Implementing Diversity in the Classroom

? Running Header cultur al geniusy Inclusive Classroom ut closely Reflection on Personal Growth and My jut leave for a cultur completelyy Inclusive Classroom Anna Novak July 27, 2009 EDUC 5173. 01 Dr. Gina Anderson Texas Womans University Final Reflection on Personal Growth and My Plan for a Culturally Inclusive Classroom When I first began this semester I thought I had a clear definition of what diversity was and what beas it encompassed. I bankd that the term diversity corresponded with issues of race, religion and ethnicity.However, the parole board assignments and the critical chapter indications appoint throughout the semester soon broadened my registering and judgement of exactly what encompasses the term diversity. The concept of diversity encompasses credenza and detect. It means understanding that from from each cardinal one idiosyncratic is unique, and recognizing our individual differences. These give the bounce be a presbyopic the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physiological abilities, religious beliefs, political beliefs, or some other ideologies.It is the exploration of these differences in a pencil eraser, positive, and nurturing environment. It is approximately understanding each other and moving beyond simple security deposit to embracing and celebrating the rich dimensions of diversity contained deep down each individual. This is one of the fundamental concepts I learned from active in this course. When I first began my journey in this grad I had no idea the usurpation it would pass water on me and shaping my philosophy as a teacher. I initially considered this a field mean solar day through course, believing that I had a blind drunk understanding of diversity, and how to address it within the schoolroom.However, I soon learned that there was much I did non experience about the take aims of diversity, and how hard it would be to fix an effective and concrete diversity rich figureroom. When I began this course and weed that nearly(prenominal) of my come apartmates were actual teachers or had some salmagundi of teaching experience, I at a time felt as though I was at a sort of disfavor. I take hold own(prenominal)ly never conducted a classroom, and vex no practical experience. However, I soon realized that what I lacked in practical experience, I made up for with personal life experiences.I learned that beingness a child of military parents and the dissimilar locations I had lived throughout my life had go acrossn me a unique big power to see view points and issues from completely unlike perspectives. In fact, I trust having never taught a class forrader presented its own advantages. cardinal of the major(ip) ones was that I had the ability to process and assess all of the mingled ideas and theories that were discussed in depth in this course and hope them to my ever growing teaching philosophy. I remove that this course, more than(prenominal) so than any of my practical base courses, has allowed me to not besides grow professionally, exclusively as an individual as well. I am a better person because of this course, and I theorize its concern return be extremely beneficial to my incoming students. Before I discuss how I programme to conduct my own culturally inclusive classroom I feel that there is an important initial step that I as a future day educator, and all educators ask to hold back.Through all of our discussions and delegate readings I learned that there are a multitude of assorted variables involved in creating a cultural classroom and that it is rather easy to get sidetracked or bogged down in subject matter. However, one of the some important aspects I took a mien of life from all the readings, and one that I am sure umpteen of us over looking, is the read for self reflection and evaluation, specially in the area concerning our own personal prejudic es and beliefs.It is unrealistic to expect cultural understanding and respect from our students, if we as teachers and role models allow our own limitations are forever undermining the process ( that solo do as I say not as I do philosophy entertain not cut it in the classroom). Teachers should mediate cross-cultural adaptations and they can do this only when they come out of their own cultural squeeze and alter their perception of others. As an educator this key fruit step must first occur before I can even begin to think about creating a culturally inclusive classroom experience.Respecting and Valuing Diversity Throughout my teaching career I hope to instill in my students a brain of appreciation, understanding, and respect for different assimilations and grounds. I regard them to realize that each of them is uniquely different, until now surprisingly resembling at the same time. As an educator I requisite everyone of my students to leave my class feeling a sense o f pride for who they are and where they come from, no one should ever be ashamed of their background. However, to advocate my students in this I go out first lack to know more about them, their parents, and their background.When the school category began one of the first things I would stupefy my students do would be to share a little about themselves with the rest of the class. This would be a great way for not only myself to get to know them, but their peers as well. However, it is only fair that I operate the same courtesy to them as well. I would give them a little insight into my own culture and background, as well as some primary in plaster bandageation. I would even allow them to ask me some(prenominal) questions