Every student should be treated equally, but as educators we have to remember that every student is different and learns in different ways. By treating the students equally it helps promote the student’s learning ability and the development of respect and acceptance. Multiculturalism in education is empowering our children to be really prepared and to participate in our diverse democracy (Holladay, 2013). Perspective does change depending on whether you look at the issue from the point of view of an educator, a politician, a parent or a
Grouping can have far-reaching effects on students learning and thus careful decisions should be made. More than just, flexibility should be allowed in ability grouping so that the need of different students could be catered. For example, it is suggested that the high-achieving and low-achieving homogeneous groups can interact occasionally so that students are able to learn from each other and acquire non-academic skills. In this way, a more positive image of ability grouping and education can be created in
The Exceptional Learner Reflection As a teacher, I never know what kind of student will enter through my classroom door. They may be gifted in certain areas, or they could have physical, mental, emotional, or environmental challenges. Each of these situations may make the standard way of learning impossible for them. Learning about the many challenges that students may face helps to equip me with the knowledge I need to teach my students effectively. While this class taught about different exceptional challenges that students may face, I was also reminded of the importance that students are unique and should be viewed and evaluated according to their unique and individual needs.
These lessons are not only vital in childhood but are needed throughout life. ‘‘Inclusion, multicultural, and non-sexist children’s literature also gives students in the "majority" an understanding of their "minority" peers struggles, triumphs, and contribution to our culture and society’’(Pirofski). Being exposed to people from different parts of the world or have special needs is very important in child development, hand in hand with them grasping new concepts. Children's literature gives students an understanding of what struggles and issues that goes in their society. This helps children know the full spectrum growing up and now growing up to be ignorant or misinformed of situations around them that are not hardcore taught in society.
They also begin to witness that their actions affect the other children. When children are surrounded by their peers, they master concepts such as sharing and how to form relationships. The value of friendship becomes a concept that they understand. Children also get to experience a much more diverse set of cultures during their preschool years. When children are encouraged to engage with peers outside of their family network they develop self control and social skills necessary for, not only kindergarten, but also for the rest of their
Adopting a social constructivist understanding of how children learn has significant consequences for assessing their learning in the classroom. As a result, Conner (1999b) distinguishes learning from this perspective (social constructivism) and sees learners as active constructors of their own understanding and learning. For instance, sometimes learning is influenced by what the learner currently knows and the context in which both learning and assessment take place. Many teachers inform that students construct certain meanings on the contents in so far as they concurrently make sense of it and the process by which students manage to make sense of what they learn is directly linked to the affective and social contexts of learning in schools.
Benchmarks are “check points on where students should be at a particular point in time” (Arends, 2009, p. 107). This is where diversity plays a huge role because the student’s academic levels are on opposite ends of the spectrum and this can affect finishing rates. “Rules, procedures, and downtime activities are needed for students who finish early and have time on their hands. These include high-interest activities such as making available special reading material or educational games that students can complete on their own” (Arends, 2009, p. 427). It’s vital to a child’s learning experience that we as teachers watch what is going on at these stations.
He focuses on how “students come to school with many stereotypes…negative attitudes toward racial and ethnic groups” (Banks) and how multicultural textbooks and other school materials can educate students to reduce this irrational thinking. By getting students to “voluntarily participate” in activities with other
On the other hand, different students may achieve different levels of cognitive skills. It is important for teachers to notice the difference of progress of students. Different levels of intervention of framing of knowledge can be adopted by teachers, which influence students’ understanding of knowledge (Arcidiacono, & Perret-Clermont, 2009). Next, since only performance of one subject is observed, it is suggested to enlarge the scale of research and observe the performance of different participants. Also, some scholars argued out that performances of these Piagetian tasks of students predict their academic readiness (Arlin, 1981).
A child’s education is affected by various elements such as gender, race, environment, economic factors, privilege, and more. These elements shape the outcome of a student’s educational experience and learning. They also determine what and how students will learn. In order to create an appropriate learning environment, there should be a sense of community. In other words, the common goal should be helping students succeed and reach their maximum potential.
This is important because if we ignore a child’s culture, we are showing them that their sense of self, their sense of being, is not important. A child’s culture, the values and beliefs that they learn at home and from their families, shape who they are as individuals, and who they will become as they continue to positively develop their own sense of identity. Without having a strong sense of their own identity, a child will struggle to feel a sense of belonging. If we ignore a child’s culture, or don’t bother to take the time to appreciate and include their culture in our daily teachings and communications, how can we expect children to achieve the first learning outcome in the ELYF, Children have a strong sense of identity.