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.
This standard is about how establishing inclusivity in the classroom collectively enables all students to reach their full potential. A teacher should take prior knowledge, current English proficiency, and perspectives drawn from culture and community into account. The teacher should understand that learning differences (difficulty, disabilities, and giftedness) will alter the pacing of the class. The teacher should provide different modes to demonstrate understanding. Special services and resources should be utilized to strengthen adherence to the standard.
I believe that by addressing this standard, teachers enhance the sense of equality that ought to surround every classroom. Teachers can serve as a role model who values different backgrounds and understands that divergent perspectives enhance a group’s intelligence. It is vital that teachers instill the belief that all abilities are relevant in the real world.
The most enjoyable part of teaching the seventh grade class was their diversity. Caucasian, African American, Vietnamese, Pakistani, Afghani, Australian, Jewish, and Indian students all in one class! I respected their backgrounds by appreciating their unique perspectives in their written work and speaking to them about their families and cultures after class. I was especially challenged meeting the needs of one Afghani student who had only spoken English for four years. I sought her opinion on a regular basis about my language use during lecture and within the passages we read. We sketched out maps of post-WWII Europe together to help her grasp the partition of Germany and the Iron Curtain. I was happy to see my instruction worked better for her with time. I believe modelling this disposition helped increase participation during the course.
A new student moved from Missouri and was still getting used to the pacing of the class. He did excellent work and appreciated additional time to respond to warm-ups. I also gave him his own digital study guide for extra support.
A lecture that ties into a specific community issue that all students are familiar with can make learning history much more relevant. The lesson should connect to at least one activity that requires students to draw on their own cultural experience, so they can recognize how it influences their community and worldview. For my two-week unit, I wanted students to think about how their unique identity as Americans might influence how they feel about certain policies during World War II. I included one activity on peacetime conscription . Students listened to audio of FDR’s address to the American people then reflected on how Americans might react to it today.
The sixth graders needed pacing that would give fair access to classes with learner differences including hand-writing disorders, attention and behavioral struggles, and even gifted students who were often prone to boredom. I found scaffolding and chunking to be the most helpful strategies for reviewing months worth of content. After a thought-provoking warm-up, a brief lecture with guided notes summarized the topic. Guided reading and questions allowed for flexibility with grouping. Short writing prompts that accompanied independent practice related the material to civics or other intrapersonal skills. Allotting time for struggling classes as well as preparing enough “nice to know” instruction for advanced classes helped me practice sensitivity to learner differences.
