Diversity Statement of Informed Beliefs 1

Diversity Statement of Informed Beliefs

Lisa Jackson
Nancy Smith
Education 204
TR, 11:30-12:45, Fall 2013

Diversity Statement of Informed Beliefs 2

Diversity Statement of Informed Beliefs
Human clones are identical replicates of a human. The human clone has the exact same color
of hair, eyes, and body symmetry. Could you imagine how boring life would be if we were all
the same human beings? Thankfully we have a mix of traits and characteristics due to biology.
All humans are unique, different eye color, hair, body symmetry and ways of thinking. With all
the differences we find that we all learn differently too. Everyone is biologically made
differently and raised in different environments. Teachers need to be prepared to teach to a
multiplicity of students while teaching to the whole class. Every classroom has a diversity of
students and I believe all students can learn.
All Students Can Learn
Students of all ages have the ability to learn new things. The ability to learn depends on
Abraham Maslows theory of motivation. The level at the bottom is basic needs, then safety,
social, esteem, and self-actualization (McLeod, 2007). The theory explains One must satisfy
lower level basic needs before progressing on to meet higher level growth needs (McLeod,
2007). Maslow says motivation is based on that hierarchy of needs. If students do not have the
most important things to keep them alive then they will not be able to concentrate on abstract
thinking, because they will be starving (McLeod, 2007). Many school districts now have free and
reduced lunch programs to meet nutritional needs of low socioeconomic status students, so they
can concentrate on learning.
Teachers have a responsibility to teach their students. With the diversity of students comes a
diversity of learning styles. There are many theories about learning styles. If teachers
understand the different learning styles they can modify their lessons so all students can learn.
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One theory is that there are four main systems of learning; visual, auditory, kinesthetic, and
tactile (Cooper & Ryan, pg. 72). Howard Garner has a theory about multiple intelligences. He
believes that some students are logical-mathematic, linguistic, bodily-kinesthetic, musical,
spatial, interpersonal, intrapersonal, and naturalist (Berns, pg. 248) Logical-mathematic,
means they relate to solving problems and math equations (Berns, pg. 248). Linguistics relates to
sound, rhythm, and use of language (Berns, pg. 248). All these multiple intelligences can be
used to help students learn.
Ensuring that all students will learn takes observation, use of learning styles, and methods of
socialization. The use of methods of socialization can help student learn. The methods to use are;
affective, operant, observational, cognitive, sociocultural, and apprenticeship techniques.
Affective methods deals with feeling, operant method produces effect, through positive or
negative reinforcement. Operant methods is about shaping, using desired reinforcements to
gain desired results or behavior with the child (Berns, pg. 56). Observational methods are a form
of modeling which is used quite frequently in teaching (Berns, pg. 61) When teaching
handwriting or math problems observational methods work great. The teacher shows how to
work out a skill then it is the students turn to try on their own. Cognitive methods include
instruction, standards, and reasoning (Berns, pg. 63) Cognitive methods help thinking and
processing (Berns, pg. 63). Instructional methods provide information needed to carry out a
task, standards set goals, and reasoning help the students draw conclusions (Berns, pg. 63).
Sociocultural methods help conform students to expectations and behaviors of those who are in
charge of socializing children (Berns, pg. 66).
The relationship between students and teachers is bidirectional. How a teacher deals with
their students on a daily basis is how the student will react to the teacher (Berns, pg. 238).
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Ensuring all students will learn again belongs to the way the teacher is teaching certain students.
Students also need to have a zone of proximal development. The zone of proximal development
can help students who are on the ledge of understanding a concept but just need a little extra help
or encouragement (Cooper, pg. 183). All children can learn some just need extra time and a more
guidance.
Managing and leading the classroom so all students will learn, depends on my leadership
style. The most effective leadership style is that of a democratic leader (Berns, pg. 235). There
needs to be a goodness-of-fit in the classroom because not every child is alike. A goodness-of-fit
needs to accommodate my leadership style to the students temperament (Berns, pg. 135). Some
children can be very dramatic and need a little extra attention or not. How I manage the
classroom can also depend on my expectations for the students. Establishing, maintaining, and
enforcing my expectations for the classroom will help in creating a learning environment. The
environment must be controlled to some extent or learning will not take place. There are many
different ways to manage a classroom and socialization method of operant conditioning is one.
Enforcement with positive or negative enforcements can be helpful.
Teacher Expectation
Teachers expectations influence a students ability to learn. Teachers leadership style may
also give expectation level in a classroom. Teachers with authoritarian leadership styles may
be strict, unyielding to suggestions, and unfair (Berns, pg. 235). Children with this type of
teacher will not be able to rise to the expectations held above them and the child may quit
working. Studies have shown that boys in these leadership style groups are more aggressive
(Berns, pg. 235). The democratic leadership style incorporates hard work with input from the
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students on how things should run in the classroom (Berns, pg. 235). More learning took place,
less hostility, and willingness to work was better off with this group of boys (Berns, pg. 235).
The Laissez-faire group constituted an attitude of noncompliance, they could do what they
wished and are instructed only when asked what to do (Berns, pg. 235). The group of boys for
this leadership style had absolutely no expectations or guidance and therefore accomplished
nothing (Berns, pg. 235).
Teacher expectations need to be communicated clearly along with the teachers own
perception of the information given. If the teacher doesnt understand the information or it is
misinterpreted then a child will be unresolved on how to go about their work. The attitude I give
from the frustration may cause a self-fulfilling prophecy or expectation of failure. If I have new
curriculum and I have information to communicate but my understanding is unclear I may give
them an unrealistic expectation. In that situation I have failed the student.
Educational goals are important because they are the end result. When we have a clear end
result then we can make up curriculum to teach to that end result. We cannot be held accountable
for teaching if we do not know how and what the student needs to know. These goals are
important. It helps to know what to teach. Goals also help keep us accountable. Accountability
