Diversity in the Classroom

Culture evolves over time in response to adaptive challenges. One result of this evolutionary process is beliefs and practices that help us adapt to persistent as well as changing circumstances. These beliefs and practices are organized as models or schema about how things work, what is ideal, and which practices are proper and help individuals or groups survive and prosper. Cultural models are so familiar that their functions and effects are often unseen, invisible, unnoticed. The evidence of their workings are often most apparent in everyday routines in communities, homes, work places, play yards, and schools (McIntyre, 2000). What activities are carried out, why they are valued, who should participate, and the rules of interaction are coded into our cultural models. All aspects of education should value the diversity of our students. Through this research I was able to explore the meaning of diversity in the classroom, how important it is to have an awareness of its effects on learner and educators alike, and how as teachers and leaders it is crucial for us to tap into the diversity in out classrooms for the success of the learning process.

First of all, what exactly is meant by diversity? It is important to understand the interpretations and meanings of the term and, like every concept, the understanding of it is closely linked to the context that is found. According to the article Multicultural Education from the Journal of Physical Education, diversity is defined as: the fact or quality of being diverse; differences; variety.

As teachers, we need to deal with diversity in a way that encourages active responsiveness in the classroom. One of the primary goals of education is to show students different points of view and encourage them to evaluate their own beliefs. It is the job of a leader and educator to help students begin to appreciate the number of situations that can be understood only by comparing several interpretations, and help them appreciate how one's premises, observations, and interpretations are influenced by social identity and background. It is important for an educator to make it clear that all comments are values. Students need to feel free to voice an opinion and empowered to defend it. All students are able to focus on and enjoy learning more when the school and classroom make them feel safe-comfortable with themselves and with their surroundings. Educators must try not to allow their own difference of opinion prevent communication and debate, and be able to step in if some students seem to be ignoring the viewpoints of others.

Planning and organization plays a significant role in incorporating diversity into the classroom. When an educator enters the classroom, he or she should, or course, know the materials and the learning objectives. Being teachers, we must have a clear vision of the itinerary to keep the discussion on track and make use of extra motivation by preparing the students with a brief review. Ms. Shane stated in our interview that a great activity to begin integrating diversity is called "Human Differences." This activity is an easy three-step process. The students will:

1. Interview the other people in their group. Find out their ethnic and cultural background. Ask them what they feel are important parts of their culture.

2. Use the fact books and other resources to find out information about these areas where their families (ancestors) were from. Include information on location, size, ethnic groups, beliefs, literacy rate, climate, and what else you feel is relevant.

3. Compare (not judge) the various cultures. How are they alike? How are they different? Write a 1-2 paragraph summary of what was learned.

This type of instructional content utilizes student diversity. By doing this activity it provides students with social support, offers all students opportunities to recognize and validate different cultural perspectives, and provides all students information on other cultures and exposure to other languages. There are many other themes that can be taught with certain activities. Such as respect for all people; lessons and activities designed to meet this purpose should help students understand their own biases and view others with respect regardless of race, color, religion, sex, disability, age, national origin, or citizenship status. Educators can also include lessons in this category that teach students about language and behaviors that may be offensive to people of other cultures. Another example understands the management of a cultural conflict. Students need to learn how to recognize and manage situations where conflict is caused by cultural difference. A lesson such as "Parts of Things that Work Together"(see activities) can be used to help students recognize and resolve conflict.

One of the