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Running head: LOOKING AHEAD
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Lymarie Coriano-Gonzalez
Master of Science in Education, Walden University
EDUC 6616 Enhance Learn for Diverse Population
Dr. Amy Summer
November 19
th
, 2023.
LOOKING AHEAD
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Diversity Proficiencies Self-assessment
I completed a Diversity Proficiencies Survey
.
to gain insights into the diversity characteristics and attitudes demonstrated in my practice. The RWR CoEL Candidate Diversity Proficiencies are composed of five proficiencies that high performing teachers must exhibit in their practice. These proficiencies include (1) Awareness of Self, (2) Understanding the Learner, (3) Learning Environment, (4) Planning, Instruction, and Assessment, and (5) Professional Practice (Laureate Education, 2016a). This assessment allowed me to identify and reflect on my areas of strengths and areas of improvement.
Based on the Diversity Proficiency Survey (2020), my areas of strength are Understanding the Learner, the Learning Environment, and Self-Awareness are some of my strengths. I take care to respect their families, communities, and relatives as an immigrant and English language learner by connecting their lives to the classroom and educational setting. For example, at the start of the school year, learners complete multiple questionnaires to provide me with information about how they learn, passions, and experiences. I adapt my teaching methods based on this information to meet the demands of every pupil. I believe it is advantageous to create curriculum and use methods of instruction that are consistent with and relevant to the backgrounds of learners in order to facilitate successful instruction and learning. As a way to demonstrate knowledge, I am also try to build connections with every learner. During recess time, I open up conversations involving lots of pupils within an effort to build relationships and trust. Developing compelling plans for lessons demands getting familiar with every learner, as explained by the author of Why We Teach Now. Studies show that when learners can make relationships between something new and what they previously are familiar with, then can comprehend it effectively (Nieto, 2014). While creating instructions, I consider my pupil's prior knowledge in order to modify the instructional strategies and the wording of the lesson. In order
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to motivate and involve every learner during their educational journey, I establish links among the content and their own experiences. Moreover, I offer many of learning possibilities according
to the needs of my learners. For example, when I select books for my guided reading groups, I make a conscious effort to find books that would stimulate their interest. In offering my pupils with multiple chances to demonstrate their learning, I aid in their learning. For example, I could develop a challenge where learners can demonstrate their knowledge using responses in writing or drawings.
The educational setting is another asset for my occupation. In the classroom atmosphere I
have established, individual differences are acknowledged and accepted. In schools, multiculturalism and complexity are abundant. Inappropriate behavior toward students' cultures might lead to issues and discord between the educator and the pupils. Pupils start to lose enthusiasm, curiosity, and engagement. In the article Just Words (2003), Bausch claims that” Our children need to know that their lives count. That their cultures count. That their literacies count” (p. 216). Academic success can be achieved within a setting where all pupil efforts are acknowledged. I motivate my learners to discuss and debate current events in the learning environment, as well as to voice their opinions and accept those of others. Sentence stems are another tool I use to support my students' vocabulary and spoken language in the learning environment. They understand that when responding to a different the pupil's answer, they must politely disagree by using the phrase: "I respectfully disagree because____."
One aspect of multicultural instruction is providing pupils with the chance to consider various viewpoints. According to Dr. Sonia Nieto, educators need to "...promote multiple perspectives, so that children learn to look at the world in different ways" (Laureate Education, 2015\). I challenge my pupils to think about opposing views in the learning environment. To better understand the reasons behind how Native Americans adapted to a given region, for example, I
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LOOKING AHEAD
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encourage learners take into account the viewpoints of numerous Native Americans all through their historical and cultural education unit on Native Americans. A week prior, we learned that Native Americans from the Northeast resided in buildings called longhouses. Up to 26 households may live in a single longhouse. As an element of a hands-on involvement activity, I asked participants the following day to close their eyes and see themselves as a young member of
a Northeast Native American tribe. I then gave the kids the opportunity to alternately debate the advantages and disadvantages of living in a longhouse with other families.
I talk in an effective manner to let my pupils know how much they are valued and appreciated. Supporting vocabulary is spoken in an approach which exudes understanding, guidance, and motivation. The way we utilize communication and communicate to teach kids is a particularly powerful educational instrument. It could affect a pupil's behavior or emotions in classroom. Professional Practice could stand to be improved. The pandemic has resulted in an adverse effect
on teamwork. My school is working very hard to improve in this area. Also, I find it difficult to comprehend and share the findings regarding pupil tests with parents because I'm not culturally sensitive.
References
Bausch, L. S. (2003). Just words: Living and learning the literacies of our students' lives.
Language Arts, 80(3
), 215-222.
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Laureate Education (Producer). (2015h). Introduction to multicultural education
[Video file].
Baltimore, MD: Author.
Laureate Education. (2016). Walden's diversity proficiencies.
Retrieved from:
https://class.waldenu.edu
Walden University. (2020).
Diversity Proficiencies Survey
.
Retrieved from:
https://waldenu.instructure.com/courses/88039/assignments/919226?
module_item_id=2845337