diversityintheclassroom-120719111235-phpapp02

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Diversity In the Classroom:How can I make a difference?


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Diversity: The art of thinking

independently together. Malco lm Forbes

Pre-Serv ice Survey


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There exists an inequality of the educational

opportunities provided to children who livewithin the inner city.

Many teachers who are raised in suburbancommunities, are not properly cultivated to

work in urban schools with children of color.


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The Inequal i ty in Schoo lsWhat makes the dif ference, when the schoo l is

under funded?

www.youtube.com

Inequality In Schools- Oprah Winfrey


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We as educators must be able to provide thequality education needed to prepare our

students for the future.

When we fail:

The students become victims and are ill-suitedto compete in a global society.


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A teacher must prepare themselves to receivewhatever may enter his or her classroom inthe form of a child.

Unless, one is willing to concede that intoday's society, racism and prejudice still existin the hearts and minds of many teachers, thejudgments concerning poverty, ghetto culture

and people of color are forever embedded inthe forefront of their thoughts.

(Irving, 2006)


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I Have A Dream

My fou r l i tt le chi ldren w i ll not be judged by thecolor o f their skin but by the content of their

character

www.youtube.com

Short Version I Have a DreamDr.Martin Luther King Jr.


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The lack of knowledge concerning studentswho live in urban communities also play a

contributing factor in the inequality ofeducation provided to them.

There are several unacceptable beliefs as towhy the juncture of circumstances differs from

the opportunities afforded to middle and upperclass society.


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Ladson-Billings in her book'Yes, But How Do We Do It?'

writes of two terms which describe theassumptions often concluded byteachers concerning urban children.


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Culturally Relevant The assumption which leads teachers to believe

that an unsymmetrical relationship existsbetween urban children and society. These types of teachers feel that his or her purpose

has become preparing students to fight injustice byactually being highly qualified and captiously vigilant.

Students who are in classrooms with this type ofteacher, will sit in the class everyday and be viewed asa child who will exist in a continual battle of hardships.

Having knowledge of these students circumstances isneeded, but should not be used as an excuse todisregard the pedagogy connected with learning thecore subject skills needed to succeed academically.


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School Dependent Describes students who are thriving in school

notwithstanding, the lack of funds to provideresources to fully educate a student. Students who are school dependent will most

certainly fail in a school where there are a lack offunds and resources, if it were not for an excellent

teacher.

These students look to their education as their onlyway out of poverty and despair. Where there is alack of funds, highly qualified teachers, who trulydesire to see the success of their students withoutprejudice are needed.


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Diversity may be the hardest thing for asociety to l ive w ith, and perhaps the mos t

dangerou s thing for a society to l ive

without.

Will iam Sloane Coff in , Jr.


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PrejudiceTo in jure or damage by som e judgment or act ion.

When we see the color, not the child! When we see the behavior, not the need! When we see the lack of knowledge, not

the desire to learn! When we see the culture, not the intestinal

fortitude

When we see 'a' child, not 'our' child!


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ClassismPrejudice or d iscr iminat ion based o n c lass

When we look at where the student lives,not what he or she had to endure whileattempting to get to school!

When we look at what their parents do for aliving, rather than, are they still alive, inprison, or addicted to drugs! The parentsmay have a job but are still considered

poverty stricken.When we look at where they come from,

and not where they are going!


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Discuss ion : How would you

respond?SCENARIO #1

STUDENT INFORMS TEACHER OF SITUATION AT HOME. FATHER WAS JUSTARRESTED AND MOM WAS GETTING HIGH ALL NIGHT. STUDENT IS SLEEPY

FROM WATCHING SIBLINGS AND PREPARING THEM FOR SCHOOL AS WELL ASHERSELF

STUDENT INFORMS YOU SHE HAS BEEN SEXUALLY ASSAULTED BEINGJUMPED (INITIATED) INTO A GANG.

STUDENT INFORMS YOU MOM HAD A DRUG PARTY LAST NIGHT AND WASAFRAID TO GO TO SLEEP AFRAID SOMEONE MAY COME IN AND HURT HER.


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Al l About Color

wingclips.com

All About Color-FreedomWriters


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It is only when the stereotypical mythsconcerning children who live in urbancommunities have been exposed and

extinguished, will society begin to see theneed for one person who can make a

difference in a child's life.


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L IST KNOWN STEREOTYPES


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Theory o f Cul tural Discon t inui tyGai l Thompson

A theory that contends there is a conflictbetween the home culture of students ofcolor and the culture of a school. Students are measured or compared to the

middle-class society. If students of color do notspeak or carry themselves according to acertain standard, they face discrimination and

cultural misunderstanding.


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There are diverse negative cul tures that

exist wi th in var ious cu l tures.

