Final Post

I always knew that there was more than met the eye when a student walks through my classroom door. However, after reading the Taylor textbook, listening to Dr. Cantu’s lectures, reading the case studies, and discussing diversity via the blog and Google doc, I have realized there is A LOT more about the topic of diversity that I did not know. I have always had the want to include more multi-cultural, or diverse, literature into my classroom, and this course has given me the cause to do so immediately. I could go on and on about all of the things I have learned, or were reminded of, but overall, my appreciation for including diversity education in my classroom would be number one.

Final Question: What is one thing you have learned from this course that you will take back to your building staff or your individual classroom? 

Chapter 12-Religion

Religion, just as any other aspect of a diverse student, is a big part of what makes that person who they are. As Taylor stated, “A person’s religious and spiritual convictions often shape his or her belief system or world view.” (p. 247) Because of this, we have to understand how this will play a role in the classroom. Dr. Cantu showed a variety of charts, but the one I wanted to see most was the breakdown of the different religions being represented in the United State; Christianity being the highest percentage, at 78.4% and ‘other religions’ at 4.7%. Within the Christian group though, there is obviously quite a plethora of diversity as well.

There are so many controversial topics that can be discussed when it comes to religion in the classroom. As outlined by Dr. Cantu, these would include, but not limit to, how to handle holidays, the issue or teaching creationism v. evolution, students/teachers praying in school, and teaching about religion in general. I suppose I did not realize there were so many issues with religion until it is all laid out. I attended a Catholic elementary school, continued on to my high school career at a public school, and then back to a Catholic University. For me, I have seen both sides of how religion is treated within the school system.

Ch. 12 Question: It may not be directly seen, but how does religion play a role in your classroom/school? Are there certain students that fit into the religious minority? Are their rituals allowed or disallowed? Does it play a role in your curriculum?

Chapter 11-Sexual Orientation

After reading this chapter, I have learned that during the middle school years is when children really start to identify themselves into a certain sexual orientation group. The average age for when a student recognizes his or her own ‘way of life’ is 13, this is during their 7^th grade year, which is exactly what grade I teach. It is critical, no matter what our own thoughts on the controversial topic may be, that teachers be a support system for ALL students. Taylor stated that during this time in their lives is when they would receive the most harassment. Whether students feel comfortable telling us or not, we can still be a solid supporter of the student as a whole. This can be done on an individual teacher basis, school counselor, or even support groups.

When I first saw the title of the chapter, I immediately thought of one or two particular students within my classroom. What I did not consider, was the peer teacher aspect. I found it interesting that teachers who are openly gay, are not permitted to teach in some states. Does one’s sexual orientation coincide with their ability to teach students? As Taylor pointed out, students, teachers and parents need to be educated on the controversial issue of GLBT and how it plays a role in the classroom. Ignorance is detrimental to society.

Ch. 11 Question: Regardless of your own thoughts on the GLBT topic, how can you as a teacher be a supporter of students who may fit into this category of homosexual, bisexual, or transsexual? How can we handle situations in a professional manner? Are there policies or groups put into place at your school? What do these entail? Do you think they are a positive addition?

Chapter 10-Gender

It seems that as I read the Gender chapter that there are four areas in which were most likely affected, mathematics/science and language/literature. As the stereotype suggests, math and science show male dominant success, while language and literature are seen as successful for females. The question is though, can this be attributed to ability or influence (parent/teacher/student/society)? The chapter first discusses the female role in mathematics. Taylor provides an explanation for the many variables that contribute to the lack of female participation and success in mathematics. These include socialization practices, teachers’ attitudes/beliefs, parental involvement, and females in the minority. However, the study result that stood out to me the most is the perception of success and failure for males and females. The chapter states “…females attribute success to effort, while males tend to attribute it to ability. On the other hand, males tend to attribute failure to effort, while females attribute it to ability.” (p. 198) My question would be then, how did this idea come to be? Who or what is influencing this thought process?

