Diversity And The Classroom

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

Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.

Additionally, the transgender population at community colleges, which are social institutions, is an invisible minority on college campuses throughout the United States (Ivory, 2005). The systematic marginalization of transgender students begins with the application process (Seelman, 2014). The community colleges only recognize two gender identities on their applications, which reinforces the societal norm of gender identities (2014). Additionally, there is limited training on the needs of transgender students for faculty and staff (2014). Hence, there are none or few support services specifically for transgender people on many community college campuses (2014). Therefore, the community college perpetuates the marginalization of transgender

It is absolutely imperative for educators to understand the perception of "kids do well if they can," rather than "kids do well if they want to," as explained by Dr. Ablon. Despite the significance of this concept, there is still a widespread, incorrect believe that behaviorally troubled children are acting up on purpose. Similarly, it is also commonly accepted that children who do poorly in school are failing because they are apathetic and lazy, when really the opposite is true.

Diversity affects the classroom positively and makes people more effective by providing different perspectives, building connections, and preparing people for the real world. By providing different perspectives it allows the students to open their minds to other cultures in America that they have to yet discover. It also helps by shedding light on different religions that they feel more welcome and they might want to conform to it. Diversity also helps students build connections with each other. This might lead to people to discover what they might have in common within each other’s cultures. Diversity also helps build connections between students and teachers, because teachers also have to make sure to be careful on what they say so they

As a teacher it is important to make sure the classroom atmosphere is comfortable in order to ensure productivity. Teaching students that differences are a good thing and those differences can be learned from and valued is a way to help ensure a positive classroom environment. As a teacher I will help my students understand biases, and I will help them be able to accept differences and treat people fairly by educating them about the differences of the people around them. I believe there are many ways a teacher can incorporate diversity lessons into the classroom. Overall, I believe that teaching students to respect each other despite their differences will benefit the students, the teachers, and the rest of the world. Diversity is an important topic today because everyone is different and unique; as a teacher I understand that I will never be in a school that is not a diverse teaching environment. I think that by taking this diversity class, it has helped me to realize and understand the importance diversity in the classroom and the community has to

Every student that walks into your classroom will have a different story. In theatre education, we thrive on story telling. Acceptance of all sorts, and diversity tend to come hand-in-hand with theatre. What I aimed for this semester, was making an inclusive and comfortable learning environment for my students no matter their interest, ability level or background. My CT had already established that for his upper level classes, and I had to try to become part of their group. Whereas our Intro class have never seen him before, and he left it up to me to help set it up this semester. Students come from different cultures, religions, neighborhoods, home situations and socioeconomic classes. Some have been in the same town and school their entire lives while others have moved around a bit causing

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

As part of a broader diversity initiative, elementary educators take a proactive stance in dealing with diversity by addressing heterosexism and homophobia. The article discusses the importance of becoming allies for each other to address issues of oppression and bias through the curriculum (Schniedewind & Cathers 2003).

Social disadvantage, inequality and cultural diversity have the ability to critically impact the quality of a child’s education. Each one of us is born into a specific social position and this is extremely important when it comes to educational outcomes (Ewing, 2010. p. 84). When we look at statistics of the entire population there are strong correlations between upper class having higher achievement and lower class having poorer achievement (Ewing, 2010. p. 84). Issues such as purchasing power, dominant culture and cultural capital all play a role in putting low social classes at risk of having a less than satisfactory education (Ewing, 2013. pp. 73-84). Differences and diversity pose important questions for educators how best to respond to

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”)

Once students and teachers are aware of cultural differences, they become aware of racism and can fight to eradiate it. Through their unbiased understanding of the differences between cultures and races, they are able to come to a point of acceptance of themselves and others. If you noticed in my previous paragraph, I mentioned the different types of diversity. Diversity emphasizes how different students and teachers are, but when explored in a classroom, can be used to reveal our similarities. Once students and teachers grasp the concept of diversity, displayed through everyday interactions with diverse groups of students and teachers, racism begins to disappear. In addition, positive sense of self can be developed once students and teachers have an understanding of their own uniqueness through experiences and understanding of diversity. Once teachers and students

Educational diversity in today’s classroom is easily attainable because human differences are desired. As teachers, we have a strong moral obligation to share our passion for learning with our students, but we often doubt our effectiveness. As educational leaders and administrators, it is our mission to implement a student-centered approach to learning and to facilitate a community of learning. With the students in the center of our decisions and behaviors, it is imperative that we consider all students, regardless of race, religion, culture, academic ability or family dynamics. In order to effectively reach the desired educational goals, administrators and school leaders need to examine their teacher’s behaviors and instructional best practices in regards to cultural and family differences in the classroom. Teacher efficacy is often linked to student success, because the teacher’s individual performance, organization, personal views are part of their effectiveness to relate and teach their students, not the material or standards.(Ford 58) Once students are motivated and engaged, the learning process will happen rapidly and if positively fostered, it will develop into life-long learning. Life-long learners are collaborative communicators, flexible, critical thinkers and problem-solvers, caring, global leaders who aspire to push themselves academically and socially. Student success and family involvement are directly linked, but both are largely dependent on the

This part of my paper will focus on two educational concerns/challenges which I find quite important and fascinating at same time. First, what I think is that there are some assumptions about education that we really need to explore and go into some of the theories about education in order to really understand why we need diversity and inclusion in our schools. I think going back to the fundamental idea about education will enable me to explore some of these areas about education and to think more deeply about it.

Nowadays, teachers must learn to deal with and address the growing diversity in the classroom. According to Hoover (2017), diversity is defined to mean including individuals with observable differences (e.g., race, ethnicity, gender) as well as including individuals with less subtle internal differences (e.g., sexual identity, religious beliefs, personality traits). Diversity in the classroom is important because it contributes to childhood development and prepares students for the future. The benefits produced by diversity in the classroom include: a greater sense of belonging, student growth, career