Diversity
Diversity. What types of diversity considerations should educators be aware of as they guide students through their educational journey? Teachers must model many characteristics to serve as effective influencers. Students should be at the center of every decision teachers make in their physical, instructional and mental practice. Teachers must flourish in their environment, empathize and play with students, practice flexibility in their pedagogical decisions and above all, reflect on their practices and relationships with their students and colleagues (Hertz and Mraz, 2018).
In order to flourish, teachers must experience teaching and go through each motion continuously. It is in time teachers develop the skills needed to be effective. It is a conscious effort with no single endpoint in sight. In other words, Hertz and Mraz (2018) suggest, “New influences will enter your life, you will learn as you do, you will read more, understand more, shift, and change. Do not plan it all out right away; let the journey be the goal” (p. 5). It is in this respect that the importance of diversity takes shape. Teacher’s flourish with experience. Every class, every student and every school ticks vast amounts of diversity boxes. Every characteristic, learning quirk, personality, schedule and content standard is diverse in nature. “We become teachers who are not product and benchmark driven, but rather compassionate and growth minded, transmitting that very same message to our students by the way we talk, and the choices we make in the small moments when we think they aren’t watching” (Hertz & Mraz, 2018, p. 7). We lead by example. Modeling appropriate behaviors and providing solutions to our students, rather than confining them with a mold or box. A diverse moment or individual drives each new experience.
Teachers must be empathetic. “When you think about your day and your space, try to be mindful of the unique needs of your group of children, and change things up if you need to” (Hertz & Mraz, 2018, p. 9). Considering diversity is as simple as setting the tone using visuals and messages to lay out your day for your learners. This puts their needs at the center of your learning environment, preparing them for the day ahead.
Teachers, be playful. Laugh and smile with your students. “They, like you need to feel happy, safe and challenged” (Hertz & Mraz, 2018, p. 13). When children feel at ease, they can learn and understand that they are cared for in the space you have created. Hertz and Mraz (2018) suggest, “The playful teacher is the one who honors play’s power in all its forms and nourishes it in herself and her children” (p. 13). Punishment for being playful takes away children’s power to be a child. Spend time developing appropriate responses to play and incorporate these moments throughout your pedagogical practices and daily routines.
Teachers must be flexible. Learning is messy and not all lessons will go as planned. When you approach your classroom environment with flexibility, it provides space and time for you and your students dive into learning, naturally. Hertz and Mraz (2018) state that there are a few areas that are worth a teacher’s control. The classroom environment, the relationship you have with children and the amount of joy and spirit you provide. The laughter and humor that comes through as you remember that you teach children, not content (p. 16). Have a plan, yes! However, make sure you can deviate when necessary. Learners see this skill and thrive in authentic moments that provoke their interests and needs.
As a technology leader, it is increasingly important to consider diversity for every facet of the educational framework. When teaching, analyzing data, providing professional earning activities, effective distribution of devices and internet hotspots, students as consumers of technology tools, technology trainings for parents and ensuring teachers are equipped in determining whether technology tools are not bias or insensitive to specific learner needs. Sheninger (2014) writes, “One of the most important questions a leader needs to answer is how the students are using technology to apply learning and demonstrate conceptual mastery. Students must always be at the center of this process. All too often, technology is infused into the learning environment where the teacher us still employing a direct approach to instruction” (p. 135). Students develop their learning capacities for technology when it is hands-on. The technology should support the learning and not drive the learning. Technology and content standards hand-in-hand and student focused activities to promote authentic learning tasks that reflect the real world, higher order thinking skills and student achievement.
Diversity Activities/Examples
Developing an appreciation and admiration for diversity begins with the texts you give your students access to in your classroom, the language and dialogue you model and practice, the responses you have for misbehavior and even your pedagogical practices and style. Teachers can make diversity a focus in their practice by flourishing in their classroom environments, being empathetic, playing and laughing with all of their students through the development of unique relationships, flexibly and openness to change and shifts and having the capacity to reflect on what is working, how to individualize and make strategic instructional decisions for students. These characteristics model diversity appreciation and admiration for the classroom setting. Respect for all leaners and a deep care for all students who walk into your classroom and school.
References
Hertz, C., & Mraz, K. (2018). Kids 1st from day 1: A teachers guide to todays classroom. Portsmouth, NH: Heinemann.
Roblyer, M. D. (2016). Integrating educational technology into teaching (7th ed.). Boston: Pearson.
Sheninger, E. C., & Zhao, Y. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks (CA): Corwin.
In order to flourish, teachers must experience teaching and go through each motion continuously. It is in time teachers develop the skills needed to be effective. It is a conscious effort with no single endpoint in sight. In other words, Hertz and Mraz (2018) suggest, “New influences will enter your life, you will learn as you do, you will read more, understand more, shift, and change. Do not plan it all out right away; let the journey be the goal” (p. 5). It is in this respect that the importance of diversity takes shape. Teacher’s flourish with experience. Every class, every student and every school ticks vast amounts of diversity boxes. Every characteristic, learning quirk, personality, schedule and content standard is diverse in nature. “We become teachers who are not product and benchmark driven, but rather compassionate and growth minded, transmitting that very same message to our students by the way we talk, and the choices we make in the small moments when we think they aren’t watching” (Hertz & Mraz, 2018, p. 7). We lead by example. Modeling appropriate behaviors and providing solutions to our students, rather than confining them with a mold or box. A diverse moment or individual drives each new experience.
