"A Disposition for Diversity: Teaching in the 21 st Century".

You will write a 5 page APA style paper examining the importance of valuing diversity as a critical teaching disposition for the 21 st century. You are encouraged to use materials from other courses you've taken as some of the sources for your paper. The various forms of diversity that should be included in this paper are: Racial Learning style Physical, cognitive and affective disabilities Language, ethnicity and culture Sexual orientation Socio-economic Weave your own experiences and ideas of diversity in with your research material. The chief goal of this paper is to motivate you to generate a synthesis (i.e. Blooms Taxonomy) that illustrates your own particular way of understanding this important topic. Some questions you might want to consider when writing your paper are: How does a teacher show that she values and respects diversity in the classroom? What are the dynamics of a diverse classroom? How can diversity strengthen a learning environment? In addition, your paper should demonstrate that you understand the roots of and impact of great diversity issues in our society; issues like Brown v. Board of Education, Public Law 94-142, ADA, etc. At least 5 references are required.

A Disposition for Diversity: Teaching in the 21st Century

Student Name:

CATEGORY 1 Quality of Information

-rInformation has little

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Information dearly relates to the main topic. It provides 1-2 supporting details and/or examples

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Information clearly relates to the main topic. It includes several supporting details and/or examples. Information is very organized with wellconstructed paragraphs and subheadings.

Information clearly or nothing to do with relates to the main the main topic topic. No details and/or examples are given.

Organization

Information is generally disorganized.

Information is organized, but paragraphs are not well-constructed.

Information is organized with wellconstructed paragraphs. .

Sources

Most sources are not accurately documented or in APA style.

Sources are accurately documented, but some are not in APA style.

Sources are accurately documented with small APA style errors.

All sources are accurately documented and in APA style.

"Valuing" diversity as a teaching disposition

No evidence of valuing diversity shown..

Demonstrates some valuing of diversity but examples are shallow and cliche'

Clearly demonstrates valuing diversity at an emerging but genuine teaching disposition.

Evidence of a mature valuing of diversity shown. Examples of why this is important for the 21st century classroom are explained with conviction and intelligence. Gives evidence of comprehensive and mature experiences with diversity and a clear understanding of how this applies to the classroom

Personal experiences with diversity

Shows no ' meaningful personal experiences with diversity.

Has some experiences with diversity but they are two dimensional and show little comprehension of what they mean for the classroom

Communicates experiences with diversity sincerely and meaningfully at an emerging level.

The comprehensive nature of diversity

Demonstrates little or no understanding of diversity beyond race.

Gives evidence of an Understanding of emerging grasp of diversity goes beyond race but not the broad implications of much. diversity

Demonstrates a comprehensive grasp of the various kinds of diversity one will encounter in the classroom and what this means for teaching and learning. More than two great diversity issues cited as examples.

History of diversity

No examples of great society-wide diversity issues.

One great diversity issue cited as an example.

Two great diversity issues cited as examples.

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Diversity in the Classroom

Diversity in the Classroom

Anna Jones Wesleyan College

Diversity in the Classroom

Abstract An avid advocate of diversity, Maya Angelou once said, "It is time for parents to teach young people early on that in diversity there is beauty and there is strength" (Maya Angelou, 2011). This quote is a very simply concise statement of truth about diversity both in and out of the classroom. Diversity in the classroom leads to a deeper understanding and appreciation of diversity in the world around us. Research and history has shown us that diversity is everywhere, and given the right context and approach, diversity can lead to greatness and open doors to ingenuity and success. Brown v. Board of Education, Public Law 94-142, and a plethora of research on the role of diversity in the classroom has given us evidence that diversity in the classroom has positive implications on the students.

Diversity in the Classroom

There are many forms of diversity found in classrooms and whether the diversity be disability-based, racial, sexual orientation-based, or language-based, it is still a form of diversity. With that in mind, there is clearly even diversity among the types of diversity. All this really means then is that there are many different types of students in a classroom. The question then is does this 'diversity' even really matter? The answer to that question is yes. Regardless of the form of diversity, the inclusion of diversity in the classroom benefits all students involved. We can see a positive implication of disability-based diversity in the classroom through the implementation of Public Law 94-142. Public Law 94-142 outlines that: Handicapped children and adults ages 3-21 be educated in the "least restrictive environment" to the maximum extent appropriate, meaning that they are educated with children who are not handicapped and that special classes, separate schools or other removal of children from their regular educational environment occurs only when the severity of the handicap is such that education in regular classes cannot be achieved. (Payne, 2004)

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In support of Public Law 94-142, G. L. Peltier (1993), author of "The Regular Education Initiative Teacher: The Research Results and Recommended Practice," wrote "The advocates of [Regular Education Initiative] have argued that the disabled child gains academically and socially while the rest of the class gains in the gradual acceptance of human differences" (Peltier, 1993). In other words, both the disabled children that are gaining presence in the classroom and the traditional students of the classroom benefit. Students that experience such a diverse classroom will be able to apply that experience later in life. If students with disabilities are kept outside of the traditional classroom, the real world implications are that people with disabilities