The street life-theory of survival Drug lifethe desire to make and have

money.

Single parent home life Sexual promiscuity

In the past children developed their attributes andcharacter from traditional community institutions,such as churches, community youth programs andschool.


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The rules that apply in educational institutions are totallydifferent from the rules that exist on the street, and

often times the home.

The many strategies that are provided to help studentsunderstand school rules and abide by them while in the

building should also be presented in a way that will

allow those students to utilize the same strategies toavoid problems that may be detrimental in theircommunity.

While teaching conflict resolution, one must remember,

children who live in low income communities, abide bythe law, 'an eye for an eye!'

Self preservation has always been the first law of nature.


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L IST STRATEGIES THAT Are USED

IN SCHOOL THAT CAN BE USEDIN THE COMMUNITY AS WELL


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There are many reason s why som e parents who

desire to b e invo lved, are no t.

Many parents work crazy hours . Some may not have

the resou rces to aid in assignments sent home.

As an educator we should ask ourselves:

When a parent does show an interest in their child'seducation, are they warmly greeted?

When parents request to volunteer in the classroom, arethey welcomed in?

When homework assignments are sent home, is the teacherwilling to explain to the parent as well as the student what

needs to be done, and how to do it?

We often complain about parents not being more involved intheir child's education, but they are not treated congenial upon

entering the school building!


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Discuss ion

AS A TEAM LIST IDEAS THAT CAN BEUSED TO MAKE A PARENT FEEL

COMFORTABLE ON CAMPUS ANDALSO STRATEGIES TO GET PARENTS

INVOLVED IN THEIR CHILDSEDUCATION


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PARENTAL SUPPORT

STRATEGIES

Parent Communication. Communication between parents andteachers should be two-way, frequent, and meaningful.Communication should also invite parents to share ideas, help form

school goals and clarify institutional expectations. Whencommunication is frequent and high-quality, parents' evaluation oftheir childs teacher, level of comfort with their childs school, andinvolvement in school-based activities are all substantially higher.

Support for Parenting. Decisions parents make about diet,entertainment, healthcare, and discipline correlate with differentoutcomes in terms of student learning. Many schools provide parenteducation and support programs to help parents build more effective,developmentally appropriate parenting skills.


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Engaging Parents in Student Learning. When parents help teach theirchild, the parents not only improve the childs skills, but they alsoincrease their own feelings of competence, which, in turn, motivatesstudents to perform better still. When teachers send home strategies

and suggestions of ways parents could support learning, parents oftenrespond favorably. In general, the more schools engage parents inspecific student learning tasks, the more likely student achievement isto improve. This includes parent involvement in homework tasks as wellas helping students adopt regular study and homework routines.

Involving Parents in Volunteering. Engaging parents and caregivers inschool-based volunteer opportunities is usually one of the first waysthat parents and school personnel envision parent involvement. In

reality, parent volunteering is one kind of parent involvement thatdemonstrates little impact on student learning, but volunteering can bean important way to build linkages between parents and schools thatlead to more family engagement overall.

Involving Parents in Making Decisions. Like volunteering, parent andcaregiver involvement in school decision-making impacts studentachievement largely because it builds relationships between caregiversand schools that encourage adults to become involved in student

learning. For example, when student achievement in districts thatinvolved parents in decision-making to adopt a new reading program iscompared to student achievement in districts that did not involveparents, the districts that involved parents and caregivers in decisionsabout implementing the program and strategies for reinforcing theprogram at home had significantly higher reading scores.8


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The Qualif ied Teacher

There are many studies that connect teacherqualifications to student academic

achievement.

The quality of the teacher has a strong impact on thequality of education provided to the students


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Qual if ied teachers in the classro om are one of the

most impor tant

factors when addressing student achievement.

Building strong relationships betweenstudents and teachers Children can sense when an adult is being

genuine with them. Knowledgeable teachers, who are well prepared

to present a lesson to a student, who haveliterally no emotional or personal relationshipwith their students will never break through with

a child who has been let down by every adult inhis or her life.


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Students work harder for teachers who show trueconcern for them. Most students who live in urban

communities, must be able to recognize whensomeone is sincere, solely for their own protection onthe street. Children from the ghetto find it verydifficult to openly and hurriedly place trust in others.


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All classrooms are filled with diversity. It is importantto know that there are no two people or students wholearn exactly the same. Recognizing the differences

in his or her own personal beliefs and that of theirstudents should lead a good teacher to know moreabout the culture of the groups he or she is teaching,and have high expectations for every student,regardless of color or station in life.


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Teachers must understand, when a child grows up inthe ghetto, life experiences can also be a lesson tothem. The expectations a teacher sets in theclassroom can determine whether a student succeeds

or fails. One can not simply allow a student to just sitand do nothing. An educator has the obligation ofmaking sure each of their students perform at theirbest.


