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Teaching Diverse Students.pptx
- 4. Definition of Diversity ◦The concept of diversity encompasses acceptance and respect. ◦It means understanding that each individual is unique and recognizing our individual differences.
- 7. ◦It is the exploration of these difference in a safe and nurturing environment. ◦It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimension of diversity contained within each individual
- 8. Socio-economic Differences ◦The problem: ◦Over 17 percent of the children live below the line of poverty. ◦These students are more likely to: ◦have medical and dental problems ◦engage in sexual activity at an early age ◦be involved in crime, violence and drug abuse
- 9. Socio-economic Differences ◦The solution: ◦Teaching Low SES (socioeconomic status) Youth- Fundamentals to help the children that live in poverty. ◦Early intervention by community and school ◦Generate a sense of efficacy in the child ◦Promote the children’s achievement
- 10. Cultural Differences ◦The problem: ◦Being a minority student together with having a low socioeconomic status. ◦Minorities may encounter at schools is that school policies are more standardized, an example can be that minorities may be more likely to work on groups and may be more based on competitive learning.
- 11. Cultural Differences ◦The solution: ◦Teaching Minority Students- Teachers should learn to respect and encourage healthy diversity within the school and classroom environment. ◦Bilingual Education Act (federal law)- this law sponsors programs that, in the early grades, build upon a child’s native language and then gradually introduce English in second or third grade.
- 12. Gender Differences ◦The problem: ◦How different or how similar boys and girls are within the teaching environment. ◦Males and females are most different in motor performance.
- 13. Gender Differences ◦ The solution: ◦ Teaching for Gender Equality- creating a classroom with the same opportunities for girls as well as for boys. ◦ Things to think about when teaching in a classroom: ◦ Will you ensure that boys and girls have equal chances to participate? ◦ Will you call on and talk with both equally? ◦ Will you ask both the same kind and difficulty of questions? ◦ Will you give boys and girls the same amount of time to answer questions? ◦ Will you reward and discipline both to the same degree?
- 15. Sexual Preference Differences ◦The problem: ◦ When teaching adolescents, we as teachers should be aware of their concerns about sexual orientation. ◦ Teachers should engage in the task of getting to know the students and orient them and their preferences. ◦ Adolescent gays and lesbians suffer the rejection and stigmatization from their close ones and even the physical abuse, as well as name calling from their class or school mates, this ending in a higher risk of failure and even suicide.
- 16. Sexual Preference Differences ◦The solution: ◦It is recommended that sexuality should be discussed since elementary levels in order to be more tolerant with the differences and to ensure a safer school environment.
- 17. Developmental Differences ◦Each student differs from each other according to an age range and within that range from each other as well. ◦There are psychosocial, cognitive and moral differences. ◦Each student must have effective instruction according to their developmental stage.
- 18. Developmental Differences ◦ Psychosocial Development ◦ We must facilitate more positive traits to our students so that they can develop a healthier personality. ◦ Snowman and Biehler (2005)suggest that in order to help our students we should ◦ not shame them ◦ not censure them for their questions and answers ◦ rewarding their accomplishments ◦ encouraging self-competition and cooperation ◦ helping them to accept their appearance ◦ who they are ◦ to reflect on their sex roles ◦ explore and confirm their occupational choice.
- 20. Developmental Differences ◦Moral Development ◦ According to Piaget children are capable of two types of moral reasoning. ◦ Morality of Constraint - that they regard rules as sacred and unchangeable, meaning that everyone should obey rules in the same way with no exceptions. ◦ Morality of Cooperation - (this by 12-year-olds) they believe that rules are flexible and that there can be exceptions to them.
- 21. Personality Differences ◦ Temperamental Differences ◦ Temperament – the different ways a person has of thinking, behaving and reacting. This is shaped by other people and events in students’ lives. ◦ This combine into 3 types of temperament types: ◦ Easy or flexible children ◦ Difficult, active or feisty children ◦ Slow to warm up or cautious children ◦ Self-Discipline Differences ◦ Self-discipline and self-denial vary widely among students. ◦ These traits are more notable among students that are willing to continue the learning process; this by paying attention, completing assignments and generally applying themselves.
- 23. Learning Style Differences ◦Learning style preferences are differences in the way students prefer to learn. ◦Every student has a different rhythm and different styles of learning. What might be good to many might not be good to others. ◦Students differ in what they prefer to learn as well as on how they prefer to learn it.
- 24. Learning Style Differences ◦Four of the ways students differ in learning styles are: ◦Conceptual Tempo ◦Field-Dependent versus Field-independent Learners ◦Convergent/Divergent Thinking ◦Perceptual Modality Preferences/Strengths
- 25. 8 Multiple Intelligences by Gardner ◦Linguistic Intelligence - capacity to use language to express yourself and understand other people. (poets, writers, orator, speaker) ◦Logical-Mathematical Intelligence - a person that understands the underlying principals of some kind of a casual system. (scientist, mathematician, logician)
- 26. 8 Multiple Intelligences by Gardner ◦Spatial Intelligence - ability to represent the spatial world in your mind. (sailor, airplane pilot, anatomy, topology, sculptor, painter, architect) ◦Bodily Kinesthetic Intelligence - ability to use your hold body or parts of your body to solve a problem, make something, or put on some kind of a production. (athletes, performers, actors, dancers)
- 27. 8 Multiple Intelligences by Gardner ◦Musical Intelligence - capacity to think in music, to be able to hear patterns, recognize them, remember them, and manipulate them. (musicians, singers) ◦Interpersonal Intelligence - emotional, understanding other people. (teacher, clinician, salesperson, politician)
- 28. 8 Multiple Intelligences by Gardner ◦ Intrapersonal Intelligence - having an understanding of yourself, of knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate towards. ◦ Naturalist Intelligence - human ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configuration). (hunters, gatherers, farmers, botanist, chef)
- 29. Learning Aptitude Differences ◦Children with Exceptional Abilities or Special Needs ◦ Gifted and Talented Learners and Underachievers ◦ Handicapped or Challenged Children ◦ AD/HD ◦ Inattentive type ◦ Hyperactive-impulsive type ◦ Combined type ◦ Communication Disorders: Speech, Language and Hearing ◦ Learning Disabilities ◦Mainstreaming Children with Special Needs
- 30. Interest Differences ◦Try to meet the interest of learners. ◦Support children working within academic or vocational areas that they enjoy. ◦Learners perform differently according to their interests, motivations and cultural background.
- 31. Implications for Teachers ◦Our schools need teachers who will… ◦ Care about economically disadvantaged youth and be willing to work with them. ◦ Accept, appreciate, and promote culturally specific characteristics. ◦ Assist LEP learners ◦ Improve minority student learning ◦ Promote the best attributes of both genders in all children.
- 32. Implications for Teachers ◦ Our schools need teachers who will… ◦ Provide students with experiences that may help them develop positive personalities. ◦ Take into account students’ levels of cognitive development when teaching. ◦ Encourage growth in moral development. ◦ Show concern for and work with exceptional students. ◦ Allow for students’ learning, thinking and using their multiple intelligences. ◦ Help students gain a feeling of efficacy or control over their destinies.