Portfolio Task 2 – Standard 7

It is undeniable that humanity is diverse. Therefore, every classroom will be

overflowing with diversity, whether that be students with cultural and background
differences, learning difficulties, disabilities or gifted and talented students. Teachers
must therefore know their students, socially, emotionally, intellectually and
academically as required by the first Australian Professional Standard for Teachers
(APST). They must then respond and adhere to their legal obligations, from the New
South Wales Department of Education (NSWDE) and National Disability Standards
for Education (NDSE). Meeting ethical responsibilities, knowing students and
applying strategies for teaching diverse students will ultimately impact every student
and applies to APST 1.3, 1.4 and 7.1.
The NSWDE requires teachers to adhere to professional responsibilities
including treating all students equitably and meeting and maximising individual
learning needs (New South Wales Department of Education, 2003). Equitable
teaching for diverse needs is further incorporated into the responsibilities through the
Anti-Discrimination Act 1977, where discrimination of any kind, whether direct or
indirect, in unacceptable from any source (New South Wales Department of
Education, 2003). The NDSE 2005 also legislate three major obligations for teaching
students with disabilities (Department of Education, 2012). These include
consultation, reasonable adjustments and elimination of harassment and
victimisation. Australian Curriculum, Assessment and Reporting Authority (ACARA)
finally uphold a high-quality curriculum for all students while promoting excellence
and equity ("Student diversity", 2018). Therefore, equitable teaching is invaluable
when supporting the diversity of a classroom. However, many teachers feel
inadequately prepared to teach diverse students and may subconsciously devalue
ways of knowing and speaking that are not like their own (Jarvis, 2013 &
Groundswater-Smith, Ewing & Le Cornu, 2011). Therefore, reflection of beliefs,
assumptions and incorrect perspectives are imperative for quality teaching.
Aboriginal and Torres Strait Islander (ATSI) students are amongst the most
disadvantaged people in Australia and racism unfortunately remains common
(Matthews, Howard & Perry, 2018 & Groundswater-Smith et al., 2011). “Being
Aboriginal has nothing to do with the colour of your skin or the shape of your nose. It
is a spiritual feeling, an identity you know in your heart. It is a unique feeling that may
be difficult for non- Aboriginal people to understand” (Matthews et al., 2018). It is a
teacher’s role to understand, support and sensitively engage these feelings
throughout the teaching for and about Aboriginal students. This can be achieved
through forming positive relationships with families and community members,
building knowledge about culture, professional development, and utilising relevant
strategies for ongoing learning (New South Wales Government Education and
Communities, n.d.).
ATSI students possess skills conducive of higher order thinking and learning
and are often hidden behind western societies ignorant perceptions. Such students
present skills such as observation, assisting others, assertiveness, emotional
tolerance, independence, self-sufficiency, self-reliance, practical competency and a
sense of humour (Matthews et al., 2018). Placing a limit on such skills would be
despondent for schools and societies.
As a pre-service teacher with an Aboriginal background, Dr. Chris Sarra’s
Smarter Stronger program, based on high expectations, has inspired the desire to
challenge and expect high achievements from all students, particularly those with
disadvantaged backgrounds (High-Expectations Relationships A Foundation for
Quality Learning Environments in all Australian Schools, 2014).
A robust, quality education depends on whether the teacher meets
professional ethics and responsibilities, knows students, apply strategies for teaching
diversity and develop students’ individual strengths to reach their full potential. This
process is initiated by self-analysis and appreciation that diversity only creates
strength and support for all.
Reference

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