Today’s typical classroom is far more diverse and complex than ever before. With the ever changing standards, methodologies and strategies, teachers breathe life into them and navigate a lot of disparate personalities and various backgrounds, interacting with each other, in any way. (Sagor, R. 2000) Lately, there have been contentious discussions on the key issues of race, class, gender, sexual orientation, immigration and other dimensions of diversity and social dominance and its implications in education and schools. But one thing is clear: when diversity comes to town, we are all challenged to grow.
Schools have always the potential to become a central point of connection with the community, and one that can help to better cement its social fabric. (Burridge, N. 2009) Rapidly changing demographics demand that we engage in a vigorous, ongoing and systematic process of professional development to prepare all educators in the school to function effectively in a highly diverse environment. Schools that experience rapid demographic shifts can meet the challenge by implementing five phases of professional development namely; building trust, engaging personal culture,
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A celebration of diversity recognizes different behavioral expectations, different ways of defining success, different patterns of socialization and different ways that parents are involved in the education of their children (Stanton-Salazar. 2001; Valdes. 1996). A celebration of diversity means that teachers will accept different types of behavior in a classroom and will not make assumptions about students’ abilities without thoroughly knowing each student’s cultural background and experiences. It also means teachers will get to know their students’ home and community cultures and appreciate diverse ways of teaching and learning that might be found in their students’ culture. (Romo, H.
If a school consists of only one type of race or ethnic group, then the students are isolated to the ideals of that specific community. But if diversity exists, the opportunity arises to learn about different cultures and become more well-rounded. This is illustrated by Owen and his best friend Dave, who is white. Even though Owen and Dave are two different races, they do not let that prevent them from being friends. They use their differences as an advantage to learn from each other and to help each other out.
Because of the diversity that exists among our student population, it is important to offer an education that meets those diverse needs. This includes fostering an appreciation for the unique qualities students bring to the school community. Through working collaboratively in the classroom, students grow both academically and emotionally as they achieve project goals. In order to meet student needs, teachers must be prepared with the latest in professional development strategies to differentiate instruction among all learners. It is the responsibility of the district to provide comprehensive professional development and resources equitably to the teaching
As a future educator, she wants to be able to learn everything she can to be equipped with how to help her future students. This will help her, as well as her students to succeed in the classroom. As a Liberal Studies major with an emphasis in History the author has learned how to teach both in a curriculum that integrates both subjects and how creating a lesson plan can help students understand what multiculturalism is. One thing that she feels was not taught during her time at CSUMB, is how to take on difficult situations in the classroom with different
A classroom should be filled with a wide variety of languages, experiences, and cultural diversity. An effective teacher understands the importance of culturally responsive teaching, and recognizes the significance of including students ' cultural references in all aspects of learning. Having an enriching classroom that engages all students does not mean making judgments about a student’s culture based on their skin color, gender, or socioeconomic status, rather it means knowing each student in a way that is individualized. According to the authors of The First Day of School: How to be an Effective Teacher Harry Wong, race, gender, religion, financial statue, and skin color is the least important factor determining a student’s achievement. Moreover, demographics and culture are not an excuse for students’ lack of achievement.
This desire manifests itself in many ways, yet at its core is building relationships with students and teachers and then extending these relationships to families and the community. With students, I seek to be visible, greeting the students at the door and working to learn their names. When discipline is necessary, I believe that restorative correction is the best avenue to change behaviors while maintaining relationships. As teachers spend the most time with students during a typical school day, they are essential team members in improving educational outcomes and promoting an inclusive culture. I detail my strategies for working alongside teachers in the subsequent question; however, I strive to support them by creating a culture of trust, safety, training, and collaboration through professional learning communities.
My mom and her family came to the United States from Greece with nothing other than some ambition. Their family of five learned quickly they would have to work in order to provide for themselves. Once my mom and dad met, they decided to move to California. They settled in a small town, located in the Bay Area, named Pleasanton. My brother and I were born and raised here.