The chapter then shifts gears to discuss the problems males seem to be having within the school system. These problems include academic performance, behavior, discipline, minority ratio of girls to boys, violence, and more. Some of these problems may relate to the media and the male want to mimic the actions presented in certain games or television programs. However, that has not been proven as a sole reason for the negative behavior seen in male actions. This idea does relate specifically to the lack of male success in literacy. Boys tend to be more interested in the “themes of conflict, action, fantasy, and humor.” (p. 209) The problem is that the school system seems to want to steer boys away from the violence and anything that can lead to it, so the availability of these types of texts are slim. The fact that boys are not allowed to explore their interests is having a negative effect on them academically. Choice is always a benefit for any student.

Ch. 10 Question: Have you seen yourself favoring certain students (male/female) within your classroom? Why do you think that is? As teachers, how can we prevent gender discrimination? How can we be sure that we are not showing bias towards one student or the other? How can we help take away certain gender stereotypes?

Chapter 9-Exceptionality

Those students who are not among the average would be labeled as disabled or talented/gifted. These two groups of students must be identified with certain criteria, and be given the opportunity to participate in specially created curriculums.  As I have mentioned previously in an earlier blog, I have experience with the talented/gifted students with a separate advanced Literature class, and have multiple students within my classroom that are labeled as students who require Special Education services. However, I am in neither of the groups, I am among the average. Again, it is important for me to learn the meaning of the two ends, so that I can better teach these individuals in my classroom.

Although we have an advanced class and inclusion type curriculum for SPED, we do have RtI within our schedule every day so that ALL levels are receiving some type of extra help. This helps individualize the intervention for each tier. Just like the talented/gifted or SPED identification criteria, there are also assessments used to identify who belongs to which tier.

Ch. 9 Question: What if students who have been identified as talented and gifted, and those who are included within the SPED program, are within the same classroom, what would be the best way to teach? I have recently been exposed to more information about co-teaching with a special education teacher, is this a route that would lead to a successful classroom? 

Chapter 8-Poverty and Socioeconomic Class

It is obviously no secret that those students who are low achieving and make small progress are those who are in poverty or extreme low economic status. Along with that, the schools where most of these students attend do not have access to highly trained teachers to give them a better opportunity to succeed. Now knowing the definition of ‘poor’ and ‘low-income’, it astounds me how these students ever become successful in life. It is disheartening as a teacher that we can only do so much in the classroom and try to teach students not only the subject matter but life lessons so that they can achieve more than their parent/guardian. I personally do not know the least bit of what it is like to grow up with this status. That is why it is ever so important to have knowledge of the definitions and understand the case studies and examples given through this course and through media. There are so many educational issues that develop all because of a student’s economic status.

Ch. 8 Question: What does your school already do to help students who are in poverty or low income status? How could these programs be better? If there is no need in your school, what could your school do for those schools that do have the need?  

Chapter 7-Culture and Language

As Taylor says, the elements of culture are intangible. That is why there is so much discrepancy in what some may think as the ‘right’ way. Culture can also be micro or macro, depending if it is describing a culture based on the individual or based on a particular ethnicity, class, race, etc. Language is also a part of a person’s culture; however, this language can be verbal and nonverbal. Either way, they go hand-in-hand; one does not exist without the other.

As stated within the text, there will be a growing number of ELL students within our US schools. I have already seen an example of how language and culture takes a role in the classroom with particular student’s ability to learn the subject matter. In regards to what I teach, English/Language Arts, it is especially important to understand and accommodate students who have a diverse language or culture. This aspect affects their reading and writing ability. Because of this, these students have to work extra hard to meet the standards of their grade level.

Ch. 7 Question: As an English and Literature teacher, I want to ask, how important is it to expose students to other languages and cultures? How can this be accomplished?

