Expert answer:The Influence of Diversity in the Classroom
Expert answer:Revise the attached doc on the influence of diversity in the classroom… ITT below 10% Write a paper of 1,000–1,250 words in which you discuss how instructional leaders meet the needs of diverse learners in a learning organization. In your paper, include the following: 1) A discussion of how classroom diversity influences teaching style and directs the relationships in the classroom. 2) A discussion of how classroom teachers select and implement best practices to increase and sustain student achievement among diverse learners. 3) A discussion of how employing collaborative processes fosters the relationships required to meet the needs of diverse learners.
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Running head: CLASSROOM DIVERSITY
The Influence of Diversity in the Classroom
Grand Canyon University: EDL-822, Trends & Issues in K-12 Education
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CLASSROOM DIVERSITY
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The Influence of Diversity in the Classroom
Students of many learning organizations are increasingly becoming diverse; thus,
reflecting the diversity exhibited in our broader society. Their diversity includes varied
backgrounds, experiences, culture, gender, race, and ethnicity among others. Instructional leaders
are thus tasked with the role of structuring the learning process in a manner that meets the needs
of the increasingly diverse student population. This essay will explore how classroom teachers
are influenced by diversity. It will also delve into best practices selected and implemented by
classroom teachers to improve and sustain student achievement in the diverse classroom
environment. Lastly, collaborative processes that teachers employ in attempt to improve
outcomes for diverse learners will be discussed.
Classroom diversity influences teaching styles and directs relationships in a classroom.
Diversity in the classroom may come in forms such as different race, social class, world views,
cultural contexts, and different sets of experience. As a result, a teacher’s structuring of the
learning process should cater for all the different needs of the students and be flexible enough to
change when the needs change. One aspect that is influenced by classroom diversity is teaching
style. In an ideal classroom setup, a teacher is capable of using a single teaching style that he/she
finds useful to the students with high chances of success. However, in a diverse classroom, more
than one teaching style will have to be used since there are higher chances that the students have
been exposed to different methods of teaching.
Educational and psychological literature have also demonstrated that a diverse classroom
may consist of students with diverse ways of learning and varied learning abilities (Humphrey et
al., 2006, p. 309). There will be students who learn well through visual and practical
representations while others may do well with the theoretical part only. There also will be
CLASSROOM DIVERSITY
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students whose learning abilities require that they are taken slow on some aspects of learning
while others may be comfortable with any speed the teacher decides to use. In this regard, an
instructional leader will have to put attention on learning styles and decide how an optimal
outcome may be achieved amongst the diverse students. Additionally, he/she will have to
determine lessons that all students are comfortable with whatever pace and lessons that some
students require a slower pace to comprehend.
Diversity also influences relationships in a classroom. An instructional leader may form
one type of relationship with the students if diversity in the classroom is non-existent. The
teacher can view the students collectively as a group with no diversities and thus seek to form a
single teacher-student relationship that works for all members of the group. However, diversity
tasks the teacher to view each student as an individual and develop relationships in a way that an
individual can relate to.
There are some best practices that teachers have selected and used in diverse classrooms
to achieve the desired results. One of the methods is promoting an inclusive classroom. Inclusive
classrooms take into consideration the varied needs of the diverse students’ population and seek
to incorporate measures that take into account such needs at every level of the learning process
(Jordan & McGhie-Richmond, 2009, p. 537). Instructors consider multiple factors such as course
content, syllabus, students’ background and skills, and their own classroom behavior to create an
inclusive classroom. This ensures that the students feel safe and free to express their concerns or
views on the learning process and work together with the instructor to create a collaborative
learning environment.
For example, course content in a diverse classroom is structured in a way that it takes into
account the varied experiences and multiple perspectives held by the members of the class.
CLASSROOM DIVERSITY
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Content that is deemed to reduce students’ experiences of marginalization is highly encouraged
as it fosters oneness amongst the students and the instructor. Content can also be structured in a
way that helps students value their individual experiences and perspectives as it influences how
they process knowledge in any field. Inclusive classrooms, therefore, facilitate academic
excellence among all the students and promote thoughtfulness and mutual respect amongst its
members.
Apart from inclusive classrooms, there are other personal considerations that instructors
employ to achieve an optimal outcome in a diverse classroom. A teacher may begin by first
recognizing any biases or stereotypes he may have absorbed along the way that may rub a
student the wrong way. The teacher should also take caution in using sensitive terminologies that
may be misunderstood by a culture. In this regard, an instructor should go out of his way and
learn other people’s culture to be able to relate to different cultures that may exist in the
classroom. Approaches that foster diversity in class should often be employed to help keep the
diverse population as a unit. Such approaches include introducing discussions of diversity in
class meetings and debates and bringing in guest lecturers to instruct the students once in a
while.
Employing collaborative processes fosters the relationships required to meet the needs of
diverse learners. Collaborative processes refer to learning processes that entail the teacher being
part of the learning experience and the students being part of the teaching experience. For
example, asking questions in class and requesting the students to ask any questions at the end of
the class is a collaborative approach that increases student’s engagement in the learning
experience. From the teacher’s questions, he/she can be able to tell how well a lesson has been
understood by the class and what are the weak points that need to be addressed.
CLASSROOM DIVERSITY
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The instructor will also assess his/her teaching methods to ascertain their efficacy in the
classroom and make changes as need be. The students benefit from asking questions by getting
to understand areas that may not have been clear during the lesson. It also offers a student the
chance to engage the instructors in new ideas that the lesson may have developed in him/her but
never addressed by the instructor. Additionally, a collaborative approach enables an instructor to
gain a deep understanding of a diverse classroom and how better to approach their learning
process and meet their diverse needs. Such a collaborative approach will strengthen relationships
between the instructor and students and enable learning objectives to be met.
In conclusion, diversity in classrooms is a common phenomenon in almost all learning
organizations today. Therefore, instructors have to seek ways to deliver their learning objectives
in a manner that takes care of all the students’ needs. Diversity in classrooms influences
instructional leaders in their teaching styles and directs relationships occurring in learning
organizations. Students in such a setup may exhibit varied learning capabilities and learning
styles. It is the instructors’ duty to find these variations and harmonize them to the benefit of the
students. The inclusive classroom is one of the practices adopted by instructional leaders to best
address teaching in a diverse environment. Students are allowed to participate in the teaching
process while the instructor takes part in the learning process. Collaborative processes are also
important in fostering meaningful relationships that help in meeting the needs of the diverse
learners.
CLASSROOM DIVERSITY
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References
Humphrey, N., Bartolo, P., Ale, P., Calleja, C., Hofsaess, T., Janikova, V., … & Wetso, G. M.
(2006). Understanding and responding to diversity in the primary classroom: An
international study. European Journal of Teacher Education, 29(3), 305-318.
Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for inclusive
classrooms. Teaching and Teacher Education, 25(4), 535-542.
The Influence of Diversity in the Classroom
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70.0 %Content
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A discussion of
%Discussion of how classroom
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