., 2014).
As we proceed further into the 21st century, multiculturalism becomes more relevant to obtaining a truly global society. Dr. James A. Banks defines the meaning of multicultural education and its potential impact on society when it is truly integrated into American classrooms. In his lecture, Democracy, Diversity and Social Justice: Education in a Global Age, Banks (2006) defines the five dimensions of multicultural education that serve as a guide to school reform when trying to implement multicultural education (Banks 2010). The goal of multicultural education is to encourage students to value their own cultures and the diverse cultures of those around them without politicizing their differences but rather, as Banks passionately explains in his lecture, “to actualize the ideals stated in the Constitution” (2006) forming “civil, moral, and just communities.”
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
There are many challenges that teachers encounter when teaching children with learning disabilities, learners that are English language learners, or learners who are culturally and linguistically diverse. As a nation we are faced with the challenged that our schools are becoming more diverse. The majority of our schoolteachers are still predominately white females, but our student population is slowly changing. We are seeing more minority groups in our schools that are facing different challenges. The scary part of it all is that our teachers do not have the skills to accommodate those differences. “The nation’s changing school demographics are creating a demand for new teaching skills” (Utley, Obiakor, & Bakken 2011, pg. 5). Our student population
In building leadership capacity it is important to ensure that there is broad-based skillful participation. We want the students, parents, community, and staff to be participants. This is important because it allows for staff to take responsibility for the growth and development for not only themselves but for their peers in doing the work of leadership. It is helpful to have the community working together towards the common goal as opposed to ...
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...
Teachers and leaders work and communicate together to initiate changes that’s needed to build new ways of learning, sharing and accessing knowledge, then putting it to work in the lives of all students. At my school we have learned education, science, technology and hardworking devoted staff members are the key to preparing our students for a great global education and future.
The role of teacher leader has been defined as “teachers who aspire to stretch beyond their classrooms to engage in leadership roles that take many shapes and forms, both “informal and formal”. (ECS, 2010). Teacher leadership has also been described as “the process by which teachers, individually and collectively, influence their colleagues, principals, and other members of the school community to improve learning practices with the aim of increased student learning and achievement.” (ECS, 2010). In years past, a majority of teacher leadership roles took the form of department chair, committee chair, grade level chair, etc. It was more of a representative role versus a leadership role. Their responsibility primarily involved dispersing information from administration to their counterparts and taking information back to administration from the group. Their position lacked decision-making power and true leadership that brings about “real” change. These tasks are still viewed as opportunities for teacher leadership; however, recently, the
Education is a very important aspect in the life of a child. The level of success a student has in the classroom is greatly influenced by their teachers. Students, as well as their parents, depend on the teachers to guide them through their education. But who guides a teacher to perform successfully in the classroom? Principals and teachers play an important role in schools. A good relationship among school leaders and teachers is necessary and play an important role in making improvements in the school. Leadership refers to the “process in which one person successfully exerts influence over others to reach desired objectives”. (Okoji, 2015) Good leadership involves honesty, vision, confidence and commitment. It is the ability to inspire a