Challenging Inequity: . I Saw A Great Establishment Of

Equality, diversity and inclusion – in what ways can you integrate these principles into your teaching.

A.) Explain why it is important to promote appropriate behaviour and respect for others (ref. 2.2) It is important to promote appropriate behaviuor and respect for others in the class to create a safe and comfortable learning environment in which learners feel at ease to express their opinion, participate in classroom discussions and activities and ask questions allowing learners to complete their work to the best of their ability and ultimately achieve their goals. Each learner may have different religious or cultural backgrounds and even different learning needs. Therefore it is important to create a learning atmosphere that promotes the appropriate behavior and respect for others. A good way of achieving this positive learning environment

In conclusion, schools who promote equality and inclusion through participation and a value of cultural diversity are encouraging children to have respect for others and not to discriminate and promotes independence for the children. Children's rights to equal access has to be supported by quality teaching, school policies and procedures. Children's rights are protected by the law but if the schools follow the laws and provide the vital information through learning, children are more likely to respect others and appreciate their responsibilities to

Dimension 3.1, classroom environment, routines, and procedures, the teachers is expected to organize and maintain a “safe, accessible, and efficient classroom” (TEA, 2016, p. 15). Dimension 3.2, managing student behavior, focuses on establishing expectations for behavior. And dimension 3.3, classroom culture, consists of creating a culture of mutual respect in which all learners are engaged (TEA, 2016). The focus of this domain is to ensure an orderly and safe environment for all learners by maintain high

Markedly, there is a huge difference between a want and a need; therefore, teachers the distinctive concept of equality and fairness is not synonymous. For instance, if a student needs to put on glasses when in class to see the board clearly, equality would suggest that all student in the classroom are given glasses, on the other hand, fairness would be to ensure that the child is in a position to where his or her glasses. In essence, teachers must foster and create an opening and nurturing classroom environment for their students in order for them to successfully distinguish the teacher’s definition of fairness and the child’s definition of fairness. Arguably, this is one of the biggest challenges faced by teachers in ensuring that teaching strategies are appropriate for children who are culturally diverse. In conclusion, a teacher cannot effectively teach students to his or her fullest potential without having a fundamental understanding of a child’s disability or ethnic and cultural background. Therefore, it should be every teacher’s goal for all students in his or her class to exceed

Often educational policymakers do not realise the importance of considering Indigenous students’ expectations about their cultural context, life experiences, and cultural identity (Harrison & Sellwood, 2016). As a result, it creates the risk of alienation such as dropping from school or lack of interest in classroom activities (Bonney, 2018a; Ewing, 2013; Lowe & Yunkaporta, 2013; Partington, Beresford & Gower, 2012). Dr Chris Sarra and Reuben Bolt both emphasise that school communities need to show Indigenous students a better outlook on their lives to improve their academic performance (Sarra, 2014; Stan, 2017). Teachers have to respect the cultural perspectives, history, language and life experiences of Indigenous students. The Djidi Djidi Aboriginal School’s one of the innovative strategies outlines teaching Indigenous language as a second language in the school (Department of Education WA, 2013d). Moreover, one of the strength-based approach of Cherbourg State School is to teach students about Indigenous history through dream time stories (Newman, 2003). Hence, all these effective initiatives would give Indigenous students sense of belonging and increase their

The analysis of policy in regards to impacts on students, families and community, leads to a discussion of problems within our society and their influence on the very policies created to respond to these circumstances. Within the educational sphere, all polices contribute to the lives and educational experiences of every student and as a result, their families and the community. This case study looks at the Department of Education and Training [DET] Diversity and Equity policy and outlines a school-based scenario that analyses diversity and equity within the classroom. The case study analyses the policy and scenario to formulate discussion about how students, families and communities can be impacted by diversity and equity and

The futuristic world envisaged by Aldous Huxley, in his accredited and celebrated masterpiece Brave New World, was indeed as horrifying as it was compelling. Nevertheless, Huxley’s intentions have since then been up for interpretation. Some of its audiences are infatuated by the technological and scientific advancements exhibited by the World State, some are mesmerised by the mere thought of a world free from sickness and poverty, while others just see a fictional tale that is worth a good read. However I myself, think nothing of this. In our unforgiving contemporary world, suffering is not nearly a thing from the past – inequality, deprivation and mistreatment are far from history. So when Huxley described the World State, I was shocked and

In order to create a positive classroom culture, teacher need to promote positive relationships between students and with students by taking an interest and have respect for each other. It is extremely important for teacher to get to know the students, their families, and their culture. When a student knows their teacher cares about them, then a relationship of trust will exist between a student and teacher. According to Sayeski and Brown (2011), “teachers who had positive relationships with their student had 31 % fewer discipline problems and rule violations over the course of the year than teachers who did not” (p. 12). In order to know more about them, I will send home a poster board where the students can fill it with any information they would like me and their classmates to know. This constructivist approach gives them the opportunity to be creative and choose what they want to share. The essentialist approach of sending home a questionnaire for the family to fill out will help collect information important to understanding the student. This is the only category where I consider myself an essentialist and constructivist due to how information will be gathered about my students, but this will allow me to build the framework for a positive learning environment for everyone. Having students create a poster will allow their peers to get to know them as an individual. Another way to create a positive environment is having students work together to keep

