Wait a second!
More handpicked essays just for you.
Diversity in classroom
Understanding diversity in the classroom
Diversity in the classroom
Don’t take our word for it - see why 10 million students trust us with their essay needs.
More handpicked essays just for you.
Diversity in classroom
Understanding diversity in the classroom
Diversity in the classroom
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Diversity in classroom
The remedy, creating an identity safety. This remedy gives the impression of creating a zone, which you are not bothered by any kind of triggers from a stereotype threat. This remedy could be achieved, when "being of importance" is encourage, and it also helps, but not truly required, a multicultural setting, where there are no true minority of ethnicities. Steele gives a situation on how, one could create an identity safety, "California,[...] the breakdown of students ethnicities was 33 percent Latino, 32 percent African American, 17 percent white,[...] and where the vast majority of t he students came from low-income families"(179) and "we would observe teachers in their classroom and measure,[...] their practices and as many features of their classroom culture as we could,[...] then see which practices and features enabled their students to feel more identity safety" (180). They view a multicultural classroom, then observed the teachers performance and the role of culture in the classroom.
The children in a school are valued, with an environment that fully encourages and celebrates their learning and progression and how they are developing. The provision of a safe and secure learning environment for all its pupils should be provided through recognizing the importance of welcoming diversity and equal opportunities. The atmosphere within a school should be positive, with this being reflected in the attitudes of the staff and pupils, all caring for and taking pride in their surroundings and in how the learning journey of each pupil takes
The teacher shows this action by setting high standards for the students in the classroom and enforcing rules in the classroom. For example the teacher can stress the importance of not cheating in the classroom and the consequences. The teacher can show those actions by not bending rules for certain students and being consistent with the rewards and consequences based on the students work. As professional, it is the teacher’s duty to be honest with the students about their performance in the classroom. Meaning that despite the students’ ethnic background, the teacher should be able to communicate her concerns to the parents and the teacher work together with the parents to find the best ways assisting the child to improve academically.
Therefore, we already present two possibly considerably hurdles that fortunately the majority of children manage to overcome smoothly. This is somewhat due to the management of their learning environment and the creation of a warm, positive and encouraging ethos. However, as we know not all children react in the same way to situations and It is clear that when teaching a class of children of any age how disruptive behaviour can negatively impact all involved, leading to the need of a program of positive behaviour strategies that is followed consistently throughout a school.
My evaluation of two months employment at TPS/Eugene Elementary was not based on my professional criterion. Instead, it was judged by parents of a group of students who did not want to do their class work and follow class rules. They went to the office making up a bunch of stories about me. I was not informed until my evaluation. I did not know what was going on.
In today’s education world, children are coming to our schools with different family, racial, ethnic, and religious upbringings; therefore, as an educational leader I will have to demonstrate an appreciation to all the diversity within our school community. I will have to plan and develop policies and procedures that support our diverse family. As a leader, I will have to research the different cultures that will exist within my school in order to treat everyone fairly, equitably, and with dignity and respect. According to ISLCC standard 6 the administrator should ensure the environment in which schools operate is influenced on behalf of students and their families.
Teachers must feel welcomed, valued and safe in their environment. To achieve that end, the
Climate, Culture, and Collaboration: The Key to Creating Safe and Supportive Schools This article was very eye-opening to me as it highlighted positive climates and safety in schools. Author Nicole Cobb mentioned what research on school climates has shown, the roles that principals, teachers, and guidance counselors should have in regard to school climate, and how crucial it is to include student voices when planning school climate improvements. When it comes to school violence and shootings, to educators and school personnel, it used to be an "if this happens," but in today's society, it is a question of "when will it happen.
The NAGC Teacher Knowledge and Skills Standards Self Assessment was completed on October 24, 2016. After thoroughly reading the gifted education program standards, I identified three standards in which I have weaknesses and am interested in developing. Those standards are Standard 4 Instructional Strategies, Standard 7 Instructional Planning and Standard 8 Assessment. In reference to Standard 4, there are two areas that I am in interested in developing.
The author Tennessee Williams has written make works of literature however there is one play in particular that is full of symbolism. A Streetcar Named Desire is a play about the interactions of two sisters, Stella and Blanche, and Stella’s husband Stanley. Theses characters go through many ups and downs while living with each other and experience terrifying and wonderful things. The author Tennessee Williams uses a lot of symbolism when it comes to light and darkness.
There are many ways in which a classroom teacher can create a culture of positive behavioral support for students. The teacher can create these supports with or with out the school system having this policy. One of the most important ways for a teacher to establish this positive support is by having the expectations present for the students, so they understand what is expected of them individually, and with other classmates. If the students don’t know what they need or should be doing, and how they should be acting towards others in the classroom, then it may not be fair to the students if they get reprimanded. It also creates a negative environment when the teacher is constantly saying reprimanding the students, telling saying, “no” to everything.
INTRODUCTION The goal of the business of education has always been student success (O’Pry & Schumacher, 2012). Teacher evaluations and student academic success are important topics in the field of education. Some leaders in Education believe teachers are the most important factor in student success. Inspired by the No Child Left Behind and the Federal Race to the Top competition, states and districts across the country have revamped outdated evaluation systems (TNTP, 2010).
According to Eccles and Gootman (2002), providing a safe space for the students is essential for positive development (p. 89). If students do not feel safe in the classroom, they are more likely to foster feelings of fear and insecurity (Eccles and Gootman, 2002, p. 90). When the developmental alliance creates a supportive relationship and a positive classroom environment, the student is able to grow and connect with the youth. This relationship can help translate to greater success in school because of the support of the developmental alliance and the classroom (Connected Learning: Inspiring Mentors and
ANALYSE THE EFFECTIVENESS OF ASSESSMENT METHODS IN RELATION TO MEETING THE INDIVIDUAL NEEDS OF LEARNERS. UNIT 2, 6.2 Race, P. (2009) says “we need a richer mix of high-quality assessment formats, and we also need to decrease the overall burden of assessment for ourselves and for our students. We need to measure less, but measure it better.' Using a variety of assessment methods gives students more scope to demonstrate their knowledge and skills across a range of contexts. By adopting a wider catalogue of assessments I can also help support students who may for one reason or another be underprivileged by the extensive use of particular assessment formats.
Throughout this essay I will be explaining how a behaviour policy supports teachers and how it can also create an effective learning environment. I will also be highlighting any issues which could potentially arise from the use of a behaviour policy. A behaviour policy is guidance for members of staff within a school on how to deal with different behaviours, and sets out the expectations of behaviour for all children at the school. If a behaviour policy is written well it will support the formation of an effective learning environment. An effective learning environment for young children is an environment in which all children feel able to express themselves freely, allowing them to learn effectively.