Ronald Reagan Middle School The mission of Ronald Reagan Middle School is to embrace the diversity that all children possess and create an open, interactive learning program. All students are diverse in their learning and the mission of Ronald Reagan Middle School is to exercise the motto: Different, not less. Our educators inspire and support each child in their learning and ability. Our educators foster and support each and every student to be creative in learning. We also provide our students tools to learn to be accountable for their own individual learning, creating self-confidence and awareness of their individual success.
As educators we have to be familiar with this in order to create equal education opportunities for everyone. While multiculturalism is valid everywhere, multicultural education beings in schools, which ultimately reflect the community and society as well. To simplify multicultural education, Banks split it into five dimensions, which are Content Integration, Knowledge Construction, Equity Pedagogy, Prejudice Reduction, and Empowering School Culture and Social Structure. All these dimensions combine to create a more harmonious society (Banks & Banks, 1997). The overall goal of multiculturalism and multicultural education is to create educational opportunities for students from diverse racial, ethnic, and cultural backgrounds while encouraging students from those diverse groups to create a respectful and civil community that works for everyone.
How do you see yourself contributing to the college or university of your choice? I really want to become involved with any type of student leadership that is available. Over the past year I have been excited to come to school every day because I have to opportunity to be around and talk to so many great people. I definitely want to leave my mark on the community of students and make a positive impact on the school and students. I have developed skills in leadership and responsibility that I want to utilize to make the school a better place for others.
Inclusion is a philosophy that is heavily used in today’s society. It encourages individuals, schools, and regions to accept and give worth to everyone in spite of their differences. In line with this philosophy are the certainties that each individual has a place, diversity is appreciated, and that we can all learn from each other (Renzaglia, Karvonen, Drasgow, & Stoxen, 2003). With these beliefs in mind when working in the education system, the Universal Design for Learning framework (UDL) shows how all students can access and engage in learning, no matter how severe the disability. With UDL being a guided principle in special education, students with severe disabilities are able to access the general education curriculum, engage with regular education peers, and are regarded as respected individuals in the their schools and community.
These same inequalities are still around in the present day. We must break the chain and teach in all fairness for everyone to be successful. As teachers, we must teach the whole child and all children. This would be taking in consideration the variety of cultures in one class when creating lessons
Given the wealth of diversity in our nation 's public schools, it is no wonder that instructional theory is promoting a shift toward a teaching style that emphasizes a feasible and academically enriching environment for students of all ethnicities and races. James Banks (1997, as cited by Hanley) writes that by the year 2020, 46% of the students in public schools will be children of color and 20.1% of all children will live in poverty. Since the majority of teachers are from a middle class White-American background, it is imperative that these teachers are prepared to address the various learning needs of such a diverse student
“The best part of what I do professionally is the ability to take action in more than one way,” Reed Oliver said. “I am able to provide concrete answers and support for each student’s individual needs, kind of like tailor making a suit in the form of education, specifically designed to fit each diverse student just right.” Reed Oliver is currently working on several big projects, including the development of a diversity flag display that will represent the diversity of L&C’s students, faculty and staff, the expansion of L&C’s international studies program, and reigniting L&C’s gospel choir. Reed Oliver graduated with her bachelor’s degree in Elementary Education and a master’s degree in Education Administration and Leadership from SIUE. She is a member of the Alton Community Awareness Panel and Women Empowering Women of Reliance Bank. She is also an inspirational and motivational
I am honored to be selected as an applicant of the Westlake High School National Honor Society. I would seek admittance to the National Honor Society because I wish to give back to the community and being part of this organization will assist me in my career path. The National Honor Society is built upon four pillars which are character, scholarship, leadership, and service. I believe I posses the characteristics embodied by the four pillars of the National Honor Society because I have solid study habits such as reviewing my notes and paying close attention in class. I am a well mannered student who always comes to class on time and prepared to learn.
Though each element of the TfU framework can be used for analyzing particular aspects of educational practice, the power of this framework derives from the coherent integration of all four elements(Martha stone wiske). The TfU framework supports teachers as continuing learners. The framework is found to be exceedingly successful in English teaching practice. The framework provides a set of guidelines to help English teachers plan, teach and assess units of work more effectively. The framework respects the integrity of the subject, allows English teachers to explore significant issues in depth, often by making connections beyond the traditional boundaries of the subject.
It is important therefore that leaders adopt a multi-cultural perspective rather than a country specific to include working with multiple cultures simultaneously (Ersoy, 2014). What leaders need to learn to shape a functional cross-cultural workforce is fundamental human nature. Chuang (2013) list several fundamental skills for the successful global leader of which the top three are developing self-awareness, recognize cultural stereotypes, increase self-assurance, and develop cross-cultural communication skills. Compromises and integrated solutions are a product of effective cross-cultural communication that allows members from various cultures to arrive at acceptable solutions (Ersoy,
In today’s education world, children are coming to our schools with different family, racial, ethnic, and religious upbringings; therefore, as an educational leader I will have to demonstrate an appreciation to all the diversity within our school community. I will have to plan and develop policies and procedures that support our diverse family. As a leader, I will have to research the different cultures that will exist within my school in order to treat everyone fairly, equitably, and with dignity and respect. According to ISLCC standard 6 the administrator should ensure the environment in which schools operate is influenced on behalf of students and their families. As a leader, he/she should know how to communicate with the decision makers as well as with the families of the students, and his/her faculty and staff.
Racially diverse educational institutions ultimately improve preparation for a more racially diverse society. More racial integration in high schools leads to increased diversity in workplaces for African-American and white students (Stearns). School desegregation can also result in more integrated residential patterns (Orfield and Luce). A survey of parents and students in one large metropolitan district that uses controlled choice was conducted, in which controlled choice is a method of assigning students to public schools to voluntarily achieve racially integrated schools (Alves). 64% of white students and 68% of African-American students felt very comfortable discussing controversial issues related to race, and an even higher proportion felt very comfortable working with students from various racial backgrounds on group projects (Orfield and Frankenberg).