Diversity in the Classroom Essay

intromissionTeachers are faced with the challenge of assimilators bringing with them, vastly different experiences, cultures, interests and abilities. These characteristics substructure bedevil a great impact on how students learn. statement to much(prenominal) a divers(a) group requires teachers to be more flexible and behind a greater emphasis on the individual(a). Through the aid of strong body and choice, teachers tummy differentiate presentation to make interest in the individual, and indeed aid the student to become an independent learner. (Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A. and Reyn honest-to-goodnesss, T. 2003)LEARNING STYLESWhile it is below the belt to expect teachers to fully grasp the psychological & cognitive complexities that comprise learning, they should extradite a solid understanding that individual students have different preferences in the way they prefer to receive, perceive, i nteract and respond to cultivation kn cause as their pet schooling style.A widely occasiond ideal of learning styles is based on Howard Gardners triple intelligence surmise, which suggests learners total into seven distinct categories of learning intelligence. Visual/Spatial learners prefer pictures and images aural learners prefer sound and music Verbal/Linguistic learners prefer voice communication in writing and speech Physical/Kinesthetic learners prefer the delectation of touch, movement & action, and Logical learners prefer reasoning and sequence. Aligned with these learning styles is in addition a preference by students toward Social/Interpersonal learning, in groups or Solitary/Intrapersonal learning where the student prefers to learn alone. (Howard Gardner, multiple intelligences and education. 2007)Most students have a preferred learning style, but are not exclusively dependent on one style. They can accommodate to other styles and use them in combination with their preferred style.APPROACHES IN THE CLASSROOMDiversity in the classroom inevitably creates complexities for teachers in formulating learning and teaching models that suit their proper(postnominal) context, situation, and the students varying ask. (Rayner, S. 2007)Some look intoers, agreeing that learning styles are important, suggest that teachers should match pedagogy to the content being taught rather than the preferred learning style of the student (Glenn, D. 2009). This seems plausible in light of research into brain plasticity, which suggests that the brain has the powerfulness to transform, adapt and increase its capacity to learn (Walker, S. 2010).Others come to the fore greatest emphasis on matching instruction with the learning styles of the individual student, which the overwhelming literature suggests is the ideal snuggle for the benefit of the student. However, in practice, theory and expectation can very much fall short of reality.CHALLENGESWith class sizes often ranging from 20 to 25 students, trying to cater to every students individual learning preference can be very imaging intensive. Very few teachers will have the intimacy and understanding of every form of diversity within their classroom. Teaching students with special posits is a prime example, often requiring assistance from specialist help. This is all good and swell up in principle, however, additional assistance usually comes at a monetary cost, where often schools are restricted by budgetary constraints.High post testing such as NAPLAN can also create conflicts between what is best for the students and what is best for the school. This may exacerbate the unwillingness of school hierarchy to deviate from traditional core curriculum/structures, as overall results can often be linked with a schools theme as well as government funding. (Tomlinson et al. 2003)LESSONS FROM JESUS savior was the summary of what a teacher with a diverse student body needs to do. He taug ht in parables imbued with illustrations familiar to the daily lives of all the people in his audience, who had a diversity of experiences. By teaching through stories, of shepherds, fishermen, seasons of growth and harvest, bountiful men, servants, kings and slaves, he was able to impart the same message, to a diverse audience, so that all could relate to, and understand according to their own experiences.Teaching methods of old sought to adapt the student to the material being presented. Jesus methods competently illustrate that todays teachers need to be able to adapt to the learning capacity of the students.Jesus also differed in many ship canal to those around him but transformed the lives of others by the way he lived. By his example, he helped mold many into his own image (The Role of the Christian Teacher 2013).As teachers who are Christian, our aim should not be to like a shot preach about Christianity. This can be left to the local church priest or pastor, and the will ingness of the individual to accept such a lay approach. In a diverse classroom there will be students with vastly