Name: Ali Akbar

Roll No:bc210411602 Subject Code:EDU301 Assignment 001

Q1. Define language diversity. Being a teacher, which strategies will you use to overcome
language diversity in your classroom?

Answer:

Language diversity:

Every child has his own first language. Some have Punjabi as their first language, some have
Pashto, and some have balochi etc. then there comes a second language, some children learn
English as their second language while others learn it as a foreign language. So language
diversity is definitely present in our classrooms. If most of the books are written in a foreign
language then how it may be taught? Students are not able to understand science concepts; the
problem is that they do not understand the language in which those concepts are presented.

As a Teacher:

To teach the students language you need to be bilingual.

Bilingual means that if you are teaching them English and they know Urdu language, then you
need to use both Urdu and English language in class .

and Also

if you are going to teach the students Urdu language then you should not talk to them in their
first language. When you will use Urdu language in the class they will listen and try to speak in
Urdu. As

Vygotsky says:

“Language plays an important role in learning”.

VISUAL (SPATIAL)
Pictures, images and spatial understanding are the preferred learning media of visual learners.
These learners love to see lessons come to life and often sit at the front of the class to get a full
view of their teacher’s body language and facial expressions, as well as to avoid potential visual
obstructions and distractions.
These learners are your detailed note takers. They think in pictures and learn best from visual
displays, slide shows, posters, clips and other visual tools. Sometimes, simple things like writing
the outline of your lesson on the board will help the visual learner to acquire the new information
accordingly.
AURAL (AUDITORY-MUSICAL)
These learners rely primarily on music and sound for learning. Information is often best acquired
through verbal discussions. 
Since they interpret the underlying meanings of words through listening to tone, pitch and speed
of your speech. 
Written information may have less meaning to these learners. They will prefer to read the text
aloud and may even benefit from using a recorder during the lesson. Integrating audio books,
songs and movies into your lesson will simulate their brain and wake up their non-auditory
learners.

VERBAL (LINGUISTIC)
These learners learn best through words regardless of whether they are written or spoken. When
learning new information, they prefer hearing a detailed explanation over viewing a physical,
visual demonstration.
They thrive in a traditional classroom ‘lecture’ environment. They are also very interpersonal
and welcome opportunities to interact with words and sounds through discussions, asking
questions and teaching others. They generally make ‘teacher’s helpers’ and thrive in group
activities that involve much interaction and words.

PHYSICAL (KINESTHETIC)
The hyperactive learner may simply be a curious kinesthetic learner who prefers using his body,
hands and sense of touch to explore the world. He tends to have trouble sitting still for, but with
the correct strategy, you may be able to catch this child’s attention. Instead of countering him
with commands and harsh verbal discipline, try to find a balance between quiet, hands-on
activities which will allow him to touch, feel and experience the fullness of their lessons. Games
such as charades and pantomimes are great for providing opportunities to redirect energy as well
as re-invigorate a class.

LOGICAL (MATHEMATICAL)
These learners prefer using logic, reasoning and systems. You may find them to have a keen
sense of numbers, sequencing and problem-solving.
You can feed these learners by including activities such as multi-step processes, data collections
and mysteries to solve. Revising new vocabulary and other information in the form of charts and
tables also bodes well for these learners.

SOCIAL (INTERPERSONAL)
Group learning streamlines the learning experience of these type of learners. They are the social
butterflies - quite verbal and are always anxious to apply what they have learned in an interactive
setting.
Incorporating peer editing, peer teaching, group discussions and debates into the curriculum will
dramatically enrich their learning experience.

SOLITARY (INTRAPERSONAL)
They are the quiet ones, preferring to work alone with minimal directions from the teacher. They
are often mistaken as shy, reserved, inactive or indifferent. You might forget they are in the
class. When given the right opportunity, they can be quite extroverted. 
Their desire for self-study makes them refrain from active, verbal classroom participation. As a
teacher, try to include more structured group activities that assign distinctive tasks and roles to
every individual of the group.

Q2: Describe the importance of motivation for students and explain how teachers can motivate
students of different socioeconomic status to excel in academics?

Answer:

Motivation is described as a state that energizes, directs and sustains behavior. Motivation
involves goals and requires activity. Goals provide the impetus for and the direction of action,
while action entails effort: persistence in order to sustain an activity for a long period of time.

Every profession has its own techniques. Some teaching techniques are:

how to motivate the students?

What is its theoretical background?

You can motivate children by a motivational strategy, but the same strategy cannot motivate
elders.

In the same way, a teacher must know the techniques to teach different subjects.

Because each subject have different demands or flavors and teacher needs to

know the difference between the teaching of English, science or mathematics and

other subjects.

A survey was conducted for the clarification of this concept. In this survey, some teachers
were selected from rural and urban areas, and some from the private and government
schools. Then the ideas of the teachers and parents of the students were analyzed to see
whether they differ or not.

1) Firstly, the teachers from urban schools say that it is their responsibility to teach discipline to
the students. The same was the perception of parents, they say that teachers are very respectable
and must teach students discipline and behaviors. And students must obey them.
2) Secondly, the teachers from government schools of the city say that their role is to teach the
students how to read and write. Because these students come to school to learn how to read and
write so that they can get jobs in factories. The parents also respond the same, they say that their
sons may get jobs in factories or some other work that they can doeasily. The parents do not
expect high potential jobs.

3) Thirdly, the opinion of teachers from the private schools is that they are the facilitators.Their
responsibility is not only transmitting the content knowledge to the students but finding their
hidden potentials. Parents respond the same that they are paying fees and it is the responsibility
of the teacher to nurture the potentials of their children.

so different methods to motivate the students can be used occording to the their cultures.