Classroom Diversity Statement

I believe it is important to first analyze the word diversity when examining the need for diversity within a classroom. According to Webster's New Pocket Dictionary, diversity means variety, a number of different kinds. I often discuss and read about diversity in terms of cultural backgrounds; the unification of histories and stories from people from all over the world. Although, I believe that in a higher-educational setting, diversity can also be discussed as the acceptance of the various minds within a classroom. I believe that it is important to recognize the thoughts and experiences of others in a learning environment. Collectively, students learn from teachers, teachers learn from students, and students learn from their peers. By

Poverty is a serious issue which our society and children faces every day. It is a constant struggle that shouldn’t be ignored. UNICEF states “The study of OECD countries in 2007, over fourteen percent of Australian children under the age of eighteen are currently living in households who are defined as poor or with incomes less than half of the median national income”. The increase in the number and percentage of children living in poverty within our society has contributed to making today's classrooms more diverse than ever it has been. This highlights and makes both teaching and learning more challenging. Diversity exists in the students who are living in poverty and the education assistant and teachers must provide the concept of diversity

After reading about the 7 guidelines of teaching in diverse classrooms I realized that they are all very interrelated and build on one another. For example, guidelines 1. Cultural responsive instruction, 2. Know your “cell phone”, and 7. Multicultural curriculum are all very closely related since they all have to do with being aware of different cultures in your classroom as well as your own and how they all need to be cherished in the classroom. The remaining four guidelines, 3. Engaging with learning, 4. High expectations for learning, 5. Flexible grouping, and 6. Differentiated instruction, are all related to how the curriculum or instruction in the classroom should be presented. Even with in these two groups of the guidelines they are also related or intertwined

Literature if used correctly can enhance a child’s life. It can become a valuable tool in helping children to understand their home, communities and the world in which they live. Through literature children’s vocabulary, imaginations, and self understanding is built. Children should be exposed to literature that is age appropriate and within the context of learning respect for themselves and others by the diversity of the books. My literature plan is based upon multicultural diversity which reinforces reading readiness, read-along that emphasis multicultural songs and rhymes, build self esteem through art, music and movement and responses to literature.

In this article it talks about diversity in schools. In New York, The Mayor and the schools chancellor failed to make integration a priority. Arts and Letters is a school that contain majority black and hispanic kids. Throught the years though, the white population has increased and now half the kindergarten class is white. The Principal of Arts and Letters is happy of the diversity that it's creating, but he is scared that the white race would take over the school; he wants the race population to be balanced. In 2007 the U.S. Supreme Court ruled that schools should be divided by race into two school districts, one in Seattle and Louisville, Kentucky. Educators around the world were not happy about that, but they were happy that the plan didn't

One way that this could be implemented within the classroom to help the student feel more comfortable, and to bridge the gap is by displaying some of their cultural artifacts within the classroom setting, such as books in both their native language as well as English (Vacca, 2015) and maybe one day out of the week during story time have a student read a chapter in a book written in his native language, and have them translated it into the English form, this will assist both the ELL students as well as the other students in learning to speak, and read one another’s language. Yet another way to implement diversity, in preschool we have a show, and tell day on Friday this would be a great opportunity for the students to bring in artifacts,

As discussed last week on the class blog, for some there exists a flat reality connected to the concept of whiteness and lack of cultural identity. From this idea, it appears society at large would benefit from reading and discussing multicultural literature with aims at developing a dynamic self-concept of one’s culture and making ideological changes about others. Luckily, teachers have the opportunity to make this happen in their classrooms. As Szecsi, Spillman, Vazquez-Montilla, and Mayberry (2010) pointed out in their opening, “Literature allows individuals to share in the lives of others, it can also provide an avenue for multicultural understanding” (p. 44). However, before having these teaching experiences within the classroom,

Mrs. Warren is an experienced 9th grade English teacher at Littleton High School. Her class consists of 8 students, 2 boys and 6 girls, who are all very diverse. These students’ names are: Jose, Tyrone, Angela, Bettie Ann, Sara, Rhea, Katie and Maria. Many students in the 9th grade are about 14 years old like Tyrone, Bettie Ann, Sara, Katie, and Maria. Jose and Angela are repeating the 9th grade while Rhea was retained in the 8th grade making them at least one year older than their peers. Ethnically speaking these 8 students stem from 3 different backgrounds, 2 Hispanics, 2 African Americans, and 4 Caucasians. Since Jose and Maria are Hispanic, Spanish is the primary language of their household. Jose is fluent in Spanish and

While some schools are as racially segregated than before Brown vs. Board of Education in 1954, landmark case deemed racial segregated schools illegal; diversity in schools have been the main goal of all schools. In 2006, Orfield and Lee offers statistic demonstrating a racial transformation. Diversity in school have changed the landscape of schools. Orfield and Lee outlines in the school year of 2003-2004, Latinos were the largest minority group followed by the Black/African American community. While some scholars may offer this fact as no surprise it is to be noted that all of the minority groups are growing at a rapid rate in comparison to majority groups, Whites. Classrooms becoming more diverse, teachers must take

As a bewildering life of a teenager, you are so busy with countless responsibilities to complete you forget how valuable your youth is. Usually, high school is the last stop of your childhood, after that you move on to go to college and then become an adult to challenge the unforgiving world. Consequently, high school teens often struggle on how to use their last 4 years of childhood bliss; going to “cool” parties almost every popular kid and athlete is invited to, or maybe being too focused on getting into those outstanding ivy leagues—yeah being a teen isn’t so easy. In short, it’s just a severe understatement to claim its hard find direction in life, especially so young. Furthermore, that’s why I love clinical rotation so much, it’s so unique in the sense that it has that balance of a mellow and serious class in addition to acquiring prior knowledge of PHS, bonding with my classmates, not to mention the boundless opportunities bestowed to young minds like us. However, the

It's May 2021, and I'm standing on the podium giving a speech. No, I'm not the president of a club or student body president. I'm the Valedictorian, and as I give my speech, I look out on the crowd of seniors, and see the diversity on everyone's faces. No, I do not see the color of their skin, but the diversity in their hearts. Everyone is their own person and they are all on a path the discover what their life awaits them, and see the joy in the hearts of those whom have already found it.

The work of diversity programs here at the University of Wisconsin has a large effect on the campus community. Associate Vice Provost for Diversity and Climate Ruby Paredes talks about the history of programs here.

Over the past decade, cultural diversity in classrooms are increasing rapidly. Due to the increase of international students in higher education classrooms, cultural diversity has presented verbal and nonverbal challenges. Some challenges that result from diverse communication is: paralanguage, the study of how people talk; kinesics, the study of gestures, and eye-contact; and proxemics, the study of space and distance between people.

While a “one-size-fits-all” method for education would exist in an ideal world, it remains a fact that privileged students learn much differently from their non-privileged peers. Differences in culture, whether racially or ethnically-based, as well as differences in socioeconomic status can affect how a student learns and responds to authority figures. Delpit’s article cites several interviews with students of color in which they express frustration with how their Caucasian teachers approach teaching. For many students that are not part of the upper classes of society, there are many ways of speaking and acting that differ from how they speak and act at home. If these students are given implicit rather than explicit instructions by their teachers,

Within the core of many educational institutions, diversity is a commercial tacit. While every institution cannot offer the same kind of diversity, the endorsement of such exists through various definitions. The Western Association of Schools and Colleges define diversity through the various classes: race, ethnicity, socioeconomic status, gender, disability, national origin, religion, sexual orientation, and age (“Statement on Diversity”)