Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Cultural diversity in the classroom
Cultural diversity in the classroom
Cultural diversity in the classroom
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Cultural diversity in the classroom
Question 1: Please answer in 200-300 words.
Nearly all fellows are hired to teach in 'high need' schools that are located in low-income communities. Why do you want to teach specifically in a high need school? What challenges do you expect raising student achievement in your classroom and what experiences have prepared you for overcoming these challenges? Knowing these challenges, what steps will you take to prepare for your first year of teaching in a high need school, and why?
Growing up, I lived in a home where Portuguese and English were used interchangeably. Upon beginning public school, I was labeled an “English Language Learner” before I had a chance to show what I knew. Even after taking a test showing that my English abilities were perfectly proficient, a note was placed in my records that indicated I required further observation. As a young student, I was frustrated. How could I prove myself? Luckily, my parents and teachers were able to advocate for me and prevent a label from defining my education. However, many low-income students do not have that same opportunity. I want to teach in high need schools to ensure that every child receives the same tools for success and is held to the same standard. Low-income students face stereotypes that present major challenges to student achievement. Individual differences and needs are usurped by the idea that all low-income students are the same: unmotivated, uncaring, and destined to fail. When students experience these stereotypes, they risk accepting them as true.
My responsibility as a teacher in a high need school will be to help students see that they are not destined to fail. Teachers should help students realize they have inherent worth and with hard work, they are cap...
... middle of paper ...
...lieve that the majority of responsibility for student success belongs to teachers. While external factors can certainly influence student success, I think teachers are most responsible. A teacher who motivates students, sets high expectations, and provides tools for progress can profoundly influence their success. While there are limits to a teacher’s control outside of the academic environment, I will make my best effort to engage the support of others to help my students succeed. If I do not receive that support, I will continue ensuring that students receive the highest level of support from me in my classroom.
I'm comfortable seeking support from colleagues.
Not like me at all
Not much like me
Somewhat like me
Mostly like me
Very much like me
Setbacks don't discourage me.
Not like me at all
Not much like me
Somewhat like me
Mostly like me
Very much like me
The purpose of this study is to figure out which ways experienced teachers work best with culturally and linguistically diverse students. This study illustrates which strategies experienced teachers have found to work best. The diversity in school in the United States has increased each year. This means that there are an increasing amount of students who are learning English, English language learners (ELLs). This article comes from the perspective that each child should be taught to their specific needs. All students deserve a fair chance to learn. Fair means that every student is treated differently, not equally. Every student learns differently. In order to give every student a fair chance at learning, you must teach them according to their needs. An experienced teacher, Tiffany, describes her experiences working with culturally and linguistically diverse students. This study watches her methods and discusses what works based on data analysis of the success of her students.
Due to the rise in immigration and the demographics of classrooms in America are changing. As a result, English Language Learners are becoming more common in schools. English Language Learners make up one of the largest demographics in the American Classroom (Flynn & Hill, 2005). These students have been observed to have a major achievement gap because many of these students are placed in mainstream classrooms with basic literacy skills. Many English Language Learners are born in the United States (Goldenberg, 2008). These students have only attended the school system in America. However, the achievement levels are nowhere near the level of their peers. According to Calderon, Slavin, and Sanchez (2011) “these students, who have been in U.S. schools since kindergarten, are still classified as limited English proficient when they reach middle or high school— suggesting strongly that preschool and elementary programs are not adequately addressing the needs of English learners.” The achievement gap between English Language Learners and native English speaking students is extremely high. English Language Learners tests scores are low. According to the 2007 National Assessment of Educational Progress, “fourth grade ELLs scored 36 points lower than their peers on the reading section of the test and 25 points below their peers in math. The results in eighth grade were worse with a difference of 42 points in reading and 37 points in math” (Goldenberg, 2008). The gap between ELLs and non-ELLs are three to eighteen points larger then students from low-income households.
Matthew L. Sanders discusses the necessity of taking responsibility for one’s own education in a section of his book Becoming a Learner: Realizing the Opportunity of Education. In this section, Sanders explains how he initially blamed an instructor for not teaching him sufficiently and then learned that “No matter what kind of teacher you have, no matter what kind of class you are taking, if you are a learner you will set out to understand the material and create opportunities for success.” This statement is true and the concept can be applied through many methods to create success for students if they are willing to put forth effort.
