Re: Catering for Diversity – An Introduction
Dear Amy,
As a teacher, you are probably well aware of the fact that every child in your classroom is different. No two students are ever the same, and realistically, ‘the only things students in a class have in common is their presence’ (Brophy, cited in Barry & King, 1998, p. 281). Have a think Amy …do the children in your class have unique and distinctive qualities, and do they each encompass a wide range of differing abilities and characteristics that constitute their emerging identity as a child, student and learner? Are they all at the same level, do they all learn in the same way, and do they all have the same interests? Well, being the teacher you are, we definitely know that you know the answer to these questions. Essentially, your classroom is a diverse centre that features different groups of learners (Cherubini, 2006). Some of the students are exceptional, whilst others are culturally different. You know that Katie is different to Sally, that Jack is different to Dale, and that Sam is different to Jose and so on. Hinde McLeod and Reynolds (2003) have outlined that ‘fundamental to the model of productive pedagogy is the recognition of difference’ (p. 71) and you Amy, must design a curriculum, and prepare a comfortable learning environment that caters to the individual needs and capabilities of the students in your care (Cherubini, 2006; Vialle & Rogers, 2009). The ability to competently address the vast array of student diversity in the classroom is a daunting task, particularly for beginning teachers like yourself, but a ‘one fits all approach’ will never be suitable, and you need to recognise that the learners in your care learn in different ways. Here’s an introduction to it all …
Firstly, let’s focus on exceptional students. There are always one or two children in every single class that are of a high achieving nature. Whether or not they are deemed ‘gifted and talented’, it is important to extend those children that work well academically so they do not become bored and frustrated in your classroom (Schools NSW, 2010). Bear in mind Amy that you need to be both imaginable and flexible when working with such students. Vialle and Rogers (2009) have acknowledged that high achieving students have four key needs within the classroom – learning time with their fellow intellectual peers, the need for flexibility, assistance from teachers in accepting who they are and learning experiences that require challenge and extension. You Amy need to take these factors into consideration for such children and plan your learning experiences accordingly. Ensure that you familiarise yourself with the NSW Gifted and Talented Policy, which can be found at -
http://www.det.nsw.edu.au/policies/curriculum/schools/gats/PD20040051.shtml
On the other end of this spectrum are students with intellectual and physical disabilities, and it is possible that you may have a child in your class with one. Marsh (2008) has acknowledged that ‘teaching students with disabilities requires additional and special skills in the classroom teacher’ (p. 224) and that learning experiences need to be highly structured and planned. When working with these students, make sure you present material in small steps, develop readiness for each learning task, develop ideas with concrete materials and visuals and relate learning to interests and the familiar (Foreman, 2008). For more information, we suggest that you look at the NSW People with Disabilities Statement of Commitment, which can be accessed at –
http://www.det.nsw.edu.au/policies/general_man/general/spec_ed/
PD20050243.shtml?level=
Students who are culturally different are present in numerous schools and classrooms across Australia. We live in a multicultural and diverse society, and many of the students in your school Amy do not have English as their first language. Although challenging, these students can act as catalysts in reducing prejudice, and fostering tolerance (Chen, 2009). In order to cater for such students, you Amy need to be culturally respective and create learning experiences in which they can relate to (Harmer, 2007). This can be achieved through role plays, small group work, by introducing different types of media and by using ‘curriculum resources that highlight multicultural perspectives’ (Marsh, 2008, p. 226). For additional literature, please have a look at the ‘English as a Second Language: Guidelines for Schools’ document, which is available at –
http://www.det.nsw.edu.au/policies/student_serv/equity/comm_rela/
d04_23_ESL_Guidelines.pdf
Finally, you may have a student in your class that is of Indigenous background. You need to remember Amy that the curriculum in which you have to teach reflects heavily on a Western view of the world that rarely takes into account Aboriginal culture, their viewpoints and the way in which they learn (Craven, 1999). Therefore, you need to utilise a range of teaching and learning strategies, and we suggest that you use lots of visuals, and incorporate tactile and kinaesthetic learning within activities (Marsh, 2008). Put things into context, encourage cooperative learning, encourage your students to take risks and allow them to observe learning experiences (Hinde McLeod & Reynolds, 2003). Above all Amy, you really need to be aware of the differences in body language between the Aboriginal and Western culture and use what they know as a springboard for learning (Craven, 1999). Be aware of the NSW Aboriginal Education and Training policy, and this document can be found at –
http://www.det.nsw.edu.au/policies/students/access_equity/aborig_edu/
PD20080385.shtml?level=
Amy, this is just a brief and quick overview of the many different groups of students which you may have in your classroom. Once we get to know your students a little bit more and observe them in more depth, we will write letters to you that focus solely on particular individuals and discuss with you their individual needs, capabilities and learning styles in more detail. At this point in time, we just want you to be aware of the fact that your classroom has a myriad of different types of students. If we make links to Element Two of the NSWIT Professional Teaching Standards (2006), you’ll remember that teachers must know their students and how they learn. Realistically, it is your responsibility as a teacher to get to know your students, and provide them with a learning environment that takes into their consideration their background and needs (Vialle & Rogers, 2009). Amy, we know that catering for the diversity of your students is overwhelming for you, but then again, who said the career of a teacher was ever easy?
Stay tuned for more details and advice on particular students in future letters.
