Teaching Diverse Students Chapter 3

1
Teaching Diverse Students Chapter 3
2
Student Diversity

• Socioeconomic differences
• Cultural differences
• Gender differences
• Developmental differences
• Learning style differences
• Learning ability difference
• Attention differences

3
Socioeconomic Differences

• Poor children are more likely to
• Be born outside of marriage
• Live in one-parent, female-headed household
• Live in rental housing or be homeless
• Have a working mother
• Have medical and dental problems
• Engage in sexual activity early
• Become more involved in crime, violence, and drug
  abuse

4
Socioeconomic Differences

• Children in poverty are more educationally
  disadvantaged
• Live in communities and states that spend less on
  education
• Live in places where teachers are paid less
• Perform more poorly academically
• Are more often identified as retarded
• Drop out at a higher rate
• Enter school with experiential deficits

5
Teaching Low-SES Youth

• 3 things fundamental to helping children of low
  socioeconomic status living in poverty
• Early intervention by communities and schools
• Efforts must be made to generate a sense of
  efficacy
• Promote the achievement of low-SES

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Promoting the Achievement of Low-SES Students

• Hold high expectations that children can and will
  learn
• Respect each students background, culture, and
  language style
• Help students understand what they are learning
• Teach thinking and problem-solving skills
• Plan interesting and engaging learning
  experiences
• Set maintain high standards of behavior
• Maximize heterogeneous academic grouping
• Provide individual help

7
Cultural Differences

• Culture when a group of people have many things
  in common (language, values, traditions, and
  behaviors)
• Problems occur when minorities encounter schools
  run on the culture of the majority

8
Teaching Minority Students

• Teaching the Culturally Different
• Human Relationships
• Single-Group Studies
• Multicultural Education

9
Gender Difference

• Gender roles
• Efforts should be made to avoid perpetuating
  encouragement of girls to be dependent and
  passive and boys to be aggressive and reluctant
  to show emotion
• Gender differences
• Exist but are not great

10
Gender Differences in Classroom Behavior

• Girls
• Speak less in class
• Tend to be punished more promptly for aggressive
  behavior
• Receive blander feedback
• Receive complex task completion
• Receive encouragement in grooming and manners

• Boys
• Speak in class more often
• Receive more disapproval and blame
• Receive more animated feedback
• Receive coaching
• Receive encouragement in academic striving and
  accomplishment

11
Developmental Differences

• Psychosocial Development/Self-esteem
• Cognitive Development
• Moral Development

12
Facilitating Development

• Children should not be shamed
• Provide children with activities that foster
  initiative without censoring questions
• Present elementary school students with tasks
  they can accomplish, rewarding efforts
• Encourage secondary students to accept
  themselves, their appearance and sex roles, and
  explore and confirm their occupational choice
• Allow young children more free play and guided
  experimentation

13
Cognitive Development

• Piagets Stages of Development
• Sensorimotor Stage
• Preoperational/prelogical Stage
• Concrete Operational Stage
• Formal Operational Stage

14
Moral Development

• Morality of constraint
• Morality of cooperation
• Kohlbergs Levels of Moral Reasoning

15
Children with Exceptional Needs

• Describes children with special physical, social,
  emotional, and mental qualities
• Least restrictive or most inclusive classroom
  placement
• Individualized Educational Program (IEP)

16
Learning Style Differences

• Conceptual tempo
• Field-sensitive or Field-independent
• learners
• Convergent/divergent thinking
• Perceptual modality preferences/
• strengths

17
Learning Ability Differences

• Student Aptitude
• Multiple Intelligences
• Emotional Intelligence
• Student Attention Differences
• ADD
• ADHD