Diverse Classroom

 

DIVERSE CLASSROOM

Introduction:  

Diverse teaching in a diverse classroom is a buzz word echoing in the recent scenario of education because diversity means understanding and appreciating interdependence of humanity, cultures, and the natural environment. In this regard, planning the course with the multicultural classroom in mind by considering syllabi, course assignments, examples, stories, and potential classroom dynamics for the diverse students is important. Likewise the role of the teachers is very significant to handle diverse students. The teachers should have adequate professional knowledge, skills, and dispositions to have an impact on diverse learners in diverse settings. We will have extensive ideas about strategies for diverse learners, technique of teaching in diverse class room and preparation of teachers of diverse class room below in our further course.

Meaning and definition of diverse class room 

The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique, and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. It is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual. 

Diversity is a reality created by individuals and groups from a broad spectrum of demographic and philosophical differences. It is extremely important to support and protect diversity because by valuing individuals and groups free from prejudice, and by fostering a climate where equity and mutual respect are intrinsic.  

"Diversity" means more than just acknowledging and/or tolerating difference. Diversity is a set of conscious practices that involve: Understanding and appreciating interdependence of humanity, cultures, and the natural environment. Practicing mutual respect for qualities and experiences that are different from our own. Understanding that diversity includes not only ways of being but also ways of knowing; Recognizing that personal, cultural and institutionalized discrimination creates and sustains privileges for some while creating and sustaining disadvantages for others; Building alliances across differences so that we can work together to eradicate all forms of discrimination.

Diversity includes, therefore, knowing how to relate to those qualities and conditions that are different from our own and outside the groups to which we belong, yet are present in other individuals and groups. These include but are not limited to age, ethnicity, class, gender, physical abilities and qualities, race, sexual orientation, as well as religious status, gender expression, educational background, geographical location, income, marital status, parental status, and work experiences. 

Finally, we acknowledge that categories of difference are not always fixed but also can be fluid, we respect individual rights to self-identification, and we recognize that no one culture is intrinsically superior to another. Teaching in a diverse class room Knowing who your students are as a group and as individuals is an important part of good teaching.

In recent years, higher education has become increasingly diverse. The variety of students is far greater, and their needs are very different, than in the past. This module will consider how to teach effectively in an environment of diverse learners. If you wish to facilitate the learning process of students with a variety of backgrounds and needs, the following points are important: Treat all students as individuals with unique strengths, weaknesses, and needs rather than as generalized representatives of particular racial, ethnic or cultural groups. Employ a variety of teaching styles to respond to the needs of diverse learners. Create an open classroom that values the experiences and perspectives of all students.

1.    Diversity:

In Higher Colleges and Universities have become, in recent years, increasingly diverse institutions. Van Note Chisom (1999) identifies the following trends to illustrate this point: Older students now make up more than half of student population in higher education. Naturally, women account for 54 per cent of bachelor’s degree students. The presence of minority students is growing. Students with learning or physical disabilities are being identified more frequently.

2.    Learning Styles in a Diverse Classroom Eddy (1999) describes a learning style as the way in which we prefer to organise. However, in their most basic form, there are three main learning styles (Eddy): Auditory learners prefer to receive ideas and information by hearing them. These students may struggle with reading and writing, but excel at memorizing spoke words such as song lyrics. They often benefit from discussion-based classes and the opportunity to give oral presentations. Visual learners prefer to receive information by seeing it. Typically these students pay much attention to detail. They are less likeljjjjjjjjly to speak in class than their auditory peers, and generally use few words when they do. Outlines, graphs, maps and pictures are useful in helping these students learn. Kinaesthetic-Tactile learners tend to learn best via movement sand touch. These students are often labelled “hyperactive” because they tend to move around a great deal. Because they like movement, they may take many notes and learn beat when allowed to explore and experience their environment. It is important to note that the various styles are those preferred by learners. The fact that we learn in many ways is further justification for utilizing variety of teaching approaches is so important. Understanding learning styles can help you create more inclusive classrooms where everyone has a chance to succeed. Preparations of teachers for diverse class room The opportunity to obtain a quality education is one of the most important points of access in our society. In many cases, and for many reasons, children and adolescents do not have access to an equitable education. To address this opportunity gap and at the same time meet the important national, state, and local goals for improving learning outcomes for all students, teachers require sophisticated professional knowledge, skills, and dispositions to have an impact on diverse learners in diverse settings. This in turn requires a comprehensive teacher education program that can prepare new teachers for this important work.   