keeps me as a teacher responsible for the learning that goes on in the classroom (Berns, pg. 261).
Accountability must be held to justify the time children spend in a classroom, the expenditure of
funds, and ability to assess what students have learned (Berns, pg. 261).
Students Social Ecology Theory
Connecting learning to students social ecology is very important. When a child can connect
learning to their home, and community it will help to reinforce learning concepts. It also will
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help me get to know and understand the diversity among my students. Certain cultures, families,
and communities have different ideas of what is important (Cooper & Ryan, pg. 58).
Cultures can and do have an effect on student learning and thinking. Low-context cultures
are rational, practical, competitive, and individualistic (Berns, pg. 24). Knowing that these
cultures are competitive we can adapt lessons toward these strengths. High-context cultures are
intuitive, emotional, cooperative, and have an emphasis on tradition (Berns, pg. 24). Each
culture has strengths that can be used woven into lesson plans and teaching.
Families have a great impact on student learning. It is where students first learn what is
important. Families can be influential in academic success or passive and not caring. Within the
family structure a child can belong to a nuclear family, extended family, or adopted family. The
dynamics of the family structure can change. When families separate or divorce is involved
children can experience stress that will spill out into the classroom and disrupt learning (Berns,
pg. 84).
Communities in which we live will also affect children and their learning. If children live in
unsafe communities it will show up in the classroom. A community that is constantly in fear will
not venture out of their homes. Children will be stressed and afraid and not able to concentrate
on work.
A community in general supports the classroom. Businesses donate money toward education
which helps with learning in the classroom (Berns, pg. 371). There are also many things in the
community that help with learning in the classroom like libraries, zoos, and museums (Berns, pg.
371).
Cultural Diversity I nstruction
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Building on life histories and experiences of students ethnic backgrounds can help make
lessons more personal. I would acknowledge the histories and experiences of students ethnic
backgrounds by learning more about their ethnicity. I would learn about their customs,
traditions, through study and research. Student would get to present information about
themselves by having them put together posters. The posters would tell the class and me about
their families, cultures, and histories. During class lesson I could modify some of the lesson to
coincide with cultural holidays.
Cultural pluralism is the respecting of differences cultures and living in harmony together
(Berns, pg. 203). All cultures living together and respecting differences would be the most
beneficial to our society. Again life would be boring if we were all the same. Cultural
assimilation is the way a minority group takes on the characteristics of the majority (Berns, pg.
202). In assimilation the group is forced to think and act like, the rest of the group. Cultural
pluralism and cultural assimilation are different. One wants to blend cultures to work together
and the other wants everyone the same as the majority.
It is hard when dealing with standardized testing. Standardized testing does not take into
account the way different ethnic groups and cultures think. There needs to be some assimilation
into the way the majority should think because that is how students are tested. On the other hand,
pluralism will help concrete certain learning concepts by comparing them to their culture,
traditions, and ethnic backgrounds. Students also like to think that they are important and special;
asking them more about their traditions will help students achieve.
Curriculum for all Learners
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As a teacher it is my job to make sure everyone learns. If my students are not learning then I
have failed. I would need to make adjustments in planning and teaching. Some childrens growth
and development statistics are behind a classified normal level. Lesson and curriculum are not
always on track with developmental appropriateness. Developmental appropriateness is
knowledge that a child gains according to their physical and mental capabilities (Berns, pg. 164).
I would try to plan and teach to different developmental appropriateness.
I would also try different learning structures or goal structures (Berns, pg. 260). Students
would be put in cooperative goal structures where students would work together to accomplish
assignments (Berns, pg. 260). I would also put students into competitive goal structures, where
students would work against each other (Berns, pg. 260). The other form of goal structures
would be individualized structure, where a students goals would be unrelated to the others
(Berns, pg. 260). There will be times when I would have to work individually with a student.
Intervention will be necessary for the few who might not be affected by the learning techniques
that I employed so far.
When making adjustments in assessing I would try a variety of different forms based on their
learning style. I would try authentic assessments, which are used to show master of a task
(Berns, pg. 216). These authentic assessments would include building things, art projects, and
poster projects. I could administer individual verbal tests to those who have a verbal learning
style.
Assessments are the overall end goal that teachers need to teach to. Instructional planning
and delivery need to be geared toward an assessment. If the assessment is towards letter names,
then lesson planning and learning needs to include teaching letter names. Letter names would
Diversity Statement of Informed Beliefs 9

have to be taught to all different learning styles. Teaching letter names with a song, drawing, or
repetition will fulfill several learning styles.
To ensure that each student learner improves from their original level of learning I will need
to be a great teacher and assess regularly. Teaching and keeping my class managed to learn is
the first thing. Next I will have to make sure that what I am teaching my students is actually
being absorbed. I can do this by assessing my students regularly. If assessments show that my
students are not learning then I need to try teaching to a different learning style or try different
goals.
Life would be boring if we were all the same. With all of humanities differences we find
that we all learn differently too. As a future teacher I will be prepared to teach to a multiplicity of
students while teaching to the whole class. In the classroom I will employ various learning
styles, curriculums and assessments to ensure the learning of various diversities. Every
classroom has a diversity of students and I know all students can and will learn.







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References
Berns, R. M. (2010). Child, family, school, community. (8
th
ed.). Belmont, California :
Wadsworth, Cengage Learning.
Cooper, J.M., & Ryan, K. (2007). Those who can, teach. (12
th
ed.). Boston, Massachusetts:
Wadsworth/Cengage Learning.
McLeod, S. (2007). Maslows Hierarchy of Needs. Retrieved from
http://www.simplypsychology.org/maslow.html