Creating Equitable Pedagogical Practices

According to Nielsen (2013), in the United States, the government has been working hard in the due process of providing education to the children in the country. Despite the efforts that have been initiated by the United States education department, there is a problem of equity in education access around the nation. There are a good number of students who do not have the same opportunities as others when it comes to the education sector. For instance, in most cases, the quality of education that a student will get depends with their social class in the community. Those with a weak living condition are less likely to have the same quality of education as those who belong to the wealthy families. Therefore, the importance of equity, issues with sameness and the strategies suggested by Natalie (2013) and the report by the equity and excellence commission will form the basis of discussion for this paper.

She begins by asking teachers to exam their own biases before starting the conversation and then allowing the students to be “in front of what they are feeling rather than reacting to it”. This shows educators how to begin talking to the students, and motivates them to do so. Though some may object the true significance of speaking out about these topics, Pitts suggests that at any age, students will appreciate the “humility, compassion and vulnerability” of educators when they take responsibility of that role.

My advice to evoke the notion of “preparing prospective educators” for dealing with social justice in the classrooms, is to educate them on the diversity paradox that occurs throughout students’ lives in the real world. I believe that if prospective teachers are able to retain some form of knowledge regarding the types of students they will potentially deal with, they will began to produce strategies and tactics that aligns with their lifestyle needs. It is important as an educator to be able to connect with students on multiple levels. Reason being is that as educators, we would want to reach our students in a way that will motivate them learn. If current and prospective teachers are able to familiarize themselves with the society in which

As you know, I have spent the last 15 years starting and growing manufacturing companies in Ohio. I know first-hand the disparity between what students are learning in the classroom and what employers need. While the Carl D. Perkins Career and Technical Education Act have provided federal support for state and local career and technical education programs for more than 30 years, great jobs are still going unfilled and millions of Americans are missing out on rewarding careers.

Racial equality should be a major goal for our society and it can be achieved, but it may go against traditional norms, social stereotypes or values that have been taught for somebody’s whole life. Once all of this is put together we can see the potential we has as a society. We can fix it by teaching everybody from a young age to treat other people by how they act not by the way they look and to give everybody equal amount of opportunities to have success with the right amount of work and progress, not because of the color of their skin. The more generations of young kids and athletes, we teach about racial equality the more progress we will see in the future because it takes

There is a usual but important cliché for a teacher´s career: a teacher has to be a life-long learner to be an effective teacher. Research on effective teaching over the past two decades has proved that effective practice is related to questioning, reflection and continuous professional development. Reflective practice can be a satisfying experience for a teacher evolution. It covers self-analysis, questioning one owns methods, assumptions about learning, theories as well as one´s attitudes and behaviour as a facilitator and communicator, in short making a deep analysis of the actions. Reflecting on teaching includes the teacher´s thoughts on the successfulness of the lesson planning and the implementation used to teach. Within the time progression the teacher´s reflection should be more precise and he or she could

Significantly, poverty has an adverse impact on academic performance of students in institutions of higher education. For this reason, universities should take the right steps to ensure that low socio-economic backgrounds do not prevent students from attaining high grades (Salmi & Bassett, 2012). A good example of a higher education institution that is committed to promoting equity in a diverse climate is the University of York. Since the university was founded in 1963, it has been struggling to support every learner to excel by providing them with opportunities and the resources that they may need to succeed (University of York, 2013). To date, equity is a very crucial component of the university’s mission statement.

