http://voices.yahoo.com/the-effects-student-diversity-has-classroom-management-7306138.html
The Effects Student Diversity Has on Classroom Management
Why is Diversity so Important?
Natasha Stiller, Yahoo! Contributor Network
Dec 9, 2010 "Share your voice on Yahoo! websites. Start Here."
Dec 9, 2010 "Share your voice on Yahoo! websites. Start Here."
Every classroom within a school has a different set of students, with varying diversity. The challenge for educators is to find a balance within their classrooms that works effectively and efficiently with their personal management style along with the diverse needs within his or her class. There are many models of classroom management available for teachers to study, adapt, and utilize for their own needs. While there are many approaches out there, teachers can narrow down their method of classroom management based on their philosophy of education and align them with the pressing needs of students.
For instance, a strategy that it utilized quite frequently in early elementary classrooms and even in a preschool setting include the basics of B. F. Skinner's Discipline through Shaping Desired Behavior. Students are encouraged, with rewards and positive reinforcement, to comply with class and school rules. The result of their behavior is a reward. The consequence for not following through with the desired result is the lack of the reward. For this age group, the reward is desired and the motivation in this "prize" will challenge students to change their behavior. The concept of behavior modification is seen through successive approximation, when behaviors change and they model more frequently what a teacher wants to see in the classroom. (Charles, P. 57). The behaviors that teachers might choose to change with this theory are endless, which is why this model works successfully with younger children. Consider a student that has had difficulty keeping their hands to themselves, if they realize that they will not receive a reward due to their behavior, they will start to modify this behavior and think about the situation before their hands are used in a way that would keep them from receiving a reward. Children are smart and can quickly turn around a behavior of this nature with guidance.
In Lee Canter's Behavioral Management Cycle, I visualize this management strategy working well within elementary schools. I believe the combined offerings of explicit verbal instructions, a clear set of expectations, along with verbalized praise challenges students to abide by the rules within the classroom environment and their teacher. I have had several students with sensory processing disorders and they constantly need to be reminded of the goings-on within a classroom. I believe the Canter model definitely can address students that have difficulty with overstimulation and need regular guidance. I also can envision this working well for students with hyperactivity disorders, who might struggle during transitions throughout the course of a day. The directions are provided, modeled, and the teacher can follow through with a strategic plan of action: praising students that do well, reminding students that are not following through, and lastly, implementing discipline as consequence for students that continue to use poor judgment. I believe from a student's perspective, when using this model of classroom management, students are provided with plenty of opportunities to make good choices, and they can easily start to see where their choices need to change to align with the classroom expectations.
The Wong's approach to discipline through Pragmatic Classroom Management can be seen as very rigid. However, this type of plan would be useful for students that like to test boundaries, or for students that need clear direction. While this model of classroom management can be successfully utilized with any grade-level, I can see great advantages within a kindergarten to second grade classroom, where students still need a lot of direction to complete assignments, stay on task, and follow through with directions. The expectations that are provided within the Wong's strategy will be especially helpful for students of this age-group since they will clearly be taught to understand what is expected throughout the course of the day, for every activity they participate in. This model will help challenge students to follow through. Because the everyday expectations are labeled for students, they should have no problem following through. For example, a student is easily distracted throughout the day. They can be somewhat clumsy, and careless with their work and especially during dismissal. Due to the strategies in place within the classroom during this time, students are directed to prepare their things in preparation to leave. Even though this student is clumsy and careless, they know exactly what to do to prepare their desk, the belongings that need to go home. The systematic directions for situations of this nature can keep someone on task and help them focus. This approach will prepare students in the rest of their education, as well as within their professional careers.
In William Glasser's discipline theory, Discipline Guided by Choice Theory, the emphasis is on meeting the student's basic needs. His plan includes quality teaching, curriculum, and helping students solve problems, including specific behavior problems. I see Glasser's discipline plan working effectively with special needs students, who need more emotional stability within a classroom to succeed. Due to their basic needs being more specific and essential to their success within a classroom, Glasser's model seems to fit nicely with students that have these needs. A student that has fears, esteem problems, or becomes angry easily will feel more comfortable in a classroom setting with a teacher that emphasizes teamwork and positive communication. Due to classes with special needs students being smaller, I believe Glasser's concepts would thrive in this type of environment.
Lastly, with Kagan, Kyle, and Scott's model of discipline, called Win-Win Discipline, their focus is on Three Pillars, same side, collaborative solutions, and learned responsibility (Charles, P. 164). They focus specifically on having students feel comfortable within their classroom environment and that any situation that addresses discipline ends with a win-win scenario for every person involved. I especially like that fairness is established in this management plan, still addressing the expected behavior of students, along with consequences for actions. I believe this style of management could be used for any age group, however, I believe it would function well with older students, middle to high school aged. I believe this would teach them practical life-application skills and help them negotiate well with employers and employees. For instance, a high school student is constantly sharing negative comments during an open lecture where students are engaging in question and answer. The teacher could address this student with the expectations of the class, along with a plan of action that provides a win-win for each party. Perhaps the student then is required to teach the rest of the lecture, along with the teacher's notes. This would provide the student with the audience they were originally seeking, in addition to the teacher getting to sit back and watch as the student realizes the importance as the role of the teacher. This example would provide the student with experience needed to change his behavior and to see how he really wants to be treated while he is lecturing his peers.
Generally when people are introduced to consequences for their actions, they quickly stop and change their behavior. No matter what model of classroom management is utilized, they all specifically address how to prepare students for success with strategies developed in their classroom management plans. They also address how to handle consequences for student's actions. These tools are helpful for educators to prepare their own classroom management plan with emphasis on changed behavior.
