Short Responses Diverse Students (1)

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Jan 9, 2024

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EDP: 401 1/13/23 Short Responses: Diverse Students Personally, I believe that equal educational opportunity is best achieved in integrated classrooms. We see that when students are separated, that eliminates distractions by male or female students if they attend a same sex school. They also could learn more about their own cultures in a more effective way than if they are separated from students of other cultures. Though this would prevent any unconscious bias and develop more of a sense of community within the school itself, I believe that the students don’t get as good of an opportunity to learn from students of the opposite sex, other races, and even students that fall into the LGBTQIA+ category than they would in an integrated classroom. Being in an integrated classroom gives them that opportunity to learn and be more accepting of people who are different than them. I believe that if they were sheltered or kept away from other students, they could develop a more closed mind because of that lack of experience. There are pros when it comes to learning in a separated classroom regarding the minimal distractions and cultural benefits I mentioned above. But overall, I believe the students learn better life skills and being in an integrated classroom helps prepare them for the workplace. They get to see and experience situations that help them figure out the right way to interact on a daily basis. I believe my position is consistent with what I mentioned above. However, I do believe that there is a case where students could benefit from staying in a separated school. I remember during the reading of this chapter they mentioned how students getting bused from their neighborhood to a school outside of their town makes those students feel alienated by their peers (Sadker, D. M. (2021). Teachers, Schools, and Society: A Brief Introduction to Education (6th ed.). McGraw-Hill Higher Education (US). https://reader2.yuzu.com/books/9781264169979). In this situation, the students being bused into another city may benefit more from staying in their respective school district that they’re from. If they stayed, they would be able to build that sense of community in their hometown school and they would feel less alienated from their friends in their hometown, and they could cut out that difficult time of making friends at a new school, especially if the new school district they attend is predominantly white or black. That could also be a difficult situation for the student, and it could potentially hurt their grades by adding extra stress because they are introduced to some new cultures and practices opposite to what they’re used to. On the side of being for integrating ELL students, I believe that it is a good way to bridge the students into life in America. We saw at the beginning of chapter three, Sadker mentions that it takes ELL students roughly about two to three years to become assimilated within their new language (Sadker, D. M. (2021). Teachers, Schools, and Society: A Brief Introduction to Education (6th ed.). McGraw-Hill Higher Education (US).

https://reader2.yuzu.com/books/9781264169979 ). That number is not concrete, and it could take more than those few years for the student to get fully imbursed into their new language, but I believe the student would benefit from being in an integrated classroom during this time. If these students were separated from their peers while learning the English language, they would miss out on learning cultural norms and practices. They would be almost blind to them, and though they would be able to learn the language at a little faster pace, they would be thrown into a new culture's way of doing things, and the new experiences may shock the ELL students. They also could miss out on learning different kinds of slang simply from interacting with English speaking children. On the side of keeping ELL students in a separate classroom, I believe that you could ultimately teach them English faster than you would be able to in an integrated classroom. In this practice you could eliminate the risk of the, “sink or swim”, approach used in the immersion aspect of ELL students (Sadker, D. M. (2021). Teachers, Schools, and Society: A Brief Introduction to Education (6th ed.). McGraw-Hill Higher Education (US). https://reader2.yuzu.com/books/9781264169979 ). Keeping these students separated also gives them the opportunity to become familiar with the style of learning we use in America. This style could be the opposite of what they are used to back home, and the student will be able to adjust and learn what kind of things they need to do to maximize their education and assimilate into their new country more smoothly than just being thrown into it. While reading the, “Create a Safe Space”, teaching tip, I realized that as a teacher you have to be open with students and their sexualities. I don’t want to make a student feel uncomfortable or unaccepted in my classroom, so if I can make sure I don’t allow intolerance in my room it can allow the student to know they are safe coming into my room. I should also ask the student questions like, what pronouns do you prefer being called? And even just calling them by the right name can go a long way in making that student want to open up with me and know that they could come to me with any concerns, and I would be understanding of their experience. I can also do a better job of including notorious people from history who are members of the LGBTQIA+ and find ways to incorporate them into my lessons. Letting students know that it’s a normal thing to feel the way they do. Ultimately if I can do all these things, I won’t be able to interrupt the student's development of finding out who they are as a person in that aspect of their life. If I don’t accept them, then it just brings up more problems and could make them feel alienated by their peers, teachers, and possibly people at home. I also realized on page 72 while reading about ELL students, that you also have to keep an open mind as well as stay patient. If I can make sure that I ask questions about a student's cultural background, I could learn tips and tricks to help make them more comfortable in my classroom and in the school in general. If I can also find ways to keep the ELL students involved and not let them sink or swim themselves, I can help them learn the language and make them feel safe in my room. Those practices include making sure I involve them in participation by asking them questions with key words, or easier words they can understand. I can also find cool group projects that can allow them to work using a more hands on kind of approach. Where they can be physical and visual learners and see how their peers solve problems in the classroom. Pulling the

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