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Diversity Reflection Paper

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Diversity Reflection Teachers today are faced with several challenges regarding the increase of diverse student population. Many teachers are revamping classroom appearance, changing lesson plans, and providing all students with the same opportunities to learn effectively. Culturally responsive teaching combines a variety of cultural backgrounds to create meaningful, successful learning environment for all students. Culturally responsive teaching helps students to collaborate with peers as well as helping students to gain knowledge more effectively. Culturally responsive teaching incorporates three main aspects into the classroom. The three aspects are: 1) accepting and valuing differences, 2) accommodating different cultural learning …show more content…

Cooperative learning uses a variety of learning activities to improve understandings of the material presented. Students are able to demonstrate cooperative learning by using the Round Robin structure. In this structure the teachers announces a topic for each small group to discuss. The students take turns sharing information with teammates. This technique helps students collaborate, and may also help trigger new ideas. Round Robin can be used for getting acquainted activities, or used for students to voice different perspective on a subject. Another cooperative learning strategy is the Round Table structure. This structure allows students to work in small groups. The teacher comes up with a topic, students make a contribution to the topic by writing it down on a paper, and then the student passes it to the next student. This technique can be utilized in the classroom with topics, stories, lists, or projects. As a teacher, I think it is a great idea to also give each student in the group a different color, so the teacher can determine who understands the specific content. Cooperative learning is essential for students to be successful in a classroom setting. It allows students to collaborate as a group, allows students to be responsible for their own tasks, and allows students to discuss various

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Community meeting allows student to express themselves to others as well as teaching the students how to listen to each other and taking turns. With team building a teacher have activities that encourages students to think of diversity as a good thing. A teacher can foster an activity that shows that regardless of what background or environment the students come from, each student can offer great information that is beneficial to the classmates. Also with team building it will eliminate the idea of students judging other students, instead they will have a better understanding of their

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Williams highlights the importance of acknowledging and respecting the cultural identities of students and avoiding stereotypes and generalizations. The third step, analyze, involves critically examining teaching practices, curriculum, and assessments to ensure that they are culturally responsive and inclusive.

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There are many different ways that the students are encouraged to gain knowledge, including the use of manipulatives and verbal instruction. The use of small groups strengthens the success of her instruction, as the teacher was able to address each student’s individual needs during the small group instruction. A suggestion that I would make would be to shorten the amount of time used for the large group activity and add it to the small group time. This would allow the teacher to better address the needs of the individual

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Cooperative learning is a method that makes use of peer assistance where students work together to facilitate each other’s learning. There are numerous studies that support the efficacy of peer-assistance, particularly in younger children and low-income students (Sencibaugh, 2016). In my classroom experience, the children were broken into four groups of five or six children each. A teacher guided all but one of the small groups. Specific tasks that could be completed independently were chosen for the group that was not attended by a teacher.

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Culturally responsive teaching is an educational approach that recognizes the importance of incorporating cultural diversity into the classroom environment to enhance student learning. This approach involves developing a deep understanding of the diverse backgrounds and experiences of students, and creating a learning environment that values and incorporates these differences. Effective culturally responsive teaching requires educators to have a strong understanding of cultural competence and awareness of the unique needs of different students. Teachers need to be able to recognize the cultural nuances that exist within the classroom and incorporate these into their teaching practices.

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2.2.5. Cultural diversity in Classroom: There are various cultural differences that teachers are likely to come across culturally diverse classrooms including Gender, Age, Cognition, Norms, beliefs, Primary language, Exceptionality, Cultural heritage, Socio-economic status, Opinions, ideas, Attitudes, Expectations, Behavioral styles, Geography, Learning styles, Communication Styles, Decision making styles, Ways of Communicating Non-verbally, Ways of Learning, Ways of Dealing with Conflict, Ways of Using Symbols and Approaches to completing tasks etc. According to Pratt-Johnson (2005), there are six basic cultural differences that teachers are likely to encounter in the culturally diverse classroom. Familiarity with these differences will begin

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To begin to understand and create a culturally responsive classroom, educators must first know their students’ cultural backgrounds thoroughly and then promote an inclusive learning environment by implementing culturally responsive teaching. Educators must be familiar with the characteristics of culturally responsive teaching practices to create an effective learning environment where all students become part of the learning process. A key purpose of culturally responsive teaching is to provide all students with learning opportunities, regardless of their gender, race, ethnicity, or first language. (Ladson-Billings, 1994).

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According to Anderson & Madigan (2005), the first strategy or step that should be taken in creating a culturally responsive learning environment is teacher self-assessment. A teacher needs to assess their personal culture to learn how their own values and lifestyles may create biases towards other cultures. Once a teacher has familiarized themselves with their own prejudices, they can work on ways to embrace different cultures and create a learning environment that encourages success for diverse students. Classroom

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• Element 11: Preservice education students are exposed to examples of the successful teaching of ethnic- and language-minority students. • Element 12: Instruction is embedded in a group setting that provides both intellectual challenge and social

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Geneva Gay (2002) defines this as “using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively” (p. 106). In essence, the teachers become responsible for connecting students’ lived experiences with the subject matter they will encounter. Whereas most material that is prescribed is oriented towards white, cisgender, heterosexual male ideals, culturally responsive teaching attempts to make space for all members of the community. The shift away from this “default” allows students from other backgrounds to connect to the material in an equitable fashion.

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For example, students working together on a Biology lab are encouraged to talk to each other and finish the lab as a group. Working as a group daily helps students improve their communication skills, because they feel comfortable talking with other people in a work setting. Also, students who have to present projects in front of the class in science, english, and history become comfortable talking in front of audiences on any type of subject. In addition to pushing student performance, collaborative work, and teaching topics of interest, the Common Core standards encourage teachers to make lesson plans that focus on more than just test

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Collaborative learning is when two or more students work together to learn about a subject. I collaborative learning the members are not only responsible for their own learning, but helping other members as well. Using this usually results in building stronger student to student bonds. It also tends to encourage cognitive development and heighten self-esteem. 2) Describe how they are used in the course.

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Overall, this class challenged me to think more about diversity and inclusion in the media and how much of an impact the media has on our perceptions of people and situations. I realized the extent of media’s influence and how it shapes the way we see the world. I became frustrated with how underrepresented some groups are, and that when these groups are shown they are portrayed in stereotypical ways. Before taking this class I had already had an idea that the media was biased and often was not representative of all groups of people. The first thing I really noticed about the media not being inclusive and being more centered on white, heterosexual, middle class Americans, was in international news coverage.

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IDEA lists three ways of being culturally skilled in the classroom. This includes the teacher being culturally alert in the class to connect the gap of learning about other ethnicities, learning to communicate to students in unwritten and non-vocal styles, and know the different views of the cultures, for example, skin-to skin contact, no communication, the clothing of the student, and simple gestures. This is important in my eyes because my school alone is very diverse, and I had my share of teachers that did not respect a certain students religion or culture. This upset me and made me want to learn more about different cultures and religions. It also leads me to want to work harder to become more culturally aware, and diverse for my future students and willing to do what I can to break down barriers that may be created by students of different cultures or religions.

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It is one of the most effective forms of learning. Working in isolation is very restrictive and gives a slow progress. Critical thinking is also encouraged when learners work in groups. Through collaborative activities such as writing, debates, group projects and more they learn to work together and to respect each other contribution. The traditional relationship between student and teacher is changed with collaborative learning.

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