Diversity In A Diverse 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

I completely agree with you, Rhea. In order to meet the needs of diverse learners, classrooms should offer multiple choices. In order to reach students of different abilities and backgrounds, teachers should incorporate both traditional methods of instruction, such as paper and pencil, as well as interactive stations that allow students to take control of their own learning. I enjoyed my AFX more than the IFX because, while there were chances for students to control their learning, students were given multiple outlets to control their learning. They used ipads, the smartboard, they had multiple centres (for math and English), they drew pictures and used papers and

Identity Statement I would consider myself to be very diverse and cultured, I grew up in a household where we celebrated New Mexican Traditions and African-American traditions. My mother is black and my father is Spanish, I also grew up speaking Spanish. These two cultures have impacted me greatly, but when I got pregnant I was introduced to many other cultures and forms of diversity.

Gerardo Nava is a Hispanic/Latino male in his late twenties, who identifies as a Mexican American as his race, heterosexual, catholic, democrat, middle class, hard-working, married and a father undergraduate commuter student at Brandman University. He is a first generation student who comes from a working class two parent home. He is the third child out of four children. A middle child. Two brothers who are in construction and one sister who is a stay at home mom. Gerardo’s wife has an Associate Arts degree. They both worked as a one on one aide in the Chaffey Joint Union High School District, then became an instructional assistant. The reason why Gerardo decided to move up to become a custodian was he needed a full-time job that paid more to provide for his family. However, since making this transition, it also motivated him to go back to school and receive his bachelor

I grew up in an city that is home to five top tier private colleges and has a higher than national average household income. As a city that has banned fast food within its limits, prohibits overnight street parking, and is referred to as, “The City of Trees and PhDs,” the sheer description of Claremont, California offers a generic picture of elitism. Claremont, however, is a different type of southern California town. Spending 18 years in this small suburban town, I came to appreciate Claremont as a strong community that consistently used its privilege to exhibit the most altruism. I found my first passion for volunteering with the Prison Library Project, a group with the mission of providing inmates around the nation with educational and self-healing reading

Being a woman of color means I am inevitably silenced by the superior white male, yet being an activist eliminates my voice by the majority in all forms. My first year of college has been interesting, to say the very least. I’ve grown accustomed to the distinct differences and surprising similarities between myself and the hundreds, maybe thousands, of other students on campus, which I wasn’t familiar with among the fifty-two people in my high school graduating class.

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”)

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.

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.

It is clear from the above quote, that the ever changing diversity in our society, creates many challenges for an education system based on an ideology of hegemony based on the dominant discourse of white pedagogy. While not the official policy, the distribution of wealth in Ontario, and the tendency for immigrant populations and ethnic groups to live in the same neighbourhoods, segregation has occurred dividing classes by factors such as race and economic status. Although not a mirror image of the Canadian model, in the United States, similarly, bell hooks points out

Identity, race, and ethnicity are important qualities that create the diversity within a classroom. They must be acknowledged and understood by teachers in order to provide students with the tools they need to succeed in the science content area. “Teachers need to be open to the fact that racism still operates in structural and interpersonal ways” (Ullucci & Battey, 2011, p. 1196). By being open to the fact that students within classrooms are diverse in more ways than just race, teachers have the ability to use that diversity to enhance engagement and interest in the learning environment and science content. Interest is key in making sure that students become life long learners of the content and potentially pursue a science related career

Neighborhoods, communities, and workplaces are very diverse and school classrooms need to mirror these surroundings. The education system has to prepare its students for a global world in which problem solving, technology, and collaboration is at the center. But how does the education system become more inclusive and acceptable if we do not consider the educational frameworks and who is responsible for those frameworks? My research investigates the frameworks by examining tracking, grouping strategies, and teacher mindsets. I will offer suggestions on how to prepare students and teachers for a diverse educational system.

Diversity has broad ranges of spectrums. Students from all across the continent; students from political refugees, indigenous Americans, and immigrants bring their culture and linguistic skills to American classrooms. Students do not only bring their cultures and linguistic skills, but they bring their ethnics, talents, and skills. In addition, their age and gender are two

Teachers are faced with the challenge of students bringing with them, vastly different experiences, cultures, interests and abilities. These characteristics can have a great impact on how students learn. Teaching to such a diverse group requires teachers to be more flexible and place a greater emphasis on the individual. Through the aid of variety and choice, teachers can differentiate presentation to motivate interest in the individual, and hence aid the student to become an independent learner. (Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A. and Reynolds, T.

As of July 1, 2011, there are 36, 708, 083 people in Canada (Statistics Canada, 2017a). 1.2% higher than the population last year, which was 36, 264, 604 people of all ages and both sexes (Statistics Canada, 2017b). The growth of population in Canada, which in this case powered largely by immigration, increases not only the human capital, but the diversity in every province as well. Hence, as diversity expands, there is also a rampant growth in religion. In 2011, there are 108 religions observed in Canada (Statistics Canada, 2011) - Christianity, Muslim, Jewish, Buddhist, and Hindu – to name a few. These demographics have connotations on how diversity in school is also evident.