References
Canter, Lee. (2006) Classroom Management for Academic Success. Bloomington, IN.
Canter, Lee. (2006) Classroom Management for Academic Success. Bloomington, IN.
Charles, C. M. (2008) Building Classroom Discipline. Boston, MA. Pearson Education
Published by Natasha Stiller
I'm a wife, mother, teacher, and more, continually trying to find balance in life. My first book is now available, Bigger than a Cardboard Testimony, which is incredibly exciting. I enjoy many different act... View profile
http://voices.yahoo.com/diversity-classroom-3860824.html
Diversity in the Classroom
Stephanie Allen, Yahoo! Contributor Network
Jul 25, 2009 "Share your voice on Yahoo! websites. Start Here."
Jul 25, 2009 "Share your voice on Yahoo! websites. Start Here."
A teacher may encounter a variety of diversities in the classroom. Among them are a variety of racial and ethnic backgrounds in today's students. However, many factors that create diversity may not be immediately visible. Some of those are: learning disabilities, religion, a child that lives with one and not both of their parents, or a child who lives with an extended family member or foster home, or a child that has parents of the same sex. Some other diversity includes, but is not limited too, language, academic diversities, different needs, gender, and disabilities, racial and ethnic differences (Ryan).
Some classrooms, depending on location, display a higher percentage of minorities than others. According to research, these percentages are on the rise for upcoming years (Ryan). In the near future, the "face of America" will have more diversity. Some minority group may no longer be considered minority. Too, culture will be different as more diversity enters into America.
The teacher's role (my future role) for addressing diversity in the classroom is that he/she maintains order. She needs to redirect any stereotype or prejudice remarks. Mix peers of different diversities together in groups that way they are more comfortable with one another. Another way to be an effective teacher is to apply the goals of cultural pluralism, which calls for an understanding and appreciation of the cultural differences and languages among the nation's citizens (Ryan). However, this goal is easier read than applied. Many teachers tend to try and teach all students how to "be white".
It is an ongoing debate with school districts whether to convert to a multicultural education curriculum or to teach their students the "American way" (Ryan). However, some teachers try to accommodate cultural diversities in the classroom through culturally responsive teaching. This technique allows teachers to use instructional materials and practices that incorporate important aspects of their students' family and community culture (Ryan).
Also within obvious diverse needs lie individual needs that make each individual diverse in their own way. William Glasser identified these needs and stated in his choice theory that if we understand these needs we can then make conscious choices about how best to meet them (Ryan).
Most of the time, a teacher can use a steady blend of assertiveness and aggressiveness to maintain order within her diverse classroom. Assertiveness is the ability to express yourself and your rights without violating the rights of others. It is appropriately direct, open, and honest communication which is self-enhancing and expressive. Aggressiveness is the quality of being bold and enterprising. It is a feeling of hostility that arouses thoughts of attack. However, society isn't always positive when it comes to meeting others needs. Society tends to shun the bold person when he/she are very assertive calling their needs unrealistic.
Diversity in the classroom provides the teacher a new way of learning and teaching. It lets the students be more open to each other and to those of diversity. Teachers have more opportunities to teach the characteristic of cultures and help the student better understand that our world is a mixture of different backgrounds and beliefs.
Reference:
Ryan and Cooper. 2007. Those Who Can, Teach 11 Edition. Ch. 3 "Who Are Today's Students in A Diverse Society?" (p. 51-85). Houghton Mifflin Company. Boston, MA.
Ryan and Cooper. 2007. Those Who Can, Teach 11 Edition. Ch. 3 "Who Are Today's Students in A Diverse Society?" (p. 51-85). Houghton Mifflin Company. Boston, MA.
http://www.ndt-ed.org/TeachingResources/ClassroomTips/Diversity.htm
Appreciating and Valuing Diversity
Diversity in the classroom defined
Having a diverse group of students simply means recognizing that all the people are unique in their own way. Their differences could consist of their reading level, athletic ability, cultural background, personality, religious beliefs, and the list goes on. There has always been diversity in the classroom, but in today society it is important to embrace it and make positive use of it. Teachers should value diversity and they need to model this attitude to their students. When people value diversity, they recognize and respect the fact that people are different and that these differences is generally a good thing. For example, when attempting to solve a problem, it is better to assemble a diverse team with many skills and many different ways of approaching the problem than it is to assemble a team that has all their strength concentrated in one area.
What can teachers do to encourage, value, and promote diversity?
Teachers must provide students with an environment that is conducive to learning. If a student feels uncomfortable, unsafe, or not respected, then their chances of success in that class dramatically decrease. Also, as our society becomes more diverse, it is important that students learn to value and use diversity to the greater good. Teachers already have a number of roles in the classroom; yet, valuing diversity is one of the most important ones a teacher must fill. Below is a list of just a few things that teachers can do to create an environment where each student feels valued and respected.
- Take the time to learn about your students' background, interests, and learning style.
- This will allow you to create an environment that is conducive to each individual student.
- Allow time for the students to learn about each other and gain an appreciation for the diversity they bring to the classroom.
- Remind them how boring it would be if we were all alike and there were no differences among us to make each person unique.
- Teach students that everyone has strengths and weaknesses. When working in teams encourage students to take advantage of the strengths of the team members in order to produce the best possible results.
- Bring in different people to the class as resources that students might be able to connect with.
- Search out people that are different from yourself and that might share certain qualities with your students.
- Students need role models. Many times when they see they are connected in some way to a person they will be more apt to listen and learn from them.
- Never tolerate bullying, teasing, and other put-down behavior at any time in the classroom.
- Implement a "zero tolerance" for anything that is disrespectful, hurtful, or intolerant of diversity.
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