Here in California we have a great deal of diversity in schools.

Students come from

different backgrounds, and have distinct learning styles. Considering the reading this week I
want to relate them to three types of students. These three types of students are Language
Minorities students, female student, and GATE students.
Before I begin talking about these three students I want to talk about something that
effects this three types of students as well as many others. This is a reform that is taking place. In
fact, education is at a constant reform. Currently, RTPO, which stands for the Reformed Teaching
Observation, is design to capture the current reform movement, and especially those
characteristics that define refined teaching (pg. 2 Sawada). The study shows some
characteristics that reflect the central notion of a classroom as a place where students work
together to learn. This, I think, is mainly why it affects all types of students in the classroom. It
is creating a place where students work TOGETHER to learn. The role of the teacher here is to
act as a resource person and to serve as a listener (pg. 20, Sawada). The ROTP concludes
that it has proven highly worthwhile in the study of mathematics and science classrooms in
middle and high school (as well as higher education).
The first type of student I want to touch upon is referred as Language Minorities (LMs).
This is very important to take into consideration as a teacher when writing a lesson plan. It is
important to assess the students in a way that language barriers dont get on the way. This can be
a difficult task. Edward Lyon in his article, What about Language While Equitably Assessing
Science?: Case student of Preservice Teachers Evolving Expertise explores ways in which
language played a role in the teachers evolving expertise and enactment of equitable science
assessment (pg. 1, Lyon). One strategy is to simplify the language, allowing use of dictionaries

and dictionaries. Another strategy is language scaffolding which included other ways of showing
the content knowledge such as via oral.
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