Diversity in the Classroom Essay

INTRODUCTIONteachers be faced with the challenge of savants bringing with them, vastly different experiences, cultures, interests and abilities. These characteristics put forward have a great conflict on how students learn. command to such a diverse group requires teachers to be more flexible and attitude a greater emphasis on the individual. Through the aid of variety and choice, teachers can differentiate presentment to motivate interest in the individual, and hence 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 Reynolds, T. 2003)LEARNING STYLES part it is unfair to expect teachers to fully grasp the psychological & cognitive complexities that comprise discipline, they should have a stiff visiting that individual students have different favourences in the carriage they prefer to receive, perceive, interact and respond to information known as their favour ite(a) encyclopedism style.A widely used model of encyclopedism styles is based on Howard Gardners multiple intelligence theory, which suggests learners fall into seven distinct categories of cultivation intelligence. optic/Spatial learners prefer pictures and images Aural learners prefer sound and music Verbal/Linguistic learners prefer speech in writing and speech Physical/Kinesthetic learners prefer the use of touch, movement & action, and Logical learners prefer reasoning and sequence. Aligned with these learning styles is also 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 solely dependent on one style. They can adjust to other styles and use them in combination with their preferred style.APPROACHES IN THE CLASSROOMDiversity in the classroom inevitably micturates complexities for teachers in formulating learning and teaching models that suit their specific context, situation, and the students varying needs. (Rayner, S. 2007)Some researchers, agreeing that learning styles are important, suggest that teachers should match instruction 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 ability to transform, adapt and increase its might to learn (Walker, S. 2010).Others place greatest emphasis on matching instruction with the learning styles of the individual student, which the overwhelming literature suggests is the ideal approach for the benefit of the student. However, in practice, theory and expectation can often fall short of reality.CHALLENGESWith class sizes often ranging from 20 to 25 students, trying to cater to either students individual learning preference can be very res ource intensive. precise few teachers will have the knowledge and savvy of every form of diversity within their classroom. article of belief students with special needs is a prime example, often requiring assistance from specialist aids. This is all good and healthy in principle, however, additional assistance usually comes at a financial cost, where often drills are limit by budgetary constraints.High stakes 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 traditionalistic core course/structures, as overall results can often be linked with a schools reputation as well as government funding. (Tomlinson et al. 2003)LESSONS FROM JESUSdeliverer was the epitome of what a teacher with a diverse student body needs to do. He taught in parables imbued with illustrations familiar to the chance(a) lives of all the people in his audience, wh o had a diversity of experiences. By teaching through stories, of shepherds, fishermen, seasons of growth and harvest, plenteous 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 cloth being presented. Jesus methods aptly illustrate that todays teachers need to be able to adapt to the learning message of the students.Jesus also differed in many ways 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 enjoinly preach roughly Christianity. This can be left to the local church priest or pastor, and the willingness of the individual to accept such a direct approach. In a diverse classroom there will be students with vastly diff erent beliefs and experiences that differentiate our own, and that impact on their learning capabilities. The goal would then be, like Jesus, to subtly portray our Christian understanding by our own actions, therefore becoming a role model to students. Jesus taughteveryone who is fully ingenious will be like his teacher Luke 641 As role models, we should be assured that students may imitate and model their behaviour according to the way we as teachers act, speak and behave. Therefore, unless our behaviour is reorient with fundamental Christianprinciples, it can do more harm than good. It would be wise to follow the hike given by the apostle Paul Imitate me as I imitate Christ 1 Corinthians 111by living out our faith, we show our students the essence of God through our own language and deeds.CONCLUSIONIn light of existing research and Christian philosophy, a meshing of theories is necessary which tends toward a balanced approach. Making sure all learning style preferences are a ddressed in several(prenominal) way as students will need to garner at least some of the attributes of all learning styles, for future success. Also using experience and expertise in our own learning preferences, to bridge the turning point 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 segregated or made to odour inferior due to differences in preferred learning styles or abilities. Aligned to this is the idea of flexible separate where research shows that when students are put in small groups comprising varying learning preferences and abilities, weaker students attain better learning outcomes, without detriment to stronger students. (Tomlinson et al. 2003)Secondly, Scaffolding where teachers, peers or teaching aids support, assist and guide the student, particularly those who have difficulty. This is a more personalized 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, contempt our own preferences, enabling them to become independent learners. Children are less flexible and cannot easily adapt to unfamiliar learning styles, so it is incumbent upon the teacher, to adapt and modify teaching methods, activities and environments in order to create interest, thereby stimu late 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 Learning Styles Graphically (2013.) (n.p.) Available profits 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/article/Matching-Teaching-Style-to-/49497/ Guidelines for responding to learner diversity in the classroom through curriculum and assessment policy statements (2011), Directorate comprehensive 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.pdfHumphrey, 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 primary classroom an international sudy. European Journal of Teachr Education, 29(3), 305-318.Rayner, S (2007). A Teaching elixir, learning chimaera or just fools gold? Do learning styles matter? Support for Learning, 22(1), 24-30. Teachers and their form (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 various Classroom A review of Liteature. Journal for the Education of the Gifted, 27(2/3), 119-145. Walker, S. (2010) (n.p.), Lifelong Learning and the Plastic Brai n, Scientific Learning Internet http//www.scilearn.com/blog/lifelong-learning-brain-plasticity.php