For James and his siblings, the buses transferring them to different schools throughout the city symbolize the differences between them and the other kids in their neighborhood. The McBrides ' attendance of non-neighborhood, largely Jewish schools and their mother 's advice to avoid association with kids in their neighborhood cements their status as outsiders both in their schools and in their won
For the first time in the history of our country the number of children of color, specifically African-American, Latino and Asian are quietly passing the number of white children. This change impacts not only our nation’s public schools, but will impact the culture of our entire nation and poses a conundrum for society. In order to maintain our status as a Super Power in the world we must improve the academic outcome for the new and diverse majority of American students. Their success is linked to the well being of our entire country. There are other challenges faced by educators today, such as more students living in poverty, more ELL students, changes in curriculum and environmental changes.
Do you know South High School is the most diverse school in the Denver area and also, do you know South represents more than 42 different cultures and countries. In addition to that, South honors the different cultures every year by hosting Culture Fest and welcomes parents and neighbors to the event. Currently, 72% of the students at South are students of color and most of the students come from the Aurora side to experience diversity and more opportunity. Frankly, South accepts students from all the districts of Denver Public School and other districts as well. South provides cheaper transportation pass to students who come from outside of Denver and gives free bus pass to students who live in Denver.
According to Voight’s, Hanson’s, O’Malley’s, and Adekanye’s study, many black children reported of having less favorable relationship between their white instructors compared to white students, while black and hispanic instructors tend to have a steady report of positive relationship and attitude with their students from all races (Voight, Hanson, O’Malley, Adekanye, 2015). Moreover, in a sample from the Texas school districts, districts with more Hispanic and Black teachers have better success in their students’ academic performance for all races, compared to districts that have a larger number of white instructors (Voight, Hanson, O’Malley, Adekanye, 2015). This goes back to the discrepancies in a student-teacher relationship when both parties do not share the same understanding of each other’s background and cultures. The rift in the relationship is mended when a mutual understanding manifests between the two. Hispanic and Black instructors already have a similar background with the current students, which makes their attitude towards these groups more sympathetics and understanding compared to a white teacher who may had the mainstream
The Effect of Racial Diversity in College Friend Groups on Academic Achievement Much attention is paid to the effects of individuals’ race on their academic achievement. Focus on the effects of race tends to be centered on a purely individual level – from whether perceptions of one’s own race affects experience to whether stereotypes of one’s own race leads to negative individual life events. The diversity of these social networks is undoubtedly significant in personal academic achievement, but what about personal ties that are made of free choice outside of family and classmates? Does racial diversity in friend groups affect people of different races equally in terms of college academic achievement?
Team-building activities that engender trust and collaboration will pave the way for a culture based climate change within the walls of the school. Since the faculty is diverse and with generational gaps, a way to bridge those gaps and the inherent disconnect caused by the generational gaps must be found. Professional learning communities should be formed which represent the best combination of skills each teacher can contribute to the whole. In a collaborative effort, motivation and management plans should be created, communicated, and implemented which nurture student growth and progress. Once approved, they should be explained orally to the parents and students and then placed all throughout the school both in English and in the ELL student’s native
Academic Summary of “Acting on Beliefs in Teacher Education for Cultural Diversity” By Gay (2010) The article “Acting on Beliefs in Teacher Education for Cultural Diversity” by Gay (2010), who is a Professor at University of Washington in Faculty of Education, focuses on educating teachers for cultural diversity in classroom environments, which is frequently discussed but not a well-developed topic. According to Gay (2010), the society we live in has a huge impact on our lives, although we try to ignore or minimize its effect on educational area. There is a huge Eurocentric emphasis in the educational setting that affect students from culturally, ethnically and racially diverse backgrounds, and because of this she thinks that some major changes
The purpose of this essay is to identify how important it is to have a diverse classroom setting. Students from all over the world enter the 21st century classrooms bringing a little bit of home with them. It is crucial that teachers are aware of what is happening and educate themselves in how to reach a student. Children are similar but different at the same time. Students learn in many different ways like for example observing, listening, demonstration, speaking and etc.
In the last few years, the world has been growing more than ever towards the cosmopolitan ideology. This is the result of ethnic heterogeneity, like racial and ethnic backgrounds, religion, culture and ability in a community of people, which continues to play a part in an individual’s or a country’s development. Such growth in variety has its pros and cons. The strengths of a diverse society are cognizance of humanity and ethnic cohesiveness. A flaw would be the possible making of a divided nation.