Reflections on Diversity<br />Hazel Mateo<br />
<ul><li>Prior to creating a classroom environment that accepts and fosters diversity, the teacher must first be knowledgeable, and demonstrate awareness of, the cultural, linguistic and experiential diversity of students.
By implementing strategies such as acceptance, tolerance, resolution, and</li></ul>mediation, the teacher will create a climate of openness, <br />inquiry and support where all students are treated equally. <br /><ul><li>Being aware of cultural and linguistic diversity leads to the </li></ul> planning of instructional experiences that target diverse <br /> learning styles. <br /><ul><li>Recognizing the importance of including family and </li></ul> community resources in the multicultural learning process <br /> promotes civic responsibility: students are encouraged to apply in society<br /> the appropriate behavior skills they have learned in school. <br /><ul><li>Teachers, as cultural mediators, are to model students to</li></ul> establish short-term personal and professional goals related to diversity. <br />Florida Educator Accomplished Practice # 5<br />The Goals of Diversity<br />An accent, click to edit the text inside.<br />
In learning about diversity and the acquisition of a cultural identity, the concept of culture should be revised. Culture refers to that which has been constructed by humans rather than to things that naturally occur in the environment. Culture is learned, shared, objective and subjective, nurtured and applicable. <br />The sources of cultural knowledge are: race, gender, health, ability/disability, social class, ethnicity, religion, geographic location, age, sexuality, language, and social status.<br />The purpose of studying diversity is to identify not only differences, but commonalities among groups.<br />The culture-learning process may lead to acceptance and ultimately to unity. <br />Exploring the Concept of Culture<br />Course Competency # 1 <br />
Course competency 1 <br />Pursues the identification of characteristics, practices and beliefs of diverse cultural groups as to compare and contrast similarities and differences among cultures.<br />Seeks to describe the influence of culture, family, gender, socioeconomic status, religion, language of origin, ethnicity and age, upon educational experience. <br />Indicates the need of creating an educational environment and climate which accepts and fosters diversity. <br /> Recognizes the importance of family and community involvement in structuring multicultural instruction.<br />Feap 5<br />Relationship between Course Competency and FEAPs<br />DIVERSITY<br />
Effective educational strategies result in the improvement of the following categories:<br /><ul><li>Social interaction refers to the planning of lessons that bring representatives of different groups into working collaboratively.
Cognitive sophistication refers to the use of strategies that promote critical thinking and the sharing of ideas with an emphasis on metacognition.
Self-Confidence is achieved through creating an educational environment where respect for others and self-acceptance are promoted.
Empathy, by facilitating experiences that explore the thoughts and emotions of others.</li></ul>Curriculum Transformation <br />Contributes to reducing prejudice and to integrating intercultural awareness<br />
World literature can be included in Language Arts and foreign language education can include languages of the immigrant population.<br />Math concepts can be taught using global issues and other cultures’ numeration systems can be studied.<br /> In the disciplines of History and Social Studies, international events may be considered for class discussions and group projects.<br />Designing Lessons that Address Diversity<br /> Integrating culturally appropriate methods of instruction and assessment throughout the school curriculum<br />
The Global Community<br />One of the main objectives of teachers is to educate individuals for healthy living within a global society. <br />Once individuals demonstrate the ability to think, perceive, communicate and behave in different ways with people from diverse backgrounds, global perspective has been attained. <br />
References<br />Cushner, K., McClelland, A., & Safford, P. (2007). Human Diversity in Education: An Intercultural Approach (7th ed.). Boston: McGraw-Hill.<br />Florida Department of Education. (2010). Florida Educator Accomplished Practices. Retrieved on October 16, 2010 from www.fldoe.org<br />