Diversity in the Classroom might have a difficult time adjusting to a diverse society and traditional students might struggle with interacting with people with disabilities. In an effort to ensure racial diversity in the classroom, the Supreme Court case of Brown v. Board of Education was brought about. The case of Brown v. Board of Education sought to eliminate segregation in schools based on its unconstitutional nature. In ruling on the case of Brown v. Board of Education, Chief Justice Earl Warren stated, Segregation of white and colored children in public schools has a detrimental effect upon the colored children. The impact is greater when it has the sanction of the law, for the policy of separating the races is usually interpreted as denoting the inferiority of the Negro group. A sense of inferiority affects the motivation of a child to learn. Segregation with the sanction of law, therefore, has a tendency to [retard] the educational and mental development of Negro children and to deprive them of some of the benefits they would receive in a racially integrated school system. ... We conclude that, in the field --)of public education, the doctrine of "separate but equal" has no place. Separate educational facilities are inherently unequal. (Wormser, 2002) f This quote specifically notes the importance of integration for the benefit of the "colored" children, but the truth of the matter is that both the "colored" and white children benefit from integration. The authors of "The Benefits of Diversity in Education for Democratic Citizenship," an article about an experiment extrapolated from the Brown v. Board of Education case, explain
the benefits of the diverse classroom in relation to all students, Complex social structures are composed of many rather than a few people who have different, even contradictory, expectations of us. [Coser] argues that unfamiliarity, discrepancy, multiplicity, and potential conflict in the complex social structure require

Diversity in the Classroom people to pay attention to the social situation and challenge them to think or act in new ways. People develop what Coser calls an outward orientation. She showed that people who function in complex social structures develop a deeper understanding of the social world and are better able to function as effective citizens. (Gurin, Nagda, Lopez, 2003) This quote again references the idea that the exposure to diversity in a classroom environment leads to a better integration into society and better citizens as a whole. Another form of diversity in the classroom comes in the form of gay, lesbian, bisexual, and transgender or GLBT students. This is perhaps considered a more modern form of diversity, and therefore has less history or court cases, but there is still one GLBT-related court case in reference to the school environment. Like all students who are considered different, GLBT students often feel discriminated against or alone. One act has served to protect their right to form alliances or any sort of club so that they might come together and that is the 1984 Federal Equal Access Act which states that if schools allow any non-curricular clubs then they have to allow them all (Sadker, Sadker, 2008, p. 45). The inclusion and acceptance of GLBT students again refers back to the idea that encouragement of accepting differences in a safe classroom environment allows for an easier transition into 'the real world.' Yet another form of diversity comes in the form of students with English as a second language. English language learners or ELLs are a particularly challenging type of student for

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teachers to adjust to and address in the classroom. The National Association for the Education of Young Children (1999) addresses this issue by saying: Even though an educator may not be familiar with a child's language and culture, the educator has a responsibility to respect the child and family... Programs and families must work together to afford children every opportunity to learn and to become effective,

Diversity in the Classroom functioning members of society. This is best achieved when young children feel supported, nurtured, and connected not only to their home communities but also to the teachers and the educational setting. (The National Association for the Education of Young Children, 1999)

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The presence of ELLs in the classroom allows for them to learn English through submersion, as well as, exposing students who speak English as their first language to the differences in culture or home life that ELLs possess. In conclusion, diversity in the classroom is beneficial to all. Because of its beneficial nature, teachers should strive to promote diversity and explain its role both in and out of the classroom. Davis (1999), author of "Tools for Teaching," suggests that teachers should:

Recognize any biases or stereotypes you may have absorbed

Treat each student as an individual, and respect each student for who he or she is Rectify any language patterns or case examples that exclude or demean any groups Do your best to be sensitive to terminology Get a sense of how students feel about the cultural climate in your classroom

These suggestions are a great start to incorporating diversity in the classroom in a positive manner and with diversity in the classroom great social progress can be made. I have seen an indication of this progress in my time spent in a classroom at Woodfield which is very diverse from my own schooling experience. At Woodfield I have witnessed diversity in the classroom for nearly the first time. My school years were filled with lots of students of similar backgrounds, similar traits, and similar learning styles. At Woodfield, I observe a class with six vibrantly

Diversity in the Classroom

diverse students. Nearly each student has a different learning style that suits them best and nearly each student has had a different sort of upbringing or home life. What I have learned that these students understand that I really did not grasp until a much older age (mostly because it never even occurred to me) is that everyone is completely different and will react in any given situation differently. These students at Woodfield have great respect for each other and every little nuance or quirk their classmates possess. These students are understanding and patient. These students have learned valuable life skills that would be a difficult lesson learned later in life, something even I struggle with today, simply through the presence of diversity in the classroom.

Diversity in the Classroom

References Davis, B.G. (1999). Diversity and Complexity in the Classroom: Considerations of Race, Ethnicity, and Gender. Tools for Teaching. Retrieved from http://www2.honolulu.h awaii.edu/facdev/guidebk/teachtip/diverse.htm Gurin, P., Nagda, B. A., & Lopez, G. A. (2003). The Benefits of Diversity in Education for Democratic Citizenship. Journal of Social Issues. Retrieved from http://wwwpersonal.umich.edu/pgurin/benefits.html Maya Angelou. (n.d.). BrainyQuote.com . Retrieved from http://www.brainyquote.com/ quotes/ quotes/rn/mayaangelo132707.html Payne, S. (2004). Public Law. Retrieved from http://www.nd.edu/rbarger/www7/ 142.html Peltier, G. L. (1993). The Regular Education Initiative Teacher: The Research Results and Recommended Practice. Education, 114. Retrieved from http://www.questia.com/ googleScholar.qst?docId=5000231564 Wormser, R. (2002). The Rise and Fall of Jim Crow: Brown v. Board of Education (1954). Retrieved from http://wwvv.pbs.org/wnet/jimcrow/stories_events_brown.html p194-