Until next time,
Dear Amy,
As a teacher, you are probably well aware of the fact that every child in your classroom is different. No two students are ever the same, and realistically, ‘the only things students in a class have in common is their presence’ (Brophy, cited in Barry & King, 1998, p. 281). Have a think Amy …do the children in your class have unique and distinctive qualities, and do they each encompass a wide range of differing abilities and characteristics that constitute their emerging identity as a child, student and learner? Are they all at the same level, do they all learn in the same way, and do they all have the same interests? Well, being the teacher you are, we definitely know that you know the answer to these questions. Essentially, your classroom is a diverse centre that features different groups of learners (Cherubini, 2006). Some of the students are exceptional, whilst others are culturally different. You know that Katie is different to Sally, that Jack is different to Dale, and that Sam is different to Jose and so on. Hinde McLeod and Reynolds (2003) have outlined that ‘fundamental to the model of productive pedagogy is the recognition of difference’ (p. 71) and you Amy, must design a curriculum, and prepare a comfortable learning environment that caters to the individual needs and capabilities of the students in your care (Cherubini, 2006; Vialle & Rogers, 2009). The ability to competently address the vast array of student diversity in the classroom is a daunting task, particularly for beginning teachers like yourself, but a ‘one fits all approach’ will never be suitable, and you need to recognise that the learners in your care learn in different ways. Here’s an introduction to it all …
Firstly, let’s focus on exceptional students. There are always one or two children in every single class that are of a high achieving nature. Whether or not they are deemed ‘gifted and talented’, it is important to extend those children that work well academically so they do not become bored and frustrated in your classroom (Schools NSW, 2010). Bear in mind Amy that you need to be both imaginable and flexible when working with such students. Vialle and Rogers (2009) have acknowledged that high achieving students have four key needs within the classroom – learning time with their fellow intellectual peers, the need for flexibility, assistance from teachers in accepting who they are and learning experiences that require challenge and extension. You Amy need to take these factors into consideration for such children and plan your learning experiences accordingly. Ensure that you familiarise yourself with the NSW Gifted and Talented Policy, which can be found at -
http://www.det.nsw.edu.au/policies/curriculum/schools/gats/PD20040051.shtml
On the other end of this spectrum are students with intellectual and physical disabilities, and it is possible that you may have a child in your class with one. Marsh (2008) has acknowledged that ‘teaching students with disabilities requires additional and special skills in the classroom teacher’ (p. 224) and that learning experiences need to be highly structured and planned. When working with these students, make sure you present material in small steps, develop readiness for each learning task, develop ideas with concrete materials and visuals and relate learning to interests and the familiar (Foreman, 2008). For more information, we suggest that you look at the NSW People with Disabilities Statement of Commitment, which can be accessed at –
http://www.det.nsw.edu.au/policies/general_man/general/spec_ed/
PD20050243.shtml?level=
Students who are culturally different are present in numerous schools and classrooms across Australia. We live in a multicultural and diverse society, and many of the students in your school Amy do not have English as their first language. Although challenging, these students can act as catalysts in reducing prejudice, and fostering tolerance (Chen, 2009). In order to cater for such students, you Amy need to be culturally respective and create learning experiences in which they can relate to (Harmer, 2007). This can be achieved through role plays, small group work, by introducing different types of media and by using ‘curriculum resources that highlight multicultural perspectives’ (Marsh, 2008, p. 226). For additional literature, please have a look at the ‘English as a Second Language: Guidelines for Schools’ document, which is available at –
http://www.det.nsw.edu.au/policies/student_serv/equity/comm_rela/
d04_23_ESL_Guidelines.pdf
Finally, you may have a student in your class that is of Indigenous background. You need to remember Amy that the curriculum in which you have to teach reflects heavily on a Western view of the world that rarely takes into account Aboriginal culture, their viewpoints and the way in which they learn (Craven, 1999). Therefore, you need to utilise a range of teaching and learning strategies, and we suggest that you use lots of visuals, and incorporate tactile and kinaesthetic learning within activities (Marsh, 2008). Put things into context, encourage cooperative learning, encourage your students to take risks and allow them to observe learning experiences (Hinde McLeod & Reynolds, 2003). Above all Amy, you really need to be aware of the differences in body language between the Aboriginal and Western culture and use what they know as a springboard for learning (Craven, 1999). Be aware of the NSW Aboriginal Education and Training policy, and this document can be found at –
http://www.det.nsw.edu.au/policies/students/access_equity/aborig_edu/
PD20080385.shtml?level=
Amy, this is just a brief and quick overview of the many different groups of students which you may have in your classroom. Once we get to know your students a little bit more and observe them in more depth, we will write letters to you that focus solely on particular individuals and discuss with you their individual needs, capabilities and learning styles in more detail. At this point in time, we just want you to be aware of the fact that your classroom has a myriad of different types of students. If we make links to Element Two of the NSWIT Professional Teaching Standards (2006), you’ll remember that teachers must know their students and how they learn. Realistically, it is your responsibility as a teacher to get to know your students, and provide them with a learning environment that takes into their consideration their background and needs (Vialle & Rogers, 2009). Amy, we know that catering for the diversity of your students is overwhelming for you, but then again, who said the career of a teacher was ever easy?
Stay tuned for more details and advice on particular students in future letters.
Until next time,
Project BEAM