Over the last eight weeks, we have visited and deeply discussed many topics that surround social justice in the classroom. These topics have ranged from social justice in the world to how to create a socially just classroom and everything in between. In class, there has been a few times where it has been uncomfortable because the topics can bring out many opinions in the room. Many people in the room shared their opinions, including me, which brought up many other discussions. In this essay, I will be discussing our navigations through the social justice issues that classrooms face by talking about the key points of our class throughout the last eight weeks.

The first step in classroom management is to create an environment where students feel cared for and valued. To do accomplish this, teachers need to build positive student-teacher relationships. Marazano (2003) reports in his book, Classroom Management That Works, which is cited in the Jones and Jones (2013) book, that “Positive teacher-student relationships were the foundation of effective classroom management” (p.56). I am committed to creating a safe learning environment that is organized, structured and conducive to student learning. While influencing a classroom of community learners, I strive to also build positive teacher-student relationship with all of my

In my twenty hours of observation I have learned quite a bit about how a teacher does an ever challenging job, which includes monitoring students’ behavior, making sure each and every student is involved in an active learning environment, and creating a safe, yet creative classroom environment. The teacher I observed was amazing at her job, and by watching as she interacted with the students, I could see the impact that a teacher truly has on a student. I have even learned that classroom organization can change how a student learns, and during my observation the teacher shared with me that by organizing her classroom in a central facing manner, she was able to draw attention to herself as she stood at the focal point in the classroom. This allowed the teacher to draw the students’ attention to her and away from any distractions that may have arisen in the classroom. I had also noticed how organized other material was in the classroom from course related books to the classroom rules and behavior guidelines. The students seemed to follow the rules better in this classroom with clearly labelled and organized behavior guidelines and rules unlike other classrooms that I have observed in the past.

In The Sociology Project 2.5, inequality of opportunity refers to “the ways in which inequality shapes the opportunities for [individuals] to maximize their potential” (Manza, 2012). In other words, the opportunity individuals get is based on the social class they were born into, and the circumstances they faced. Social mobility is defined as “the movement of individuals from one social position into another” (Manza, 2012). Social mobility and inequality of opportunity go hand in hand as social mobility becomes a way to measure inequality of opportunity. Social mobility helps to determine the degree to which an individual's social class changes between generations. Both these concepts are influenced by four major factors, which are; family,

The environment of a classroom is the tone or atmosphere of the educational setting (Shochet & Smith, 2014). This tone is mostly set by the teacher of the classroom, but the students also play a role in the development of the environment. Characteristics of a positive classroom environment include organizational, instructional, and interpersonal elements (MacSuga-Gage, Simonsen, & Briere, 2012; Shochet & Smith, 2014; Spearman & Watt, 2013). The organizational elements include all classroom management strategies and clarity of activities and assignments in the classroom (MacSuga-Gage et al., 2012; Spearman &Watt, 2013). Next, instructional elements include engaging and explicit instruction, support in activities, inclusion of real world examples, and teacher feedback (MacSuga-Gage et al., 2012; Spearman &Watt, 2013). Of these items, Spearman and Watt (2013) emphasized the inclusion of real world examples as an intrinsic motivator for students, and the authors suggest that intrinsic motivation increases positive self-efficacy. Gilbert, Musu-Gillette, Woolley, Karabenick, Strutchens, & Martin (2014) also found that perception of environment increased motivation, which in turn increased scores on standardized tests. Finally, interpersonal elements pertain to teacher-student and student-student relationships. It is imperative that students have a perception of emotional support in the classroom as this is related to high academic performance and social

According to the New Zealand Curriculum (Ministry of Education [MOE], 2007), education should be a reflection of the context, which caters to all students regardless of background, ability and gender to create a diverse learner that is provided with equal opportunity to succeed. However, if we reflect on the history of education, it has favored one culture over the other. Statistics is a testimony to this as it shows us 35 percent of Maori gained NCEA level 3 qualification or above in comparison to 57 percent of non-Maori who gained NCEA level 3 qualification or above (MOE, 2009). As of June 30 2012, statistics show that 51 percent of all prisoners were of Maori ethnicity (New Zealand Statistics, 2012). In 2014 it was revealed that Maori had the second highest unemployment rate (New Zealand Statistics, 2014). In order to understand the meaning of these statistics one must look at the history of New Zealand education and ask thought provoking questions such as why is there a disparity of achievement between Maori and non-Maori? What happens to those who fall through the cracks of education? How have Maori come to be ‘at risk’?