"Every child deserves a champion – an adult who will never give up on them, who understands the power of connection and insists that they become the best that they can possibly be."
InTASC Standard:
Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards (InTASC, 2013).
Brief Description of Evidence:
During my spring semester of 2020 in my EDUC 230-The Exceptional Child course, I worked in a group to complete a Teacher Training Slide Presentation. Our group chose Classroom Diversity as our topic to research. We each had our content to research and typed it in our slide. I chose to do some research on the definition of diversity and the different dimensions diversity falls into such as race, ethnicity, gender, sexual orientation, etc. I also explained the different issues of diversity in a classroom, the behaviors and attitudes that are related to diversity inside the classroom, and ways or ideas to manage diversity in the classroom. We also created a Kahoot game as part of our presentation and we implemented the game before the presentation to see other people respond. Because of my experience of me personally falling into one of the categories of diversity, I used my personal experiences as part of my presentation to showcase my evidence.
Analysis of What I Learned:
By working previously in elementary schools in Panama and conducting this training, I understand that each teacher has their way of managing diversity in the classroom. The school that I used to work at has at least 90% of students who are Indian (from India). So as teachers we had to know how to manage diversity in our classrooms. I learned that diversity falls into many categories, but when teachers and the school work together, diversity becomes less of an issue, and the most important thing, it does not affect the student’s success. Even though I haven’t had the opportunity to be a teacher here in the U.S., I can apply Carol Dweck’s “Power of Yet” Theory (Street, 2021) in my professional development. Originally, I started with a fixed mindset, because growing up I was considered part of the diversity in my classroom, but I can see that when teachers work managing diversity in a classroom it changes the student’s attitudes and students can be successful. Now, I have a growth mindset because I’ve worked at a school where most of the students were from different races and I’m willing to continue to apply new strategies to manage diversity in my classroom.
How This Artifact Demonstrates my Competence on the InTASC Standard:
By completing this Teacher Training Presentation about Classroom Diversity, I demonstrate my competence in standard #2 because I can understand the individual differences and diverse cultures in each student. I was able to do this by being a teacher in a school where 90% of the students are Indian (From India). By knowing what is classroom diversity and different ways to manage diversity in the classroom. I can adapt my teaching and classroom practices to the needs of my future students. I can use my knowledge and personal experiences with Classroom Diversity to help my future students when they are struggling by implementing different strategies to manage diversity in a classroom. Teaching this to my peers allowed me to help ensure their future inclusive learning environment and enable their future learners to meet high standards and expectations.