different beliefs and experiences that contrast our own, and that impact on their learning capabilities. The object would then be, like Jesus, to subtly portray our Christian understanding by our own actions, therefore becoming a usance model to students. Jesus taughteveryone who is fully trained will be like his teacher Luke 641 As role models, we should be aware that students may obey and model their behavior according to the way we as teachers act, speak and behave. Therefore, unless our behaviour is aligned with fundamental Christianprinciples, it can do more handicap than good. It would be wise to follow the encouragement given by the apostle capital of Minnesota Imitate me as I imitate Christ 1 Corinthians 111by living out our faith, we show our students the essence of theology through our own words and deeds.CONCLUSIONIn light of animated research and Chr istian philosophy, a meshing of theories is necessary which tends toward a equilibrise approach. Making sure all learning style preferences are communicate in some way as students will need to cumulate at least some of the attributes of all learning styles, for future success. besides using experience and expertise in our own learning preferences, to brace the divide between teacher and student and become that positive role model that developing students need.Employing a balanced approach is no easy task, but can be aided in a number of waysFirstly, inclusive teaching, were students are not separate or made to feel inferior due to differences in preferred learning styles or abilities. Aligned to this is the idea of flexible grouping where research shows that when students are put in small groups comprising varying learning preferences and abilities, weaker students succeed better learning outcomes, without detriment to stronger students. (Tomlinson et al. 2003)Secondly, Scaff olding where teachers, peers or teaching aids support, assist and guide the student, particularly those who have difficulty. This is a more change approach to the flexible grouping.Thirdly, Engagement with parents/carers and students enables the teacher to attain valuable information about the student, and engagement with colleagues can assist in gaining additional knowledge or formulating shared strategies.Finally, Methods of presentation is at the heart of catering to diverse array of learners. Using technology enables a teacher to present material in multiple styles at the same time.(Guidelines for responding to learner diversity in the classroom through curriculum and assessment policy statements 2011)Ultimately, we as teachers need to nurture students, and expose them to a variety of learning styles, despite our own preferences, enabling them to become independent learners. Children are less flexible and cannot tardily adapt to unfamiliar learning styles, so it is incumbent upon the teacher, to adapt and exchange teaching methods, activities and environments in order to create interest, thereby stimulate and motivate a students desire to learn.REFERENCESCook, P. F. (1998). Teacher Reflection in learner-centred education. Journal for Education Reform in Namibia, v.8, 8p. Discover your learnedness appearances diagrammatically (2013.) (n.p.) uncommitted Internet http//learning-styles-online.com/ Glenn, D. (2009) (n.p.), Matching Teaching Style to Learning Style May Not Help Students, The Chronical of Higher education, Available Internet http//chronicle.com/ hold/Matching-Teaching-Style-to-/49497/ Guidelines for responding to learner diversity in the classroom through curriculum and assessment policy statements (2011), Directorate Inclusive Education, Department of Basic Education, preoria South Africa. 52p.Howard Gardner, multiple intelligences and education (2007) Regis University Available Internet http// academic.regis.edu/ed205/gardner.pdfHumphr ey, N., Bartolo, P., Ale, P., Calleja, C., Hofsaess, T., Janikova, Vera., Mol Lous, A., Vilkiene, V., and Westo, G. M. (2006). Enderstanding and responding to diversity in the aboriginal classroom an international sudy. European Journal of Teachr Education, 29(3), 305-318.Rayner, S (2007). A Teaching elixir, learning chimera or just fools cash? Do learning styles matter? Support for Learning, 22(1), 24-30. Teachers and their influence (2010) (n.p.) Covenant Christian School Sydney Available Internet http//www.whychristianschools.com.au/wcs/teachers-influence.html The Role of the Christian Teacher (2013) (n.p.) Transforming Lives. Available Internet http//m.transforminglives.org.uk/thinking-of-teaching/role-of-the-christian-teacher Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A. and Reynolds, T. (2003). Differentiating Instruction in Response to StudentReadiness, Interest and Learning Profile in Academically Diverse Classroo m A followup of Liteature. Journal for the Education of the Gifted, 27(2/3), 119-145. Walker, S. (2010) (n.p.), Lifelong Learning and the Plastic Brain, Scientific Learning Internet http//www.scilearn.com/blog/lifelong-learning-brain-plasticity.php