Final Reflection for Diversity in the Classroom



Diversity in the Classroom Final Reflection

Ashley (Ledbetter) Hough

Texas Woman’s University

Abstract

This paper explores the effect that EDUC 5173 has had through coursework, observations and self-exploration. It is a reflection of what the course has taught and how it translates to the future role of educator. This paper looks at what it means to have a culturally diverse classroom and methods to include all students. It looks in depth at what a future classroom should look and feel like. Which the paper accomplishes by considering curriculum, adding multicultural lessons, using a variety of student assessments and the physical layout and appearance of a future classroom.

Keywords: diversity in the classroom, positive learning environment

Diversity in the Classroom Final Reflection

At first glance, most people would see me as a white female from a small town that knows little about diversity. While it is true that I am a white female from a small town, I am lucky enough to have had several opportunities to work and live in culturally diverse places. I lived abroad for several months in college and have traveled to several parts of the world. Additionally, I have worked with terminally and chronically ill children with different levels of ability and different types of backgrounds. This course (EDUC 5173: Diversity in the Classroom) has reiterated the fact that even though I consider myself well aware of diversity, there is still much I can learn to expand my understanding and acceptance of the diverse world that I live in.

Diversity comes in many forms; race, gender, ability/disability, age and cultural background are just a few. In my role of educator, it will be important for me to understand diversity and incorporate it into my classroom. EDUC 5173 has made me consider some very important questions about what diversity means to me. What do I know about diversity and what do I still need to learn? How and what am I going to incorporate in my classroom that reflects our country’s diversity? What does it take to be an effective teacher and positive role model for a culturally diverse classroom?

Impact of Course and Field Observations

This course brought many issues of diversity to the forefront of my mind. It has forced me to consider deeply how diversity works in the realm of education. As we become a more diverse society, it is becoming increasingly more important to teach cultural awareness in the classroom. I think it is easy for teachers to gloss over cultural, religious or physical diversity it they teach a classroom that is mostly homogenous. For example, the school I grew up in is predominantly Christian families. I never learned about other religions until I was in college, and I know my school is not the only one like that. Children are missing out when teachers do not include religious diversity in their classroom; they are only getting to see things from one point of view. This does not help their understanding of how their religious beliefs fit in the context of history and the rest of the world.

The topic of greatest impact on me this semester was the cultural learning process. I had never considered how each individual’s cultural identity is going to be a little different, even if students are from similar backgrounds. This is important to recognize because it influences teaching and learning styles. Cushner, McClelland and Safford (2009) give twelve sources of cultural identity: race, ethnicity/nationality, social class, sex/gender, health, age, geographic region, sexuality, religion, social status, language and ability/disability (p. 77). It is going to me important for me, as an educator, to see all aspects of my students. In other words, I will have to look beyond the surface and really get to know my students, their families and their backgrounds. I want to make it a goal to teach in a manner that every student is capable of learning to the best of their ability.

My field observations gave me the opportunity to see much of what I learned in the course in action. I was lucky enough to observe multiple teachers in multiple grade levels. It enabled me to have a wider perspective of the ins and outs of being a teacher. A teacher’s job is not always glorious, one teacher had to deal with a student stealing money from another student, nor is the job always easy. It affirmed that kids come in all shapes, sizes, intelligence levels, abilities and disabilities. Some of the kids immediately warmed up to me and asked when I was coming back, while others still do not know my name. I realize that when I get my own classroom, not all the students are going to be ready to learn at the same time. It is going to take dedication and commitment to teach a diverse classroom and find success. Like the teachers I observed, I am going to experience some failure with certain teaching styles, before I know what will work for my students. I am going to have to use independent instruction, group discussion, small groups, visual, hands-on and auditory teaching methods to reach all my students.

Diversity-Affirmative, Culturally Inclusive Learning Community

Throughout this course, I have learned how to incorporate and include aspects of different cultures and other forms of diversity into my future classroom. I know that those skills are going to be essential to ensure all my students find success in the classroom. “To help students develop the ability to appreciate differences, it is important both to model [positive] behaviors and to use strategies that articulate learning style concepts.” (Campbell, Campbell & Dickinson, 2004, p. 167) As the authority in the classroom, I am will be expected to be knowledgeable about the lessons I teach and the concepts my students are responsible for knowing. Additionally, I have to be open to and respect that my students may know more about certain subjects than I do. According to Dilg (2003), “as authority is shared in the classroom in the form of responses, stories or anecdotes from students’ own lives, it can take on a particularly powerful and effective role in communication.” (p. 113) By respecting my students, they will respect me in return. It is going to be important to develop lessons that include students’ interest and diversity, create a safe environment for students to learn in and assess all my students with a fair and equal mindset.

Multicultural Curriculum

It would be easy to incorporate diversity into classroom curriculum. Most schools provide a base curriculum that the classroom teachers are expected to teach. Additionally, as an elementary school teacher, I will most likely have a team of educators that I can use as a springboard for ideas. I know that I will have to follow certain guidelines, and that those guidelines may not always include diversity. From my textbook analysis, I know that different publishers use a variety of images that may or may not include human diversity. For example, the textbook I examined used set of ideal people (models) for the majority of their pictures. The result was about 50 percent European-American decent and 50 percent minority groups. While the information in most textbooks is relevant, it may only look at issues from one perspective or give an abbreviated version of an important topic. It is up to the teacher to supplement the curriculum with other culturally and subject relevant items.