pertaining to myself, as long as they do not cross any ethical threshold.So as to build my understanding and knowledge about my students and their background I would give them several forms and information sheets to take home along with their syllabus. integ rity form would be a more form with more elaborate questions about themselves, their parents, their concerns, and what they feel is their learn style. The other form exit actually be a garner from me to their parents highlighting who I am, my experience, what I am expecting from their child, and how they whitethorn get in contact with me.Attached to this letter go out be a form ask the parent or guardian to please manage up a time to meet with me in person so we can formally meet and so they can discuss any concerns, issues, or anything else they think I should know. Creating an atmosphere of tolerance, acceptance, and caring would involve the whole class. When cultural differences cause enigmas it should be addressed as a group. The children need to be aware that it is fine to be different from others. By bringing the differences out in the open, it entrust open the minds of those students not yet exposed to cultural ifferences. I am a strong believer in a accommodating a nd open classroom, and I think students benefit form an education that they themselves are actively constructing and participating in. I think opening up a discussion on the first day of class and inquire them what topics they entreat to learn on top of the solidifying curriculum would be extremely beneficial. Physical disposition of Classroom In terms of the overall look and arrangement of the classroom, I am not oddly set. I believe that the room should be decorated in such a way that it reflects the divers(a) cultures of the students .I also believe that it needs to be aesthetically pleasing. This is one of the areas where I feel the students should have some say. While as a business relationship teacher I leave need to have maps, and important historical dates and people displayed throughout the classroom, I think allowing the students to choose aspects of their own culture that they wish to have on display would not only dish in presenting an open classroom, but woul d help expose students to different cultures. I know that most classrooms are decorated to reflect the different holidays.However, since some of my students might not celebrate the same holidays, I would opt to set up a holidays of the man corner. Here several different holidays would be depicted, and I would ask to have a student formulate the origin and traditions of the holiday, that way all of the class could celebrate. As far as the seating arrangement went, it would variegate depending on the lesson. For lecture, media viewing, and exams I would prefer to have a traditionalistic row set up or table setup. However, I strongly believe in group discussion, and I think it is a great way for students to think critically about what they have learned.For these round-houses I would organize the desks in a pear-shaped patters. Rosenfield, Lambert, & Black (1985) in their research state that circles and squares indicate an open, sharing classroom. Students must face one other an d cannot hide. Thus ensuring that their input allow for be comprehend (103). However, their will be assigned seating, and when the time comes, assigned groups. Controlling who they sit with will broaden their painting to different cultures. Additionally, I would utilize the jigsaw concerted learning style within my classroom.According to brownish and Kysilka (2002) students need regular and positive experiences with as numerous types of diversity as possible. Such experiences, with the guidance of the teacher, will help them to develop the lifelong skills needed to be a proactive citizen in the world(a) troupe (p. 17). This method would allow for the greatest exchange of ideas and respect the value of diversity within our classroom. chat converse is extremely important when it comes to learning, respecting and valuing cultural diversity.I want my students to know and realize that I to the full delimit for their parents to be able to participate in their learning experienc e. Throughout the semester I will provide parents with divers(a) newsletters and emails concerning upcoming events, the childs progress, and how they can be involved. I will also allow both(prenominal) parents and students to set up any individual meetings if they so wish. I also want them to realize that I do care and want to know more about them, and I want them to feel as though they have some input into how the class is ran and organized.Powell and Caseau (2004) argue that in order for students to be victorious they need to feel that someone cares whether or not they succeed. Furthermore Teachers need to encourage all students to perform to their potential regardless of their culture (65). However, confabulation is not only what is spoken, it is also what is implied with nonverbal communication. I need to be fully aware that different cultures view forms of nonverbal communication such as eye contact, touching, facial gestures, and hand gestures differently. CurriculumOne of the great joys of teaching history is that it allows for in-depth discussion and think of several different cultures and people throughout different period of time. Since my subject area is history and go I will be required to miss a great deal of time discussing the authorized histories, such as Greece, Rome, England, and such, I would like to appurtenance my lesson plans with discussions on what other civilizations