...Student Diversity and Classroom Management Grand Canyon University- EDU 450 October 20, 2013 In today’s classrooms teachers have a lot of diversity to deal with while trying to teach. When it comes to diversity in the class it varies from cultural, mental socio-economic, physical differences. Educators today have to be able to meet all the needs of the students within the class. Teachers need to have knowledge of all the different types of diversity. All of the diversities within the classroom can present several challenges upon the teacher when it comes to discipline. When it comes to maintaining order in the classroom it can be a difficult thing for new teachers it they do not have a lot of assistants. Over the years students have become defiant and teachers are unprepared to deal with the issues. If teachers do not have control of the classroom it can lead to poor classroom management. This paper will discuss five classroom management strategies that will promote critical thinking and gain the students attention within the classroom. The five strategies will include Canter’s Behavior Management Cycle, Win-Win Discipline, Kounin’s Lesson Management, B. F. Skinner’s Discipline through Shaping Behavior and William Glasser’s Discipline Guide by Choice. Using the Canter’s Behavior Management Cycle in the class can help teachers keep the class in order and control. The Canters can be an assertive discipline approach when it comes to teachers using this management...
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...Course Date of Submission How should we address diversity in the classroom? Diversity in the classroom refers to the realization that everyone is different and unique. In the classroom, there are differences in religion, culture, athleticism, personality, reading levels and understanding capabilities. Teachers should embrace this fact and use it positively to everyone’s benefit. Diversity in the classroom provides ways of problem solving and exchange of a variety of ideas. Different years come with different problems, and people change by growing physically and in the knowledge. However, people do not like routine because it can be very monotonous. Teachers should be knowledgeable about this fact and come up with ways of breaking the monotony. They should be thinking of what students like to study, how they like to study and how they can stay interested in the classroom. Teachers should provide conducive and interesting environments for learning, to students. Students who feel uncomfortable with the conditions in class are unlikely to perform well. Life outside the classroom is very diverse, and if students can learn to use this for their good, in class, it can work well for them even outside the class. Teachers should be doing a number of things other than teaching the first thing being valuing diversity. They should be taking the time to know more about their students, know about their students’...
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...According to the dictionary diversity is the state or fact of being different. As teachers within the classroom we are faced with many challenges among our students because of their disabilities, customs, culture, beliefs or even their social status or ethnicity. Teaching a classroom which is diverse can be a challenge for the teacher to be successful he or she should get to know each of the students strength, weakness, skills and interest and especially their background. The teacher needs to accept that all student will learn differently and the students should see themselves as capable learners and held accountable to that belief and that responsibility. Another way in which the teacher can achieve highly in a diverse classroom is to educate himself or herself on the different customs and culture of the students. Time spend researching the students background will provide the teachers with a better insight of how to interact with her class, how to plan her lesson and this in return will decide if the teacher will developed a strong learning reaction from students within the classroom. For a teacher to be progressive in a diverse classroom the teacher needs to value each students input and denounced any stereotypical behaviors and provide an equal opportunity for learning for each of the students. The teacher should plan lessons on diversity and allow students to be the center of the lesson. The role of the teacher then is to facilitate the students learning and...
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...Paula Mackey EDU 313N November 25, 2012 Prof. Cordes Accommodating Differences Today’s classrooms are made up of many backgrounds, cultural differences, abilities as well as learning styles. No two students are the same. Teachers must be prepared to accommodate all students meeting them where they are in order to give them a positive learning experience. Curriculum should be presented in a way that students get the most of the experience no matter their learning style, culture or background. I have chosen to address the needs and traits of the Visual Learner, the Auditory Learner and the learners who have Attention Deficit Hyperactivity Disorder. Visual learners are those who learn best by seeing. They like to read and see things on paper to best absorb the knowledge or concept. For the visual learner teachers must demonstrate tasks not just give verbal instruction. The visual learner needs to be shown how a task is to be completed, or what a situation looks like. Teachers can incorporate video clips, movies, and photographs, in the curriculum in order to help the visual learner understand concepts and better complete assignments. Use colorful flash cards and highlight written material with bright colors, or use different colors when writing on the board, this helps the visual learner paint a visual picture to remember material that has been taught or presented (eHow). The students who have Attention-Deficit Hyperactivity Disorder (ADHD) have difficulty...
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...There are many forms of diversity. Prior to this class, I mentally defined diversity as solely the color of one's skin and their culture. This course has enlightened me on the fact that diversity applies to so much more than the color of your skin. Diversity is social class, your age, your gender, your sexuality, your mental and physical health, your relationship status, your religion, etc. This class has taught me numerous things about diversity, the world I live in, and myself. It has explained to me how society has created difference in human diversity. In class we learned about different groups of people in the US, and each group's history, economic and social settings, including social justice and how much “power” they're given. Each group...