Teachers must be empathetic. “When you think about your day and your space, try to be mindful of the unique needs of your group of children, and change things up if you need to” (Hertz & Mraz, 2018, p. 9). Considering diversity is as simple as setting the tone using visuals and messages to lay out your day for your learners. This puts their needs at the center of your learning environment, preparing them for the day ahead.
Teachers, be playful. Laugh and smile with your students. “They, like you need to feel happy, safe and challenged” (Hertz & Mraz, 2018, p. 13). When children feel at ease, they can learn and understand that they are cared for in the space you have created. Hertz and Mraz (2018) suggest, “The playful teacher is the one who honors play’s power in all its forms and nourishes it in herself and her children” (p. 13). Punishment for being playful takes away children’s power to be a child. Spend time developing appropriate responses to play and incorporate these moments throughout your pedagogical practices and daily routines.
Teachers must be flexible. Learning is messy and not all lessons will go as planned. When you approach your classroom environment with flexibility, it provides space and time for you and your students dive into learning, naturally. Hertz and Mraz (2018) state that there are a few areas that are worth a teacher’s control. The classroom environment, the relationship you have with children and the amount of joy and spirit you provide. The laughter and humor that comes through as you remember that you teach children, not content (p. 16). Have a plan, yes! However, make sure you can deviate when necessary. Learners see this skill and thrive in authentic moments that provoke their interests and needs.
As a technology leader, it is increasingly important to consider diversity for every facet of the educational framework. When teaching, analyzing data, providing professional earning activities, effective distribution of devices and internet hotspots, students as consumers of technology tools, technology trainings for parents and ensuring teachers are equipped in determining whether technology tools are not bias or insensitive to specific learner needs. Sheninger (2014) writes, “One of the most important questions a leader needs to answer is how the students are using technology to apply learning and demonstrate conceptual mastery. Students must always be at the center of this process. All too often, technology is infused into the learning environment where the teacher us still employing a direct approach to instruction” (p. 135). Students develop their learning capacities for technology when it is hands-on. The technology should support the learning and not drive the learning. Technology and content standards hand-in-hand and student focused activities to promote authentic learning tasks that reflect the real world, higher order thinking skills and student achievement.
Diversity Activities/Examples
- Multiple intelligence considerations
- Math motions such as forming shapes and angles with your arms
- Dialogue and storytelling strategies to promote retention in long term memory
- Adaptive assessments to promote personalized learning tasks
- Various presentation software
- Student choice for showing what they know at the end of a content unit
- Flexible groupings to support collaboration and communication
- Prezi, Google Docs and Slides
- PowerPoint
- Software support tools
- Graphic tools such as digital graphic organizers, KidPix. The Graphic Club 2.0, Wordle
- Research and reference tools such as Google Maps, online dictionaries and thesauruses and Ducksters for research
- Reading tools such as Cloze software, digital storybooks and accelerated reader (AR)
- Supports of students with special needs such as the ability to enlarge text, switches and joysticks, alternatives to keyboards. These assistive technologies are in compliance with the Universal Design for Learning (UDLs)
- Content area digital supports
- English language arts tools such as Newsela, Brain Pop, PBS kids, visual thesaurus and interactive stories to support vocabulary and comprehension. Google Docs, word processing, spell checks, KidPub, digital notetaking and Storybird to support writing instruction.
- Math tools such as digital manipulatives and faction tiles, Google Sheets to record data and U.S. Census data for interpretation and discovery
- Science tools such as The Five E’s Light web quest I designed and the Exploratorium website to support inquiry, scientific discoveries and data collection
- Social Studies tools such as MissionsUS.org, virtual field trips, Primary Source links and Ducksters for research and reading.
- English Language Learners supports such as Rosetta Stone, Radio Broadcasts, English Central and Duo Lingo App for language development. Grammar check software such as Grammarly.com for writing assistance.
- Special Education supports
- Mild, moderate to severe cognitive disability tools such as text to speech software, interactive storybooks, word recognition software, word prediction software and graphic software drills and tutorials
- Physical disability tools such as alternative methods of accessing a keyboard and the best placement of adaptive technologies to ensure student can operate independently
- Sensory disability tools such as canes and text-to-Braille converters for the blind, screen readers for the visually impaired and assistive listening devices for with hearing loss
- Special gifts and talent supports such as word processing, computer based games and online learning to support accelerated pace and independent learning activities.
Developing an appreciation and admiration for diversity begins with the texts you give your students access to in your classroom, the language and dialogue you model and practice, the responses you have for misbehavior and even your pedagogical practices and style. Teachers can make diversity a focus in their practice by flourishing in their classroom environments, being empathetic, playing and laughing with all of their students through the development of unique relationships, flexibly and openness to change and shifts and having the capacity to reflect on what is working, how to individualize and make strategic instructional decisions for students. These characteristics model diversity appreciation and admiration for the classroom setting. Respect for all leaners and a deep care for all students who walk into your classroom and school.
References
Hertz, C., & Mraz, K. (2018). Kids 1st from day 1: A teachers guide to todays classroom. Portsmouth, NH: Heinemann.
Roblyer, M. D. (2016). Integrating educational technology into teaching (7th ed.). Boston: Pearson.
Sheninger, E. C., & Zhao, Y. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks (CA): Corwin.