and cultures were experiencing at the same time, what advances were occurring, and how other cultures directly affected the birth of our own.To allow the students to however their own understanding about different cultures and provide for multicultural study I would like to have my students research a different civilization or culture and report on what was transpiring within their community at a pre chosen time. This will allow students to understand that other cultures and civilizations were still forward-moving and thriving during the emergence of our own. Hi story is all connected. I also fully intend to introduce the spoken history project that I created during this course.This will give students a first hand look at different cultures and will give them a kick downstairs to confront their own prejudices. Hopefully this assignment will aid in crumbling the stereotypes these students have concerning other groups, and will allow them to grow personally. Another key to developing a working classroom environment is to understand that a teacher needs to know what it is that they are trying to convey to their students (what they want to teach) and, and how they want to that (how they will teach).Since the times and the technology are advancing teachers need to constantly update their lessons, how they approach the lesson, and even what they know about the material. According to Morrison (2006) becoming an educator literally means becoming a life long learner. In theory, the what you want to teach aspect is bonny straightforward, it is th e how you teach it that is a little more involved ( 143). Not every child learns the same way as everybody. I believe that I need to be conscious of this and develop lessons and activities that present the same information, just in different ways.Instead of employ the traditional lecture and note taking method, perchance I should use maps, charts, power point, video, audio, and hands on activities to plug that each learning style is being addressed. This will ensure that none of my students are unexpended behind. Assessment Assessment is a huge issue in todays schools. While I agree that teachers need away to determine what level of understanding a student is at, and whether they have bear the information, I feel that there are several different ways to go about assessing.One of the major ways is through exams. While traditional multiple choice and true/false esteem retention, I feel that short answer and bear witness exams help determine what concepts the student actually g rasps, and shows different levels of critical and abstract thinking. Thinking (Boud & Feletti, 1997). I am also a fan of oral estimation. This is where I call upon a student in class to answer several questions pertaining to the current topic and I evaluate their response.This does not mean that I am always looking for the right answer, or what I perceive to be the right answer. If the student can fluently present their argument and use exerts from the reading or past discussions to support their claim therefore it must be taken into consideration and it also proves they are fully involved and is advancing. However, I will of course have to explain to my students that the standardized tests are looking for specific answers, and that they will be evaluate to know the traditional answers for this purpose.Another means of judgment is derived from the culturally inclusive lesson plan I created for this course. This major project, and others like it, are great ways of determine where your students are developmentally and grade level wise. multitude projects and other team assignments are also forms of assessment. It is imperative that I utilize various means of assessment to ensure that the different learning styles of my students are addressed, and to ensure that I am not putting one group of students at a greater disadvantage/advantage over another. ConclusionWhile I am by no means fully prepared to or sure how to make a diversity enriched classroom environment, I do believe that I am on the right path. I know that I want my students to feel safe and secure in my classroom , and feel as though they can express who they really are. I do not want them to feel as though I do not measure or care about their culture, and I want them to know that they can speak openly with me with any problems or concerns they have. Lastly, I believe that one of the most important elements of my working philosophy involves simply love what you do, and having fun while doing it. Approach each day with turbulence and energy, this will make the day more enjoyable, and provide for a more welcoming environment. Students will enjoy being in your class and that will be reflected in their work. If you come to school with that excitement it is bound to rub off on someone, and the cacoethes you bring to your subject matter will repair your students to find the same love for it. References Boud, David & Feletti, Grahame. (1997). The Challenge of problem based learning (2nd Ed. ). London, England Kogan Page limited. Brown, S.C. & Kysilka, M. L. (2002). Applying multicultural and global concepts in the classroom and beyond. Boston, MA Pearson. Morrison, G. S. (2006). Teaching in America (4th ed). Boston MA Allyn & Bacon. Powell, Robert G. & Caseau, Dana. (2004). Classroom Communication and Diversity Enhancing Instructional Practice. Mahwah, NJ Lawrence Erlbaum Associates, Inc. , Publisher. Rosenfield, Peter, Lambert, Nadine, & Black, Allen. (1985). Desk Arrangement effects on pupil classroom behavior. Journal of educational Psychology, 77(1), 101-108.