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...Diane Uonites Cultural Diversity in the Classroom March 13, 2016 Sean Diana Part One: Collage: Personal Cultural Identity My ancestors came from Germany, Sweden, and Norway. My ancestor’s journey was by ship and landed in Ellis Island. What I value about my culture is my family and how important they are. I also value how we depend on one another to get through the day. Sisters, brothers, nieces and nephew, son and daughters. To be an American is to have the freedom to do what I want. To love the country I live in and respect the people who fought for my freedom. Citizenship is a feeling of belonging to a country and standing up for the country that you love. Being able to vote, pay taxes, and defend my country. Part Two: Interview: Cultural Identity Use the questions below to interview one adult: 1. When did your ancestors come here? Carol Moriscato grandparents came from Italy in the 1800’s. 2. What process did they take to make the journey? They came over by boat. They each had to have a relative in the USA to sponsor their trip. They also had to promise to have a job. 3. What do you consider to be your culture? Carol said that pretty much their culture was American. 4. When did you first become aware of your culture? When Carol was about 8 or 9 she realized she was Italian when she heard her grandparents speaking Italian on the phone with relative that still lived in Italy. 5. What do you value about your culture? Carol stated...
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...Name> <Grade Earned> <Date Graded> “The most diverse group in the United States is our youngest children, and they will make the nation more diverse as they age. Almost 9 million young people age 5 to 17 speak language other than English in their home and 2.6 million of the have difficult speaking English” (Sarvavia-Sore, 2008). We as educators today have to learn to accept and embrace today’s new changing society and population as it continues to grow. Welcoming diversity inside of the classroom comes with changing a lot of old modern day rules and regulations. However in order for all students to succeed every education system has to design and creates ways to embrace diversity. As a Head Start teacher I found it very challenging when I encountered my first Hispanic student. It was very difficult to get her to learn and interact on the same level as the other student. However thru many different strategies and solutions I was able to see progress and growth within her. Diversity is accepted when educators adjust their curriculum, set high expectation for all students, develop the appropriate physical...
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...On October 18, 2015 a peer diversity educator, named Margaret, visited our class in order to inform us better on the type of diversity seen in our classroom and on our campus in general. At a first glance, our classroom didn’t appear to be very diverse. We are all caucasian, and honors students, however, as we dove deeper into the activity it came to my attention that the class was a lot more diverse than we appeared. I thought that this activity was very insightful and will be very helpful in advancing inclusion in my personal and professional life. In my personal life I believe that this training will come in handy because it will help me remember that not everyone is who they appear to be. In our class there were many people from different...
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...first observation took place in a third grade classroom of twenty-two students. All students were of Mexican descent and labeled as intermediate/advanced English language learners. The classroom environment itself was very warm and welcoming. There was a bulletin board that displayed pictures of students and their families along with autobiographies. There was another bulletin board dedicated to celebrating Mexican culture and people. The teacher was a Caucasian women in her mid twenties with three years of teaching experience. The second classroom I observed was a first grade class of twenty-five students. Students in this class were all of Mexican descent and labeled as early intermediate English language learners. The classroom environment was very welcoming and appealing. There were colorful posters and pictures displayed on the walls. There was a bulletin board that displayed pictures of students with a caption that said “I am special because...”. Another bulletin board celebrated diversity with pictures of people of different cultures. The teacher was a Mexican-American woman in her early thirties with five years of teaching experience. My last observation took place in a fourth grade classroom of twenty-four students. Twenty of the students were of Mexican descent, one was Caucasian, and two were African American. This was a mainstream class with intermediate/advanced English language learners. The classroom environment was somewhat plain and boring. The...
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...walking the hallways I only see smiling happy children. The classroom that I was assigned to was a fourth grade monolingual class. I worked with the class during their math time. My classroom was made up of 23 students the majority of which were boys. There were only 8 girls in the classroom. The makeup of the class was all Hispanic with the exception of 3 African American children, 2 of which were boys. My classroom setting was also very strict. The students were constantly being scolded for any fidgeting, moving or simply talking to their neighbor. The students whom I worked with mainly were two girls who were at their own table. These two girls probably had the most trouble with Math in their class. They also had trouble with other basic skills such as reading and simple math computations. These two girls have a hard time with their multiplication and addition skills. When I work with them on I make sure to implement reading into their lesson as well as the math aspect of it. These two girls socio economically I feel are middle class and have no problems with parental support or problems with food, clothing etc. They regularly talk about eating out at restaurants and going shopping. During my time at Mc Bee I was lucky enough to have met Mrs. Young who is in charge of the volunteers at the school. Along with my regular classroom she also allowed me to go and volunteer my time at several other classrooms. She understood the...