Even when low-income schools manage to find adequate funding, the money doesn’t solve all the school’s problems. Most importantly, money cannot influence student, parent, teacher, and administrator perceptions of class and race. Nor can money improve test scores and make education relevant and practical in the lives of minority students. School funding is systemically unequal, partially because the majority of school funding comes from the school district’s local property taxes, positioning the poorest communities at the bottom rung of the education playing field. A student’s socioeconomic status often defines her success in a classroom for a number of reasons.
Low income students are generally found in low income communities which have fewer resources to devote to their schools. With inadequate funds and resources, these kids are not getting the equal opportunity in education as kids in high income communities. Kids...
As of right now in the United States, the school system is not doing its best to promote the growth of African American students who speak Ebonics at home. Obviously something has to be done, because students from predominantly AAVE speaking areas are succeeding at a level well below students who are familiar with Standard English coming into school. The way the education system is set up, schools build upon existing skills that students already have especially in primarily white communities. Adding value to these skills promotes rapid growth causing them to excel past the AAVE speaking African American students. (Rickford, 1999) Those whom are n...
On top of everything else, teachers must possess an irrepressible yearning to motivate and educate children. Some children receive very little praise and motivation outside of the classroom environment. This puts a new responsibility on teachers to make sure that children (especially those who are underprivileged or disregarded by friends and family) get the attention and motivation they need in order to achieve. This can make all the difference in a child?s ability to do well in school.
When I look back to my young developing stages in life, I always ask myself where would I be today if it wasn’t for my teachers? Teachers are the ones who build our future generations. Preparing children and teens for higher education. Also playing a huge part in shaping children’s lives, enlightening them, and educating them about society and the world around them; the types of things that a parent doesn’t have time for, or just lacks the knowledge of. I think teachers are what help make this world go round.
Moreover, I believe every child in a classroom has something to offer. Every child entering the classroom has potential, the potential to bring something extraordinary and unique to the world. The classroom environment and the teachers need to be role models for students who allow them to grow morally, individually, spiritually and socially. Like Aristotle has said, teacher’s need to ingrain morals in students, and it is with education and learning we develop such values.
... After all, when we discuss and aspire for teacher effectiveness the progress of our students comes first, so it is our responsibility to make sure we provide that chance for everyone.
...them to succeed in the classroom. Although the look of the classroom has changed over the years, one thing still remains: teachers are the number one factor in a student’s educational experience.
Just like what Uncle Ben told in the Spiderman movie “Great power comes great responsibility,” as a leader it is my responsibility to build a systems and make sure that those systems are working to ensure students achievement, a system that will help teachers grow professionally, a system that will help other colleagues function to their fullest potential and system that will bind the community and other partners to be one of the pillars of the school.
The role and responsibilities of a teacher is very complex. Teachers are responsible for making sure their learners acquire the knowledge they need, but also achieve their qualification by the end of the course in a safe learning environment, so they have the skills and experience they need to start their careers. To achieve that goal a teacher must be creative, professional, flexible and knowledgeable enough to deal with daily challenges and find different ways to help their learners needs. Establishing a safe and stimulating environment for learners, creating mutual respect and set goals that stretch and challenge learners of all backgrounds and abilities.
...sionate professors who helped shape the type of teacher I would like to be. They found ways to talk to me in a manner that motivated me to want to improve, all while honoring the work that I have already done. I would like to bring this same moral into my classroom, when a child is motivated, passionate,and self-aware of their needs, strengths, and weaknesses, they can and will push themselves to improve. Students do not solely care about how much knowledge an educator has, but they care about how much these educators truly care. We shouldn't judge a person on how educated they are based only on test scores. The most educated person may not be the most suitable person to teach children. I may lack the test scores, however, I do not lack the passion and motivation needed to be a great teacher. If we cannot celebrate small successes, the final outcome is less weighted.
With the proper guidance and support, teachers can achieve academic excellence in the classroom. They follow their principal’s vision and share their goals. Teachers also serve as leaders in their classroom. They share their vision and goals with their students promoting positive attitudes in the classroom. Just like it is important for principals to respect and understand what their teachers need, students also need the support, understanding, respect and empathy from their teachers. When teachers demonstrate commitment in the classroom and set high expectations they raise the level of learning in the classroom. Teachers that work with the students and their parents to understand and meet their needs will achieve positive academic outcomes. Students engage in learning with positive attitudes and strive for high achievements. Teachers work together with their leaders to improve their teaching