In my classroom, I plan to challenge my students to see things from more than one perspective. Not everyone learns the same, has the same beliefs or looks the same. In my multicultural lesson plan, my students and I discussed that people come in all shapes and sizes. We then did an activity that reinforced those ideas. It is going to be important for me to teach lessons and then reinforce them with a different teaching style because “people approach learning differently.” (Campbell, Campbell & Dickinson, 2004, p. 168) At the beginning of the year, I will need to get to know my students and help them to get to know one another. In addition, I will need to learn what ways my students learn best; so, I can adjust my teaching style to reach the biggest number of learners. I will want to use lessons that will benefit visual-spatial, verbal-linguistic and kinesthetic learners. Additionally, I may have to make adjustments based on individual students needs. Some of those adjustments may be for children who have IEPs or who are ELL students; in both cases, I would work with a team of people to learn what will be best for each individual student.

Classroom Environment

Before students step foot in the classroom, a teacher has to create a learning environment. It is up to the teacher to decide what type of environment they want to promote. Personally, I want to create a positive learning environment for all students in my future classroom. I feel to achieve that; my classroom needs to be organized, inviting, adjustable and safe.

It is up to me to design the physical environment for my students. I want my classroom to be inviting and a place that highlights my students and their work. I plan to have several places designated to display student’s work and various projects. I want to hang posters with positive messages and useful tips for the various subjects we discuss in class. At the beginning of the year, I want the class to “develop a “Code of Ethics” and post it prominently in the classroom.” (Gurian, Stevens & King, 2008, p. 160) Creating rules as a class will help foster a safe environment for all students. Additionally, by me being open and interested in student input, it will help me set up the expectation that my classroom welcomes and values diversity.

For a room to be inviting, it needs to be organized and comfortable. That includes me keeping lesson plans, papers and my personal space neat and tidy. “Students will take care of the classroom, if they know [I] care about the room.” (Martin & Brenny, 2005, p. 9) In other words, if I take the time to clean and straighten the room for my students, they will be more willing to keep it that way. My idea classroom is conducive to learning. I plan to have designated areas for turning in assignments, hanging backpacks and keeping supplies. Additionally, I plan to have a monthly calendar, students’ birthdays and a chart for classroom helpers hanging on the walls.

I want to incorporate several learning zones that promote different types of learning, discovery and critical thinking. I will dedicate one area to reading and writing. I will have grade level appropriate books, arranged by subject, that cover a wide variety of topics and issues. I plan to create a comfortable space that students can curl up with a book and read. The writing area will have information that will aid students in being better writers, including reminders about writing style, parts of speech and transition words. In addition, the writing side will host classroom computers that the students can use for instruction and independent study. I would love to have a math and science center filled with learning aids, study techniques and self-exploration I want the math side to give students the opportunity to explore math in real world context and have tools that reiterate what we are learning in class. For the science side, I want to include information on the scientific method, scientist throughout history and aspects of the natural world, such as geology, astronomy and habitats. I plan to have both a world map and a US map to help students know about the places we discuss in our lessons. In addition to reading, writing, math and science stations, I plan to create an area dedicated to guided instruction by using a u-shaped table and several chairs. I want students’ desks to be in pods of four or five facing towards the whiteboard and projector screen. This allows easy access to group work and gives all students the ability to see the board and screen. All rooms are a little different in size, shape and ability to move furniture, but ideally, my classroom would resemble the following image.

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Student Assessment

I believe that there are several reasons and methods to assess students. At the beginning of the year, it is going to be important to assess where each individual student is academically, developmentally and socially. I can accomplish this with various assignments, games, group interactions and getting to know my students’ backgrounds. It may take some time to grasp each individual student’s abilities and disabilities, but it is vital for student success.

Throughout the year, it will be important to assess students’ process and comprehension of subject matters. In addition to traditional methods such as tests worksheets and projects, I plan to use less traditional forms, including self-assessments, portfolios, journals and informal discussions. I feel that the combination will allow me to have better understanding of each student’s progress. Additionally, “portfolios provide evidence to students, teachers, parents and others of both academic and interpersonal growth.” (Campbell, Campbell & Dickinson, 2004, p. 288) By having students keep portfolios, it allows me to have a sample of their work for parent-teacher conferences.

In conjunction to my own assessments, the state administers statewide assessment tests to students. In the state of Texas, students currently take a state assessment test beginning in the third grade. Prior to the test, I will have to assess if my students are ready for the test. I can do this through practice tests, worksheets and other activities that cover similar objectives.

Conclusion

I cannot wait to have my own students and classroom. I know that at times it will be a challenge to work with a diverse group of individuals, but this course and my field observations has set me up for success. In turn, having a space that is organized, safe and inviting for students of all backgrounds will allow discussion about multiculturalism and diversity. I want to celebrate learning and all the different ways people learn. At the end of each year, I want to look back and know I gave my all for each student. I want by students to walk away with a greater appreciation for knowledge and the world they live in.

References

Campbell, L, Campbell, B, & Dickinson, D. (2004). Teaching and learning through multiple

intelligences. Boston, MA: Pearson Education, Inc.

Cushner, K., McClelland, A., & Safford, P. (2009). Human diversity in education: An integrative

approach. New York, NY: McGraw-Hill Higher Education.

Dilg, M. (2003). Thriving in the multicultural classroom: Principles and practices for effective

teaching. New York, NY: Teachers College Press.

Gurian, M., Stevens, K., & King, K. (2008) Strategies for teaching boys and girls: Elementary

level. San Francisco, CA: Jossey-Bass.

Martin, K. & Brenny, K. (2003). 1000 best new teacher survival secrets. Naperville, IL:

Sourcebooks, Inc.

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