This document discusses teaching diverse students and provides strategies for addressing different types of student diversity in the classroom. It addresses socioeconomic differences, cultural differences, gender differences, sexual orientation differences, developmental differences, personality differences, learning styles, multiple intelligences, learning aptitudes, interests, and implications for teachers. The key strategies discussed include early intervention for low-SES students, respecting cultural diversity, ensuring equal opportunities for all genders, discussing sexuality openly, tailoring instruction to student development levels, accounting for different learning styles and intelligences, mainstreaming special needs students, and meeting students' interests.

1. Chapter 3: Teaching Diverse StudentsLinel Lamberty NievesEDPE 4245

2. OBJECTIVESLearn about the student diversity in our classrooms and schools.Understand and learn about the differences that exist among our students.Learn how to overcome these differences within the teaching environment.

3. Student diversity

4. Socioeconomic differencesThe problem:In America over 17 percent of the children live below the line of poverty. These students are more likely to:have medical and dental problemsengage in sexual activity at an early agebe involved in crime, violence and drug abuseThe solution:Teaching Low SES (socioeconomic status) Youth- Fundamentals to help the children that live in poverty. Early intervention by community and schoolGenerate a sense of efficacy in the childPromote the children’s achievement

5. Cultural differencesThe problem:Being a minority student together with having a low socioeconomic status.Minorities may encounter at American schools is that school policies are more American standardized, an example can be that minorities may be more likely to work on groups and Americans may be more based on competitive learning.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.

6. Gender differencesThe problem:How different or how similar boys and girls are within the teaching environment. Males and females are most different in motor performance. 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?

7. Gender differences

8. Sexual preference differencesThe 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.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.

9. Developmental differencesEach 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.Psychosocial DevelopmentWe 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.

10. Developmental DifferencesCognitive Development

11. Developmental differencesMoral DevelopmentAccording 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.

12. Personality differencesTemperamental DifferencesTemperament – 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 childrenDifficult, active or feisty childrenSlow to warm up or cautious childrenSelf-Discipline DifferencesSelf-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.

13. Personality differences

14. Learning style differencesLearning 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.Four of the ways students differ in learning styles are:Conceptual TempoField-Dependent versus Field-independent LearnersConvergent/Divergent ThinkingPerceptual Modality Preferences/Strengths

15. 8 multiple intelligences by gardnerLinguistic 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)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)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)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)

16. Learning aptitude differencesChildren with Exceptional Abilities or Special NeedsGifted and Talented Learners and UnderachieversHandicapped or Challenged ChildrenAD/HDInattentive typeHyperactive-impulsive typeCombined typeCommunication Disorders: Speech, Language and HearingLearning DisabilitiesMainstreaming Children with Special Needs

17. Interest differencesTry 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.

18. Implications for teachersOur 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.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.

19. Questions???Thanks for your attention