STUDENT DIVERSITY

1. EDM 703EDM 703
INSTRUCTIONALINSTRUCTIONAL
LEADERSHIPLEADERSHIP
Prepared by
NOR ZAKIAH BT ISMAIL
2013741249
STUDENT DIVERSITY

2. WHAT IS STUDENT
DIVERSITY?
Students differences in
-Gender
-Ethnicity
-Students ability

4. LEADERSHIP CHALLENGELEADERSHIP CHALLENGE
Dealing with a wealth of student
differences.
Examines student differences in culture
and gender.

5. TODAY'S DIVERSE CLASSSROOMTODAY'S DIVERSE CLASSSROOM
Fostering resilience in students, in
teachers and in classrooms to overcome
the educational problems of poverty.
What is resilience?
- Students who survive and thrive.

7. FIRST STRAND : SELFFIRST STRAND : SELF
-AGENCY-AGENCY
Academic self-efficacyAcademic self-efficacy
A belief in your own ability to learn.
It emerges when students tackle
challenging and meaningful tasks with the
support needed to be successful and they
see other students do the same.
Encouraging feedback from teachers will
also be very helpful.

8. Academic self-determinationAcademic self-determination
It’s about making choices, setting goals,
and following through.
Students who are self-determined are
more motivated and committed to
learning.
Behavioral self-controlBehavioral self-control
It’s also called as student self-regulation.
It’s is essential for a safe and orderly
learning environment

9. SECOND STRAND : RELATIONSHIPSECOND STRAND : RELATIONSHIP
Caring teacher-student relationships
It’s consistently associated with better
school performance, especially for students
who face serious challenges.
Effective peer relations
It’s also critical in connecting students to
school

10. Effective home-school relationships
When parents stay involved, their
children’s grade and test scores improved (
Corner, Haynes, & Joyner, 1996).

13. CREATING CULTURALLYCREATING CULTURALLY
INCLUSIVE CLASSROOMINCLUSIVE CLASSROOM
Goal
-"to eliminate racism, classism and
prejudice while adapting the content and
methods and instructions in order to
meet students need".

14. THREE DIMENSIONS OFTHREE DIMENSIONS OF
CLASSROOM (ROLANDCLASSROOM (ROLAND
THARP,1998).THARP,1998).

15. THREE DIMENSIONS OFTHREE DIMENSIONS OF
CLASSROOM (ROLANDCLASSROOM (ROLAND
THARP,1998).THARP,1998).

16. THREE DIMENSIONS OFTHREE DIMENSIONS OF
CLASSROOM (ROLANDCLASSROOM (ROLAND
THARP,1998).THARP,1998).

17. THREE DIMENSIONS OFTHREE DIMENSIONS OF
CLASSROOM (ROLANDCLASSROOM (ROLAND
THARP,1998).THARP,1998).

18. Should teachers focus onShould teachers focus on
Students' learning style?Students' learning style?

19. Should teachers focus onShould teachers focus on
Students' learning style?Students' learning style?

24. GENDER DIFFERENCES IN THEGENDER DIFFERENCES IN THE
CLASSROOMCLASSROOM

28. KEY POINTSKEY POINTS
1. A key to overcome the educational problems of
poverty is by fostering resilience in students, in
teachers, and in classrooms.
2. Academic self-efficacy is a belief in your own
ability to learn, and it is one of the consistent
predictors of academic achievement.
3. A dialect is a variety of language spoken by a
particular groups; it’s important that teachers
remember that differences in dialect are not
errors.

29. 4. Bilingualism is an asset, not a liability,
provided that there is balance-equal fluency in
both languages.
5. Learning styles are preferred ways of learning
and processing information; teachers need to
be aware of cultural differences in learning
style so that teaching approaches are
consistent with the learning style.
6. Creating culturally compatible classrooms
requires that teachers know, respect, and
effectively teach their students.

30. 7. There appear to be some gender differences
in spatial and mathematical abilities, but these
do not hold in all cultures and situation.
8. Teachers are in positions to reinforce or
challenge gender stereotypes through their
choice of materials and interactions with
students.

31. THANK YOU