Chapter 6-Race and Ethnicity

The concept that became most apparent while reading this chapter was the idea that race and ethnicity are seen as a choice for individuals. This is especially true when you ask individuals to identify themselves within a particular group according to race. Within the text there was an example of a male who had a hard time identifying with one race or the other based on skin color alone. To some people, race means more than just the color of one’s skin. I think as teachers, we need to be sure to understand what our students think of themselves.

Closely related to race is a person’s ethnicity. Some may confuse the two or use them synonymously. To me ethnicity is more about the culture of a particular race, if that makes sense. Along with ethnicity and race comes a sense of stereotypes. This includes the importance, ability, knowledge, etc of a particular person according to their race/ethnicity.

As teachers, especially those of younger students, it is important to help students understand who they are and why they may be “categorized” a certain way. When questions arise, it is important to answer them with accuracy and not allow students to fall into society’s downfall of racist ideas.

Ch. 6 Question: How does race/ethnicity play a role in your own classroom? Positive or Negative? How do you address it?

Chapter 2-Demographics and Multicultural Education

The reality of achievement gaps will always be around. I do believe that gaps in student achievement will always exist, however, I have faith that the size of these gaps will decrease in the future. As Taylor has shown us, the four main reasons for the gaps are 1. High poverty schools, 2. Ill-equipped & ill-prepared teachers, 3. Facilities gaps, and 4. Tracking. I do not have a lot of first-hand knowledge in any of these, but the one that does relate to me the most is “tracking”. At the moment, in my school there are two “advanced classes”, math and literature. This may not be a ‘full-blown’ version of tracking, but it is close enough. Within my middle school building (6^th-8^th) there is an advanced math and advanced literature class for each grade level. Although I like the curriculum (as a Literature teacher), I do not feel the need for an entirely different class for these ‘advanced’ students. Some may argue that this is the only way to appeal to the needs of these students, but I disagree. As mentioned, differentiated instruction, through theory of multiple intelligences, or deBono’s Thinking Hats, can work just as well.

We all know that each student is individually different, academically, culturally, gender, socioeconomic status, etc. It is challenging to understand the diversity within one’s classroom, but to become a successful teacher who creates assignments to include ALL students is rewarding not only to the teacher, but the students as well.

Ch. 2 Question: How can teachers not only understand and appeal to the diversity within the classroom the classroom, but bring it to life and help students understand and live it? 

Chapter 1-Diversity

What I learned, or rather refreshed my memory of, after reading this chapter, was what diversity really means. When one first hears or reads the word "diversity" we often think about culture. This IS a major aspect of diversity, but there are so many other components to this idea. Diversity is a difference in culture, race, gender, socioeconomics, etc., but it also includes our background knowledge, our social interaction ability, and much more. As teachers, we have to be aware of these differences and try to understand them as best we can, so that we can teach to the individual student, rather than a class as one unit.

When reading about assimilation vs. acculturation, I tried to create a connection to myself. When I think of the idea of assimilating, to me it means to give up, or abandon, what you have always known and then create a "new you".  Acculturation is keeping who and what you were and trying to find a place in the new environment. When I think about connecting to this, I consider what happens when one accepts a new job, or joins a new group. That person who is new to the group has to make a decision, "Do I change my ways so that I fit in?" or "Do I stay who I am and try to find my role?" Maybe that is a stretch for an adult to consider. I know for a fact though, that students, especially middle school students struggle with this thought A LOT. They ask themselves if they want to follow the crowd and 'fit in' or forge their own path and stay true to who they are while trying to find their role in school/society.

Out of all of the statistics shared within the first chapter, the demographics within each school I found most interesting. Not that the location of numbers were unpredictable, but because of the numbers themselves. I understand that the more populous states would have more students, but the difference between those states and the smaller populous states was intriguing. With that being said...

Ch. 1 Question: How do teachers prepare and teach larger class sizes? Not only the size, but the amount of diversity within those classrooms.