week 3 profile

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University of the People *

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5440

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Arts Humanities

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Jan 9, 2024

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1 University of the People EDUC 5711: TEACHING FOR DIVERSE AND INCLUSIVE CLASSROOMS Dr. Krista Ganga

2 Teachers in the classroom will have students from varied backgrounds. A classroom must reflect the diversity of the students in it. When students can relate personally to materials or the teacher, they perform better in school (Boisrond, 2017). The students can see their teacher as a role model and someone who cares about them and their success. In my classroom, students must be exposed to different viewpoints and understand we are a global community intertwined. At various times throughout the year, I assign students in my class to study influential people who contributed to the lesson or topic currently under study. However, I put a unique spin on the assignment. The person, the student, will study has to be a different race and sex than themselves. Since I have more non-minority students in my class, this allows those in my class to learn about diverse individuals. A school should be a reflection of the community. Members of the community should be encouraged to volunteer and be visible to students in the school. These members should include various races, ethnic backgrounds, and those with physical or other disabilities. Students need to see members of the community with varied backgrounds being a positive contribution (Hill, 2017). A person can relate better when they can see themselves in others. Parents and students can discuss the various interactions of the community members with the students. Having a dialogue allows for a better understanding and eliminate the stigma or fear of new ideas. Another essential factor for diversity in a classroom is the appearance of the classroom. Many classrooms rooms are decorated with traditional holiday and cultural items. In my classroom, I make sure to display various ethnic holidays and important cultural items to expose students to these events. I make sure to reflect in my classroom the cultural heritage of the students.

3 In my classroom, the actual setup of the room is vital. The classroom needs to be set up and accessible to those with physical disabilities. A disabled student should not be restricted from accessing any part of the classroom that a non-disabled student can access (Create a Learning-Centered Environment, 2019). I want all students to feel welcome in my classroom. I do not want to have a student frustrated because they have trouble getting to their table or accessing their learning station. A frustrated student is more challenging to teach. I want learning to be an enjoyable and enriching experience for all students, regardless of their background. Allowing students to be part of the learning process will increase their motivation and participation. Having students bring in materials/clips on the topic and share with the class allows the students to be personally invested in the topic (University of Arizona, n.d.). The students would be doing research, and learning about the topic, increasing their knowledge. In addition, the students would be able to share with others in the classroom what they learned. The student gets to present information to the class about something they picked and is vital to them. This method of learning allows for all to be included and expands diversity learning for everyone in the classroom.

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4 References Boisrond, C. (2017, September 29). If Your Teacher Looks Like You, You May Do Better in School . NPR. https://www.npr.org/sections/ed/2017/09/29/552929074/if-your-teacher- looks-likes-you-you-may-do-better-in-school Create a Learner-Centered Environment. (2019). Create a Learner-Centered Environment. Cooking Matters. https://cookingmatters.org/create-learner-centered-environment 20200914211901859110475 Hill, M. (2017). Creating the Culturally Diverse Classroom. Association for Supervision and Curriculum Development (ASCD). http://inservice.ascd.org/creating-the- culturallydiverse-classroom/ University of Arizona. (n.d.). Creating Inclusive Learning Environments. Retrieved from http://live-uarizona-uiversity.pantheon.arizona.edu/sites/default/ files/creating_inclusive_ learning_ environments._a_project_of_sap_di_and_oie.pdf

week 3 profile

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