Diversity
Classrooms today are more diverse than ever. Teachers have the responsibility of teaching and reaching all students in a classroom. We are to support the needs of all our learners. In order to do this, teachers and schools need to be able to break free of the stereotypes of others and understand the role culture plays in people’s lives.
In order to break free of the stereotypes of others, teachers and schools may need to reevaluate their beliefs, perceptions and educational practices regarding diversity not only in the classroom, but outside the classroom as well. The way we perceive others will reflect in our teaching and students can pick up on it quickly. All students should feel safe when walking into school on a daily basis. This atmosphere can be achieved when a school system as a whole practices cultural competence and cultural proficiency. This refers to a school seeing and respectfully embracing differences on a regular basis. Differences should not be celebrated by months or holidays but should be a part of regular every day curriculum.
Culture is a large part of everyone’s life. Everyone has a culture with similarities and differences with other cultures. In order to appreciate other cultures, we first have to appreciate and know our own culture. It will be helpful for teachers to know whom they are teaching and the important needs and values of their students. Below is a list of activities I have participated in to increase the awareness of diversity in the classroom:
· Lead a PLC discussion on best practices for teaching English Language Learners (ELL) in the regular mathematics classroom.
· Created and implemented mathematics lesson plans to meet the needs of ELL's, students with learning disabilities as well as gifted students.
· Collected and analyzed demographic (by race and ethnicity) and subgroup (students with disabilities, ELL's, students eligible for free and reduced lunch, and migrant students) data for school improvement planning purposes.
· Analyzed student results from a unit taught in mathematics, identified achievement gaps and made a plan for unit changes for the following year to better serve ELL's, economically disadvantaged students, Hispanic students, Black students, and White students.
· Created a webquest using universal design principles to meet the needs of students with disabilities.
· Utilized technology to differentiate learning in the classroom for ELL's, students with disabilities and gifted students.
In order to break free of the stereotypes of others, teachers and schools may need to reevaluate their beliefs, perceptions and educational practices regarding diversity not only in the classroom, but outside the classroom as well. The way we perceive others will reflect in our teaching and students can pick up on it quickly. All students should feel safe when walking into school on a daily basis. This atmosphere can be achieved when a school system as a whole practices cultural competence and cultural proficiency. This refers to a school seeing and respectfully embracing differences on a regular basis. Differences should not be celebrated by months or holidays but should be a part of regular every day curriculum.
Culture is a large part of everyone’s life. Everyone has a culture with similarities and differences with other cultures. In order to appreciate other cultures, we first have to appreciate and know our own culture. It will be helpful for teachers to know whom they are teaching and the important needs and values of their students. Below is a list of activities I have participated in to increase the awareness of diversity in the classroom:
· Lead a PLC discussion on best practices for teaching English Language Learners (ELL) in the regular mathematics classroom.
· Created and implemented mathematics lesson plans to meet the needs of ELL's, students with learning disabilities as well as gifted students.
· Collected and analyzed demographic (by race and ethnicity) and subgroup (students with disabilities, ELL's, students eligible for free and reduced lunch, and migrant students) data for school improvement planning purposes.
· Analyzed student results from a unit taught in mathematics, identified achievement gaps and made a plan for unit changes for the following year to better serve ELL's, economically disadvantaged students, Hispanic students, Black students, and White students.
· Created a webquest using universal design principles to meet the needs of students with disabilities.
· Utilized technology to differentiate learning in the classroom for ELL's, students with disabilities and gifted students.