Diversity and Professional Practice Reflection

Walden University

Dr. Fannie Haughton

Enhancing Learning for Diverse Populations – EDUC 6616j

April 26, 2019

Diversity and Professional Practice Reflection

Our nation is increasingly growing culturally diverse. Therefore, it is imperative for us to master living respectfully towards others and benefitting from one wisdom and experiences. Communicating with others is hindered by the feelings of fear, uncertainty or discomfort. These feelings are especially witnessed when analyzing topics like race and racism, cultural differences, language and bilingualism, and the myriad questions. All of these topics play a vital role in children’s lives. As an educational professional who partners with families to nurture and educate young children, knowledge of cultural diversity is critical.

Prior to taking this course, my beliefs and temperament on the topic of diversity did not influenced the practices I have in place in my classroom. Personally, growing up I saw myself as a middle-class child whose parents worked hard to provide the family with the things we needed. In my role as a teacher, I have learned through my students the many different cultural diversities including language, values, literature, worldview, food, religion, clothing, holidays, beliefs, and behavior that construct a specific group’s lifestyle. Taking this course and my personal experiences have taught me the true meaning of multicultural education. Multicultural education encompasses strategies and theories supporting equal opportunities and academic growth for all students.

I believe I am a very positive person and having this character trait has allowed me to overlook the inequalities resulting in keeping a positive attitude. My goal is to help guide my students to become more positive. This course has taught me how crucial it is to not overlook or ignore injustices when they occur. Injustices must be addressed according to the laws governing education. I believe trust between teachers and their students in the multicultural classroom plays a vital role in motivation to learn in a challenging environment where differences of language and culture can be barriers to learning. Being a role model demonstrates exceptional leadership in helping my students recognize the endless ways they can have a positive impact on the culture of the classroom, school, and society.

In reviewing the case studies assigned during this class, has changed my attitude and beliefs on diversity as it relates to gender, homosexuality, and English as a second language. In the case scenario, “Gender identity in a religious community” (Laureate Education, 2015a), along with case studies 9.4 (Two Moms), 7.5 (Dress Code Distress), (Gorski, P.C., & Pothini, S., 2018), have given me the opportunity to reflect on how I would be proactive in dealing with issues I’m faced with and how I can be a better advocate for my students who are different, disadvantaged or bullied by students, teachers, or other stakeholders.

In the school system I currently teach, school rules were written and adopted by the school board when diversity was not a premiant issue occurring daily, especially as it relates to sexuality. I plan to present the current literature and information learned from this class to my colleagues during a leadership team meeting. In the case scenario 7.5 (Dress Code Distress) the teacher looked at the student and stated, “I have to do something” (Gorski, P.C., & Pothini, S., 2018).

After taking this course, I have advanced my knowledge and understanding of diverse populations topics. In looking at diversity as it references our small population is analyzing academic and personal diversities. The topics of race, language, and sexuality are real in the world today but, before taking this course, I did not find them to be a daily concern. I have been inspired and have set ambitious goals for assisting my students with diversity issues. My goals are to continue assisting with the needs of the underserved population which I identified in module one of this course. My goals to are as follows:

• To lead at least two (2) staff development meetings with the colleagues at my school by the end of the school year (May 2018) and present current literature on the practices to better meet the needs of our disadvantaged population by identifying two (2) main issues as it relates to diversity within our school and develop at least two (2) strategies for solving problems as they arise.
• Students are expected to participate in at least one role-playing activity in the classroom as a practice and during a general assembly with the entire school every month with eighty-five percent accuracy on a diversity issue arising from social conflicts within our classroom, school, or community.
• As an educator, I will host at least five or more parent-teacher conference per nine weeks for the purpose in connecting with families not connected to the school and build a relationship between parents, teacher, and student while sharing concerns and ways to improve the communication between home and school.
• I will engage community members to perform support groups to assist students with their academic studies at least once per week and monitor their meetings making sure students are behaving, and the environment is favorable.
• I will plan at least one educational technology training instructed by suitable personnel to educate stakeholders including the school, community, families

on available technology to use as support to improve students areas of weakness as well as grow their academic strengths.

The knowledge gained in this course will give me the ability to ensure my school and classroom a more meaningful and productive learning environment for all learning types. I will now have the skills needed to better develop my diversity proficiencies as well as and promote a positive social change within the community in which I reside. Genuinely being an educator is a compelling phenomenon one to follow (Education Act, 2002). I was given several opportunities through weekly discussions and assignments to reflect on my craft and lack of actions when it comes to diversity. This course also made me aware of my school’s Mission and Vision statements allowing me to evaluate my practices based on Mission and Vision.

I have to admit this was the first opportunity I have had to study in-depth the topic of diversity and it been a very eye-opening and rewarding experience. The layout of the class and the topics the different modules presented met my learning style, and I appreciated the discussions, assignments, and feedback. I will be implementing several of the strategies and redelivering the literature to my colleagues and students. The course has indeed been an eyeopening and meaningful learning experience for me.

References

Gorski, P.C., & Pothini, S. (2018). _Case studies on diversity and social justice education. New York, NY: Routledge

Laureate Education. (Producer). (2015a). Gender identity in a religion community. [Video file].

Baltimore, MD: Author.

Walden University. (n.d.-b). Mission and vision. Retrieved April 1, 2019, from https://www.waldenu.edu/about/who-we-are

Powered by TCPDF (www.tcpdf.org)