Education For A Diverse And Inclusive Workshop

I realized that accepting differences and valuing diversity is what helps me become a more dynamic and flexible as a future teacher. Especially when it comes to teach a diverse classroom, recognizing pluralism and divergent perspectives on educating students is the foundation of designing effective lessons and instructional practices for diverse students. (CSU San Marcos, 2017, p.4) If a child has a hard time to show his or her real identity, it will be misleading for teachers to design an appropriate instructional activates. The refusal to acknowledge differences often results in schools and teachers labeling children’s behaviors as “deficient” ( Nieto& Bode, 2008) I think my experience and my diverse

Through Training and Discussion: Training and discussions are essential to raise awareness of diversity, equality and inclusion in any work settings. Discussion in meetings or group discussion among staffs play a vital role to raise awareness of equality, diversity

The focus of this assignment is the key factors that influence inclusive teaching and learning and how it is incorporated into my specialist subject area. It is likely that you will be teaching a diverse group of students – from various backgrounds, with differing levels of prior learning and expectations, as well as different learning needs. Taking an inclusive approach when teaching will help to ensure that your teaching meets everyone’s needs enabling students to learn effectively. As a result students will feel that they belong in the classroom and learning environment. Inclusive learning means treating all of your students fairly and equally.

Discuss the six diversity components and associated diversity initiatives that make up the systematic approach to diversity management. Why are these components important in managing diversity?

This course included lessons in both written and oral communication to increase the understanding of student diversity. I participated in discussions on the issues of diversity that affect student learning from diverse groups. With the use of Ruby Payne’s book, A Framework for Understanding Poverty and The Glass Castle by Jeannette Walls, I examined and reflected on the ethnic and economic diversity in schools and students.

Assignment 302 - Understanding and using inclusive teaching and learning approaches in education and training

I learned that I will need to understand the issues facing my students inside and outside of the classroom. By having this understanding, I hope to be able to form real relationships with my students, make learning relevant to each student, and be able to provide the necessary support to make them successful learners. I want to be a resource and/or participant in my students’ life rather than just a spectator and/or teacher teaching about diversity. I realized that my previous perception would have left some students struggling in my classroom. I would have overlooked students’ needs if I only concentrated on teaching diversity in my classroom. I believe that this experience has made me grow as an educator and made me realize how I need to understand the complexities faced by my students in order for me to become successful in the classroom and to become an effective teacher.

Donnae has a professional background that includes over 20 years in the field of multicultural education. Her experiences as a diversity consultant, multicultural specialist, storyteller, instructor/trainer and keynote speaker serve her well in all she does at UCSC. Before joining the staff at UCSC, her clients included nonprofit agencies, school districts, private corporations, and higher educational institutions — primarily in New York. Donnae obtained her Master of Arts in social sciences from Binghamton University and a Bachelor of Science in educational studies from the State University of New York, Empire State College. Donnae mentors 16 diversity interns and is responsible for training 285 resident assistants for the 10 colleges at UCSC. She is also the instructor for courses in cultural intelligence and the chancellor of the two-year diversity certification program. Furthermore, she was the keynote speaker for two college graduations and delivered speeches for affinity group graduations over her 10-year tenure at

training in order to effectively meet the ever growing diverse population of students. Since diversity and inclusion are beneficial to both educators and students, it is crucial that initiatives are enhanced to ensure these practices are implemented, maintained and supported in the education system.

How is diversity training defined? “Diversity training is frequently referred to as training and education to raise awareness

Whether you are a business manager or a CEO, a new employee or a seasoned worker, a teacher or a student, this book offers something new for everyone in a field where almost nothing new has been offered in such a long time. Simply doing more and more of what we have been doing for so long, in the name of diversity and inclusion and equity, won't get us where we need to be. It isn't more diversity that we need. What we need is a better and different diversity, one that unpoisons the well, and one that works equally for all of us, whether among ourselves or among

Growing up as a minority in a close-knit small town with people of various other cultures around the world, diversity is a topic I am accustomed to. However, in the entirety of my eighteen years on this earth, I had never attended a university-level diversity lecture. Dr. Mindy West’s faculty lecture on Friday the twenty eighth of October at three in the afternoon, in the BAC building was my first university-level lecture on diversity. Dr. West’s lecture on diversity to the half-full room of anxious business students shocked and astonished me on multiple different levels.

While a PhD student and post-doctoral researcher at UC San Diego, I have actively participated in a number of activities related to diversity enhancement, which have profoundly strengthened my understanding on the importance of diversity. For example, I have had an opportunity to collaborate with several students (including female and minority students) from Research Experiences for Undergraduates (REU) program when I was working

Diversity does not always consist of ethnicity, race, or gender. I did not realize this until last fall in my Global Health Issues class. In all honesty this period of my life was filled with prejudice and ignorance. Going to class that day I was surprised to see guest speaker, she shook my hand and said “Hello, I’m Emily Troung”. After saying “hello” back I walked to my seat relaxed knowing we had a speaker. I was thinking that this would be an “off day”. I was surely wrong, when she first spoke her tone demanded our attention. Ms. Troung opened her speech by discussing how she once attended Highline College, and now was graduate from Seattle University.

So, how can teachers make their teaching more inclusive of diverse students? Teachers need to recognize the value in the backgrounds and experiences that each student brings with them to the classroom. And while these backgrounds and experiences differ, taken as a collective knowledge pool, they can contain a wealth of resources that will strengthen classroom learning. By embracing students’ cultural differences, teachers are facilitating their inclusion into the classroom community,