2. LEARNERS AND DIVERSITY
A RELATIONAL TEACHING MATRIX – BUILDING BRIDGES OF UNDERSTANDING
I have fought against white domination, and I have fought against black
domination. I have cherished the ideal of a democratic and free society
in which all persons live together in harmony and with equal
opportunity. It is an ideal which I hope to live for and to achieve. But, if
need be, it is an ideal for which I am prepared to die. – Nelson Mandela
SAWADEE
TALOFA LAVA
JAMBO
CIAO
GUTEN
TAG OLA
Alsalamu Alaykum
3. LEARNERS AND DIVERSITY
•SOCIAL
•CULTURAL
•INTELLECTUAL
“A society that celebrates the idea of diversity is one that recognises the right of
individuals and groups to be different from what is commonly accepted to be normal or
mainstream.” - Elizabeth Rata
THERE’S A HADEDA IN MY GARDEN – KNOWN BY NAME
https://timothyjejarvis.wordpress.com/2015/05/11/known-by-name/
4. LEARNERS AND DIVERSITY
“Does the education system or our school contribute to the reproduction of inequalities and social
divisions, or does education provide the means for increased opportunities and a more equitable
democratic society?”
We want young men and women to have the opportunity of a full cultural life, so that they may grow up
into citizens learning to live before they learn to earn a livelihood. Fraser in Renwick, 1998
Is knowledge available to all equally to develop as a capital resource? Or is knowledge the new
economic capital from which large numbers of people is dispossessed? Carpenter, 2001
If you are neutral in situations of injustice, you have chosen the side of the oppressor. If an elephant
has its foot on the tail of a mouse and you say you are neutral, the mouse will not enjoy your neutrality.
– Desmond Tutu
Given that cultures embrace literature and the arts as well as ways of life, value systems, traditions and
beliefs, the protection and promotion of their diversity presents special challenges: notably defending
creative capacity through the multitude of its material and immaterial forms and ensuring that all
peoples live together peacefully. UNICEF
Teachers in inclusive classrooms are consistently moving away from rigid, textbook-and-basal-driven
frontal teaching toward co-operative learning, whole-language, thematic instruction, critical thinking,
problem solving, and authentic assessment. - Sapon-Shevon, M. 1995
5. For those proactive schools, consideration of
the mismatch between home and school has
led to a rethinking of all school practices and
structures. As a result of this reflective
process, such schools emphasise identity and
the validation of student’s cultures, language
and backgrounds as the basis for all practice
LEARNERS AND DIVERSITY
18. LEARNERS AND DIVERSITY
It ensures “mastery” is achieved
and allows the student to have a
second look at the problems and
analyse his mistakes.
Improved academic outcomes
for students in classes of those
teachers who insist on it.
To allow students the opportunity
to review their scripts, recognise
mistakes or incorrect
interpretation of questions, etc.
Improved results for those
students who reflect
accurately on their own
performance and strategies.
Editor's Notes
Good morning and welcome to my Presentation on Learners and Diversity – and how a Relational Teaching Matrix was developed which can be used in any classroom anywhere in the world. I wish to thank all my colleagues from Grey, Scots College and Churchie, for their invaluable contribution through the years in developing this Relational Teaching Matrix.
Timothy Jarvis – writes on his Blog – There’s a Hadeda in my Garden – Known by Name - What a challenge the author presents! After reading this, I am sure you will all have something to reflect on for the day as you sit at your desk with a hot cup of coffee. Without any of the usual pedagogical jargon, this blog nails the vitality of relational learning.
A few poignant questions we all need to ask ourselves as to our practices at our schools.
Moses Clarke – a refugee child on scholarship. No internet access at home. Would miss sports practice top complete assignment tasks requiring research. Coaches/Teachers were ready to drop/punish him until they were told of his circumstances. A total rethink occurred…
Victor Vito – current All Black living in a renovated “Garage/Shed” with his mother, in a very rough neighbourhood. Her aspirations and his dreams were realised when he was given an opportunity at Scots College.
Agetha Saheta – Indonesian Muslim student in a Boarding House – Prayer room and respect shown by all students for his culture leading top better understanding and relationships for all those studnets who interacted with him.
Anthony – never been in a mainstream class for Math or English [withdrawn to receive individual learning support, on reaching puberty did not want to be different and attended mainstream classes in both subjects for the 1st time in 7 years of schooling. Achieving Mastery required a lot of effort and additional work on his part, but he was determined to achieve success on his terms. Today – he is a qualified engineer.
