Current Understanding (December 2007):

     Diversity in our classrooms continues to be a big issue in the field of education, and was talked about in many of my classes.  Although my general views on the subject have not changed since my previous reflection, I feel as though I have learned more over this past semester about equity in the math classroom.  Diversity is a broad category, and thus many topics and issue fall under its umbrella.  The NCTM Principles emphasize the need for equity in our mathematics classrooms.  Some things, such as using technology to draw graphs so that all students have an equal opportunity to analyze the results, seem so simple, but can be the difference that students need to truly be given an equal chance at learning the material presented.  I have learned about diversity and equity from a math-specific viewpoint this semester, and will actively work to incorporate this Equity Principle into my classroom.

     There are several artifacts linked to this standard that highlight my understanding of diverse learners.  One of my first in-depth looks into a diverse culture was my Latino American research paper.  This paper opened my eyes to many of the cultural differences and educational beliefs of the Latino American population.  It reflects many of the things I learned, and continues to shape the ways in which I look at diverse cultures.  In addition, all of my work with the Homework Help program at Lincoln Community Center has made a huge impact on my beliefs and understandings about diverse cultures.  I learned a lot about second language acquisition, cultural norms for that specific diverse population,  how to talk about the student's experiences, and how those experiences affected them directly. The Service Learning Reflection document specifically addresses some of these topics.  Finally, because I believe actually planning lessons highlights how these practices are put into use, the Modified Lesson Plan walks through a potential lesson and highlights modifications for students with exceptionalities.    

August 2007 Understanding:

     No two students in our classroom are ever going to be the same, and for this reason, educators need to create an environment that supports all students, including those with diverse backgrounds and exceptionalities.  In creating a safe and open atmosphere in our classrooms and schools, we are fostering an environment where all are respected regardless of differences.

     Educators also need to understand different learning styles and use multiple approaches in teaching lessons, as many students in our classroom will not have the same preferred learning style as the instructor.  Students will also tend to learn more and be captivated by a subject when they can see themselves reflected in the topic.  Therefore we should also approach lessons from different cultural perspectives as often as possible so students can see the whole picture, not just the white European view.  This can be difficult and time consuming, but will better serve the students in our classrooms.  It is also important that we realize that all students will not perform at the same level, yet we need to challenge all students in the lessons we teach.

     We live in an extremely diverse country, and statistically, a majority of students are not in the same racial or socioeconomic group as their teacher.  Therefore, educators need to continuously learn about the diverse groups of our society and ask questions when we do not know about something instead of jumping to conclusions about a specific diverse group. We should also remember that all people are individuals, and we must be cautious not to jump to conclusions about students based on their language, culture, family, race, gender, etc.  Because each student comes from a different background, teachers should strive to get to know each student, and understand what interests he or she has.  Teachers can then use this knowledge to create lessons, interact with the student, and to understand what may be behind difficulties when they arise. 

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