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Cynthia Shaw
Dr. Isbell
ELED 300
25 September 2014

Module 1: Diversity and Classroom Management
When presented with a challenging classroom, how does one teach most effectively?
Todays teachers need to be prepared to learn their environments each day and become
chameleons to their environment. Classrooms offer an opportunity for students from diverse
backgrounds to unite in the pursuit of learning. Teachers can play a pivotal role in helping at-
risk students to achieve their best, effectively managing the classroom to empower each learners
strength and encouraging teamwork and collaboration
Learning to Teach
The effectiveness of teaching varies between different instructors, meaning that certain
characteristics of the teacher or teaching style are likely responsible for the differences. The
authors describe two theoretical types of teaching research: the behaviorist approach stresses
visible and external events, called reinforcers, which can be positive or negative; on the other
hand, the cognitive approach entails the strategies that students use to actively process and obtain
information. A sub-theory, constructivism, focuses on the constructing understanding predicated
on existing comprehension and familiarity, which can be enhanced by social learning and
specific tasks. These theories connect to Competency 1 Human Growth and Development, as
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they are concerned with how humans develop as learners, whether passively, as in behaviorism,
or actively, as in cognitive theory. Adolescents construct knowledge and rely on peers to form
identity and understand new situations. Teachers should focus on serving as a scaffold to enhance
student learning, prioritizing student needs, including academic needs, social development, and
identity formation. They should also embrace the contributions that research provides for
practical classroom management. Teaching styles can be adapted to serve the needs of a wide
range of students.
Student Diversity
Diversity is the idea that differences exist among students, and teachers can assist each
student to embrace his or her background and unique learning style while achieving academic
and personal goals. The US is becoming increasingly diverse, with growing populations of
black, Hispanic, Asian, and many different types of immigrants from diverse backgrounds and
cultures. Within the concept of diversity, there are multiple types of diversities, including in
culture, language, learning ability, exceptional abilities, risk, and learning style. Cultural deficits
may prevent minority students from reaching their full potentials. Alternatively, teacher
expectations may be dictated by biases or preconceived notions about a students ability to
succeed. A third theory explains differences in achievement by way of differences between
minority culture and school culture, which may be at odds. Teachers must respond to culture by
understanding their students, promoting the positive aspects of diversity, and adapting
approaches and teaching style to accommodate students from many different cultures. Students
with different language needs can benefit from teachers who understand dialects, code switching,
bilingual and English learner needs. Learning abilities can be accommodated by targeting tasks
and balancing students strong abilities while developing weaker ones. Teachers should
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accommodate a variety of intelligences and abilities in their classrooms. This chapter connects to
Competency 2 Diversity. Children from different backgrounds, including socio-economic
status, have different cultures, beliefs, expectations, and behaviors. Diversity should be
emphasized as a positive opportunity to experience others viewpoints and cultures, with a
curriculum that is sensitive to cultural needs. Differences and similarities between cultures
should be openly discussed in a positive way, so that they may be recognized and accepted.
Stereotypes, however, do not belong in the classroom, whether positive or negative. Each
individual is unique, and does not necessarily conform to expectations based on culture,
ethnicity, or socioeconomic status.
Classroom Management
Classrooms can become chaotic without effective instruction. Teachers can enable
students to take charge of their own behavior by teaching self-regulation and responsibility, as
well as implementing reasonable standards. Students learn from mistakes by making choices and
being held accountable. The obedience model, following behaviorism, is more concerned with
systems of reward and punishment. Classrooms are centers for learning, which requires a degree
of order and focus. The physical environment of the class is as important as the learning
relationships formed within it. Teachers can use plans, interventions, and cues to improve their
management of classroom. Parents also play a role in classroom management as the main force
for change in a childs environment, attitude, and behavior. Serious student problems such as
violence and ongoing issues may require higher levels of intervention, including reporting fights
immediately to the administration, and taking other actions to ensure student safety. Classrooms
can be managed best when teachers make adequate plans to prepare for difficulties, outline
student responsibilities, implement rules, rewards, and engage students to coordinate classroom
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management together. This chapter connects to Competency 5- Classroom Climate and
Competency 6 - Managing Student Behaviors. Positive reinforcements can assist with students
cooperation, including positive cues like smiling and praising. Environmental factors are highly
important, as the authors heavily emphasize in Chapter 3. Teachers should plan classroom
designs that allow students to access learning materials and instructions, including viewing the
chalkboard, whiteboard, or smartboard, and freeing students attention from distractions. Varying
levels of discipline and management techniques can be used, depending on the severity and long-
term expectation of the students issues.
Conclusion
Teachers will encounter students from many backgrounds, cultures, and home
environments. Students learn by integrating new information into their existing knowledge base.
Diversity should be embraced by celebrating commonalities and differences as well as
accommodating cultural needs in the classroom. Student needs vary in terms of classroom
management, but teachers can improve performance and efficiency in the classroom by planning
a productive, positive environment where students can learn comfortably. Teachers should work
together with students to address behavioral issues when they arise, stressing gradual
development accountability, and collaboration.






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References
Kauchak, D. & Eggen, P. (2012). Learning and Teaching: Research-Based Methods (6
th
ed.).
Boston, MA: Pearson.
TExES Pedagogy and Professional Responsibilities EC-12 competencies: 1, 2, 5 and 6.