Seminar on Diversity in the classroom

Diversity in the classroom

  Meaning and definition of diverse class room

The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique, and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. It is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual.      

Definition    

It means understanding that each individual is unique, and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies.

Techniques of teaching in a diverse class room

There are many techniques available to teach in a diverse class room.

1. Brainstorming.

In this, all diverse students will discuss a problem interestingly to arrive a solution.

2. Critical incidents.

Here, the students make nonverbal communication to explain about a critical incident that took place in their life.

3. Acting it out.

It is also a non verbal communication which is practiced by enacting a play.

4. Mime.

In this technique, the students do miming for enacting a small skit.

5. Focus of symposium.

This is done to engage the diverse learners based on the consideration of the learners, nature of content and desired outcome.

Six types of knowledge we can develop to help Diversified learners to succeed in the classroom.

a) Learn about culture

Become aware of how the influence of your own culture, language, social interests, goals, cognitions, and values could prevent you from learning how you could best teach your students of culturally and linguistically diverse backgrounds.

b) Learn about students’ culture

Understand how your students’ cultures affect their perceptions, self-esteem, values, classroom behavior, and learning. Use that understanding to help your students feel welcomed, affirmed, respected, and valued.

c) Understand your students’ linguistic traits

Learn how students’ patterns of communication and various dialects affect their classroom learning and how second-language learning affects their acquisition of literacy.

d) Use this knowledge to inform your teaching

Let your knowledge of your students’ diverse cultures inform your teaching. This, along with a sincerely caring attitude, increases student participation and engagement.

e) Use multicultural books and materials to foster cross-cultural understanding

Sensitively use multicultural literature, especially children’s literature, to honor students’ culture and foster cross-cultural understanding. Be open to a variety of instructional strategies as students’ cultures may make certain strategies (such as competitive games or getting students to volunteer information) uncomfortable for them.

f) Know about your students’ home and school relationships

Collaborate with parents and caregivers on children’s literacy development and don’t rely on preconceived notions of the importance of literacy within your students’ families.

Effective teaching in a diverse class room

Every classroom is a cultural community reflective of the disciplines and perspectives studied the authors, the students, and the professor. One can argue that successful learning requires an intercultural approach where students are responsible for listening and reading and experiencing to understand both the perspectives of others peers, authors, faculty and for understanding their own perspectives and how they acquired them. Students can come to understand that learning is about the generation, mutual reflection, and critiquing and expanding of ideas and concepts, and that this is most effectively done in a collaborative and noncompetitive environment. One effective approach to this challenge is to attend to the variety of learning styles in any college classroom. Understanding multiple learning styles allows one to focus on individual students' own learning styles; sub-groups within a classroom community; and the class as a learning community

Diversity in the Classroom

In the day-to-day classroom is often hard to do. The goal of this teaching module is to highlight a few of the key challenges and concerns in promoting diversity, and illustrate ways to incorporate an understanding of diversity in the classroom and beyond. Diversity is a term that can have many different meanings depending on context. This module will not offer a comprehensive definition of the term; instead, this module will highlight

two key areas related to diversity:

·        Identify how diversity affects the classroom

·         Provide practical tips for promoting an inclusive classroom

Much discussion about diversity focuses on the following forms of marginalization: race, class, gender, and sexual orientation — and rightfully so, given the importance of these forms of difference. In fact, students come to the university classroom with different backgrounds, sets of experiences, cultural contexts, and world views. However, diversity is an issue that plays a role in the classroom beyond these categories. For example, much educational and psychological literature demonstrates that students have diverse ways of learning. Some learn visually, through charts, graphs, tables and drawing; others may Learn primarily through aural means (i.e. through listening to lecture); and others still may be primarily kinesthetic (i.e. learning by doing, project work, etc.). Attention to learning  preferences is an important aspect of addressing differences among all students. Additionally, issues of diversity play a role in how students and teachers view the importance of the classroom and what should happen there. For example, assumptions about what a typical student should know, the resources they have and their prior knowledge are extremely important. Students may perceive that they do not “belong” in the classroom setting a feeling that can lead to decreased participation, feelings of inadequacy, and other distractions. Teachers may make flawed assumptions of students’ capabilities or assume a uniform standard of student performance. Teachers may themselves feel out of place based on their own attributive traits.

Conclusion

Diversity is an important element of any classroom alike. Even more significant is teaching students the importance of acknowledging and accepting these differences as they make each individual unique. Encourage students to open their mind and explore new possibilities, and have diversity and acceptance, whether racial, ethnic, or other, become integrated into students’ daily lives.

                                                 References

Sharma, S. (2006). Constructivist Approaches to Teaching and Learning Hand Book for

Teachers of secondary stage. New Delhi: NCERT.

Aggrawal, J.C. (1996). Teachers and Education in a Developing Society. New Delhi:

Vikas Publishing Pvt.

Retrieved from http://www.societyfordiversity.org/importance-of-diversity-in-the-classroom/