Techniques of teaching in a diverse class room  

There are many techniques available to teach in a diverse class room.  

1. Brainstorming. In this, all diverse students will discuss a problem interestingly to arrive a solution. 

2. Critical incidents. Here, the students make nonverbal communication to explain about a critical incident that took place in their life. 

3. Acting it out. It is also a non-verbal communication which is practiced by enacting a play. 

4. Mime. In this technique, the students do miming for enacting a small skit. 

5. Focus of symposium. This is done to engage the diverse learners based on the consideration of the learners, nature of content and desired outcome.  

Here are six types of knowledge we can develop to help Diversified learners to succeed in the classroom.

a) Learn about culture Become aware of how the influence of your own culture, language, social interests, goals, cognitions, and values could prevent you from learning how you could best teach your students of culturally and linguistically diverse backgrounds. 

b) Learn about students’ culture Understand how your students’ cultures affect their perceptions, self-esteem, values, classroom behavior, and learning. Use that understanding to help your students feel welcomed, affirmed, respected, and valued.  

c) Understand your students’ linguistic traits Learn how students’ patterns of communication and various dialects affect their classroom learning and how second-language learning affects their acquisition of literacy. 

d) Use this knowledge to inform your teaching Let your knowledge of your students’ diverse cultures inform your teaching. This, along with a sincerely caring attitude, increases student participation and engagement. 

e) Use multicultural books and materials to foster cross-cultural understanding Sensitively use multicultural literature, especially children’s literature, to honor students’ culture and foster cross-cultural understanding. Be open to a variety of instructional strategies as students’ cultures may make certain strategies (such as competitive games or getting students to volunteer information) uncomfortable for them. 

f) Know about your students’ home and school relationships Collaborate with parents and caregivers on children’s literacy development and don’t rely on preconceived notions of the importance of literacy within your students’ families.

Our collective ability to respond to and be enriched by these challenges will determine the success of our institutions and students.   To assist faculty and teaching members seeking to enhance learning for all students, we have put together this Tip Sheet, in the hope that it will empower educators to create the conditions under which diversity can flourish. When teaching in a multicultural context, we suggest that they prepare themselves in several ways.

The strategies are

 Plan the course with the multicultural classroom in mind by considering syllabi, course assignments, examples, stories, and potential classroom dynamics ways to make the actual classroom open and safe for all students, and to make the material accessible to all students.

 Learn how to intervene tactfully and effectively in racially charged classroom situations and to manage hot moments or hot topics.

 Assess conscious and unconscious biases about people of cultures other than your own.  

Tips for Teaching in Racially Diverse College Classrooms:  

The following tips are meant to be suggestions and not guaranteed solutions for teaching in racially diverse classrooms. Teachers should develop a range of pedagogical skills that best serve the needs of all their students. 

Develop a syllabus that explores multiple perspectives on the topic 

• Incorporate multicultural examples, materials, and visual aids as much as possible in lectures.

• Make sure that the expectations for the pedagogical process and learning outcomes are stated clearly on the syllabus.

• Structure project groups, panels, laboratory teams, and the like so that membership and leadership roles are balanced across ethnic and gender groups.

• Develop paper topics that encourage students to explore different racial and cultural perspectives.

• Assign work of scholars from a variety of racial and ethnic backgrounds relevant to the topic being studied.