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...INTRODUCTION I attended a second grade class at Hunt Elementary on February 22, 2008; the class began promptly at 0855. There are 26 children in this second grade class. There are 15 male students and 11 female students. The student diversity is 2 Hispanics, 1 African-American, 1 East Indian, and 1 New Zealander (White but with an extreme accent). Three children were left-handed. OVERVIEW Two days a week in the morning, the children participate in a reading and writing block called “literacy and writing workshop.” The classroom is organized into five different levels with one group having one extra person; the levels are based on scoring of reading assessments. The groups are rotated so that each may spend 15 minutes cycles with either the teacher or Para-educator. The groups not with an instructor were to work on the “Daily-5” (explanation later) until their scheduled lesson. After the students finish their lesson, they are to fill the remainder of the workshop time working on “Daily-5.” This workshop is part of a regular routine. The students understand that after a reading a story with the teacher, they are verbally given a writing assignment. The assignment is usually to write a five sentence paragraph and color a picture related to the reading. READING ASSIGNMENT I observed Mrs. Guimond begin at 0915 with a group of five boys. It is a reading group that struggles with pronunciation and comprehension. The group individually takes turns reading a paragraph...
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...Agatha School. It was a small school in Milton with about 20-40 students per grade. From my understanding at that age my class was diverse but I had not been exposed to a class of more than 40 students. My school was racially diverse but not very ethnically diverse. I did not have a proper understanding for diversity until I reached high school. This was my first exposure to public school. It was in Milton which is still not the most diverse place, but it was certainly different than my tiny Catholic school. At Milton High School, I was introduced to types of diversity I had not seen at St. Agatha School. I got to see a wider range of ethnic diversity with all the different cultures. There were programs for students with disabilities which was not in the budget at St. Agatha. By high school, I had a motley crew of friends. My group of friends was diverse in terms of race, gender, sexual orientation, religion, and socioeconomic...
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...The Effective Classroom Environment The environment created by the teacher in his/her classroom can have a positive or negative effect on student learning. In the school that I work in, this presents a formidable challenge. There is no way around it, MHS is an ugly building. The main walls are orange and yellow and there are virtually no walls between the classrooms. It was built in the 1970’s with an open classroom concept. This “experiment” proved to be an absolute failure. Teachers could not hear students, students could hear lessons going on in other rooms; confusion and noise abounded. Since its original construction, some temporary cubicle-type walls have been put in place but they have not solved the problem. The walls that do exist remain a loud “in your face” orange and yellow. The “mood” created by these colors is not relaxing or conducive to learning. In an attempt to combat this, I try to create a classroom that has a calming, positive and friendly atmosphere. In order to mask the color scheme, I display a lot of student work and put up a variety of other decorations and information. I have created separate sections for each class, a section for student rewards (called the 100 Board), a section for school information, and several smaller sections of miscellaneous education-related and insightful notices and posters. A theme of diversity, tolerance, and achievement is emphasized throughout. Displaying student work is an excellent way to enhance...
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...ESE3940 The school I have the privilege of observing for my practicum is Lyons Creek Middle School. It is located in Coconut Creek, FL and is one of 79 middle schools in Broward School District. Lyons Creek Middle School is a Micro-society business and entrepreneurial magnet school, and operates on a six period schedule, with school starting at 9:30A.M. and dismissing at 4:00P.M. Lyons Creek has an FCAT school grade of "A" for the 2011-2012 academic years. Magnet schools are public schools that offer a specialized curriculum or educational philosophy, often with a specific focus or theme. Magnet schools promote student diversity because they are open to students outside the normal school district boundaries and often attract high caliber students through competitive programs. It is a suburban city school that has a mix diversity of Haitian, Hispanic and American population. The school serves about 2074 students in grades 6 through 8, 100 teachers and has an overall staff of 64 which include clerical maintenance and substitute teachers. DEMOGRAPHIC FOR THE SCHOOL Total 6th grade students | 617 | Total 7th grade students | 788 | Total 8th grade students | 669 | Total number of students | 2074 | Total number of American Indian/Alaska Native students | 5 | Total number of American Indian/Alaska Native students | 92 | Total number of American Indian/Alaska Native students | 370 | Total number of Hispanic students | 643 | Although school begins at 9:30A.M,...
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...Case Studies: Disruptive Student Behavior Written by Billie Hara, Prof Hacker, The Chronicle of Higher Education The following case studies come from a series entitled “Disruptive Student Behavior” from the Profhacker blog at the Chronicle of Higher Education website (http://chronicle.com/), which detail possible classroom scenarios that faculty may potentially face. The original blog posts include caveats for each scenario, additional context, and many include responses from seasoned faculty. However, for this document we have stripped away everything except the actual case studies. Below is a comprehensive listing of case studies that focus on in-class situations, pulled from this series and presented in the following categories: The Bullies The Talkative The Entitled The Chatterers The Disrespecters The Barely Clothed The Twarters The inappropriately clothed The Smelly The Talkative (The Case of Know-it-All Nancy) February 2010, http://chronicle.com/blogPost/Disruptive-Student-Behavior/22948/ SCENARIO: You plan to facilitate a discussion in your class about readings that you assigned. As students enter the room and settle into their seats, you can feel the buzz in the air. They are excited. They want to discuss the subject. You begin class by asking a very open-ended question, a question designed to allow the students to take the subject in an area that interests them. The first student who responds to your question, a question that is barely out of your mouth...
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