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Many urban students who can not conform to the

aspirations of the educator's pedagogies, areoften labeled at-risk. Once labeled, students areoften referred for special education services, orhave various interventions presented to them.

When one looks in to the criteria for students to

be considered at-risk, it is determined that thestandards in which one may be labeled has hardlyanything to do with the student's cognition, butrather his or her socioeconomic backgrounds.


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All students can learn, some at differentpaces, some by using various strategies.

It is the teacher's responsibility to identifywhat strategies work best for eachindividual student.


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What expectations do you set in your classroom? Are you teaching enough to make the lower income

student a minimal employee or are you preparing

them to become major employers? Are you giving the underachiever the permission to

settle for whatever life presents or are youchallenging them to design their own destiny?

The respect and expectations of a student from hisor her classroom teacher can encourage thatstudent so much that their classroom experiencewill take precedence over what society says that

student's future should be!


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Teachers should be encouraged to notclose their minds to the obvious reality of

life in the poverty. And one should notspend a great deal of time looking foranswers to why things are what they are,but rather spend time focusing on what you,as an educator can do to make the life of astruggling child better.


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Neglect, abuse, homelessness, hunger andfear are what some people face daily, and

not just children of color, but everyrace.

Teachers only need to be there for them,

approaching them with a positive outlook, and asmiling face filled with compassion and concern,but never pity.


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Class room Management

Much research has been done pertaining toclassroom discipline and management,however, the most effective program in my

opinion is Capturing Kids Hearts

Building relationships with children are vital toeducating them. Getting to know who they

are through personal relationships go muchfarther than constantly sending to the officeor even suspension.


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Class room Management

Capturing Kids Hearts

"If you have a childs heart, you have his

head." - Flip Flippen

Truly remarkable outcomes are possible in a classroom where trust,respect, and caring relationships flourish. But creating such anenvironment is a tremendous challenge. Capturing Kids Hearts is alearning experience that provides tools for administrators, faculty and

staff to build positive, productive, trusting relationships- amongthemselves and with their students. These processes can transform theclassroom and campus environment, paving the way for highperformance.

PITY IS FOR THOSE WHO HAVE NO HOPE!


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PITY IS FOR THOSE WHO HAVE NO HOPE!

AS A TEACHER YOU HAVE THE ABILITYTO GERNERATE HOPE IN EVERYSTUDENT'S LIFE, BECAUSE YOU HOLD

THE KEY TO THEIR SUCCESS,

AND THAT KEY ISEDUCATION!


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I AM HOME

FREEDOM WRITERS

wingclips.com

I Am Home-FreedomWriters

R f


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References Anderson-Moore, K. (2006). Defining the Term At-Risk, Research-to Brief Results. Child

Trends, 1-3.

Dalzin, V. A. (2010, February). Cultivating an Academic Image. In My Opinion. PrincipalLeadership, 64-67.

Garrison-Wade, D., Lewis, C. W. (2006). Tips for School Principals and Teachers, Helping BlackStudents Achieve. In J. Landsman, C. W. Lewis (Eds.), White Teachers/DiverseClassrooms(pp.150-161). Sterling, Virginia. Stylus Publishing, LLC.

Goldhaber, D., Hannaway, J. (n. d.). Creating a New Teaching Profession. UI Press. Retrievedfrom http://www.urban.org/books/newteachinprofession/chapter1.cfm

Norman, A. J. (2003). Disaggregating the High-Risk Youth Category: Toward a Definition ofProven-Risk Youth. Project Footprints. Retrieved fromhttp://www.projectfootprints.com/portfolio/writ-provenriskdefined.html

Payne, R. K. (1996). A Framework for Understanding Poverty. Highlands, TX. Aha! Process, Inc.

Payne, R. K. (2009). How the Environment of Poverty (Having Fewer Resources) Impacts Cognition

and Learning. Aha! Process, Inc. Retrieved from http://www.ahaprocess.com

Payne, R. K. (2009). Ten Dynamics of Poverty That Undermine School Success and What SchoolsCan Do About Those Barriers.Aha! Process, Inc. Retrieved from http://www.ahaprocess.com

Riddile, M. (2010, January). The Best Things May Be Free.Principal Leadership, 64-66.

Copyright 2011 Mia L Clark


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References con t.

Toppo, G. (2003, July). The face of the American teacher, White and female, while herstudents are ethnically diverse. USA Today. Retrieved fromhttp://www.usatoday.com/educate/college/eduaction/articles/20030706.htm

Vannick, A. (n.d.). White Teachers in Minori ty Schools: Understanding Their Own Racismas A Prerequisi te. Retrieved fromhttp://www.macalester.edu/educationreform/publicinterllectualessay.ellossay.pdf

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