Much of my current teaching ideology centers around the idea that students must be taught equitably rather than equally. For example, if I gave each student in my class a pencil, I would be granting each of them an equal opportunity to write; but what about the child(ren) who does not know how to write? The rest of the class may only require a pencil, but this child requires both a pencil and the instruction on how to utilize it. Thus, the idea of equitable teaching. ELLs are a prime example of equitable teaching, for they rely on more support than the average student. Throughout the course of this semester, we discussed how a teacher can provide this equitable support to ELLs, as well as why it is necessary, and both of which will be addressed

We have learned about equity through this last five weeks. However, I like to passion that chapter 13 from Blankstein & Noguera (2015) have about having equity in Chesterfield Country Public Schools. Blankstein & Noguera (2015) “realized changing the culture and steering this ship on a course that embraces equity and diversity while maintaining excellence was going to agitate some already rough waters. And any public discussion about race was going to be very risky.” (p. 241). Also, because of our nation’s history, the topic of race is one of the most sensitive of polarizing in these days (Blankstein & Noguera, 2015). This idea if thought provoking for me because sometimes I am one person who does not like to talk about race because back

Many believe that the greatest source for a nations strength is to provide equal education for all of its students. However, are we as educators short-changing our female students? I believe the answer to this question is an undeniable, Yes! There are different ways and methods to change this problem in our society; hence we must first examine the source of the corruption.

Inequality is a constant issue in our world today in social and job settings. Many people across the world have very strong feelings about inequality and it is becoming an important issue. What some people do not realize is that inequality has entered schools. In all schools there are different teaching and class levels, and many students are not getting an equal opportunity in order to be successful in the future. In some cases, this is due to money problems; but in other cases it might just be the school and how it is run. Understandably, schools can not guide every student towards success; however all students around the world are not given equal classroom opportunities in order to be successful in their future.

Russell (2013) discusses the education of student teachers in depth, and supports Hebert’s idea (2015) that reflections must be taught in conjunction with practical experience and that the two must be connected in order to lead the student to a higher level of understanding about their teaching.

I surrender, is not worth it. I rather work than waste my time that won't pay back. This must be the words of many minority teenagers who have dropped out of school. Students leave school without completing upper secondary education or without the relevant skills that have fewer life prospects. Those same students are being subtracted through their educational achievements, in which by the time it can further be affecting the initial of lifetime learning. This mindset puts teenagers behind in school. It provokes students to fail and give up on school. There isn't any hope when they have lost motivation to keep increasing their knowledge of which has been fading. Furthermore, students who have lack of opportunities in school, degrading their privilege and preventing them from a higher economic lifestyle, would most likely end up with unemployment. But what’s causing these problems are the low support generated through education equity in school, the economic failures in schools and the subtraction schooling system against diversity.

Throughout the course of this semester, we have touched on a variety of topics and themes that have allowed me to begin to form a better understanding of the climate of our schools and our educational system today with respect to equity and diversity. Many of the core issues that teachers and students alike are currently facing are rooted outside of the school. As a pre-service teacher, I have truly begun to realize the large impact educators have on their students and school community. With passion being a driving force this profession, we can make a difference in the lives of our students if we are willing to put forth the work it takes to develop a safe and positive classroom environment that fosters learning and growth. As I have looked back through my journal entries and media contributions from the past 12 weeks, the following three ideas seemed to be the common thread connecting most of our weekly readings: background matters (for both students and teachers), relationships are crucial and teachers have a responsibility to honestly (and constantly) reflect and make needed adjustments to their methodologies. This paper will be structured around and focused upon these core matters in an effort to demonstrate their implications for my future classroom and teaching experiences; In exploring these matters, I will ultimately argue that teaching is truly a learning process in and of itself.

Equity means removing barriers and giving everyone an equal starting place. It is different from equality as it involves much more than just treating everyone the same. The General Commission on Religion and Race, or GCORR of the United Methodist Church states that the social structures of society have been built in such a way that discrimination “lives” within the structures themselves. The example that is given is voting. Equality is when everyone has the right to vote while equity is everyone having the same ability to vote. Over 2,000 years ago, Jesus set a precedent: He included women in a time when they were considered lesser. Unfortunately, this precedent is not followed in many parts of the world. Women’s equity is important to everyone. The best way to achieve this is through education. Educating women is easier said and done as they are still considered the lesser gender in many countries. A UNESCO report from the United Nations states that twice as many girls as boys are unlikely to ever enter school. An article from Brighter Children outlines the five major barriers to children’s educations in developing countries while an article from Share America covers the benefits of educating women worldwide. I need a transitional sentence here. :/