Benchmark

            Diversity is a major feature in our world today and is mostly based on the education sector. We have to explore the focus on the tutoring of scholars from different ethnic and racial circumstances that could have or could not have infirmities that need unusual educational facilities.  For the students with cultural and language diversities, this can be a challenging task to the classroom teachers. Cultural diversity among students has values including behavior styles, language and dialects.  These cultural practices are shared among a specific group or may not have been shared within the group.  Cultural diversity among students can be used to refer to the students that are renowned by civilization, social class and language. Cultural differences symbolize the students who are from ethnic and cultural underground and students who’s their native linguistic is not English and the students who are also from low revenue homes.  The alternating cultural, tribal and social configuration in America is evident.  For instance, a symbol of the changing America in diversity among students is that though the birthrate in America is decreasing, the percentage of children from the blacks and non-English speaking upbringings is growing. As research has shown that in every four students in America, one is from a racial or cultural different background from the whites and thus this diversity will continue to increase in future.  Thus teachers should be aware of the diversity in their classrooms and how it affects the students’ success (Tomlinson, Brighton, Hertberg, Callahan, Moon, Brim join & Reynolds, 2003). 

            As part of this diversity problem among students, the student is mostly affected and involved in the situation.  Teachers expect their children to have good interaction and performance in the classroom. Thus the students who faced lower expectations from their teachers receive negative feedbacks from the teachers and less interaction. This diverse treatment from the teachers has negative impacts to the students as it affects their motivation and behavior in the classroom which is both connected to the academic success. These negative impacts are likely to arise from teachers’ individual background against students from different background.  These negative impacts arise due to the teacher’s assumption about the impact of various student features on the academic success. For instance, the teacher places the student according to their background and assumes that if the student has a lower performance, they are likely to have less books at home therefore having poor reading success.  This makes the teacher place the student into the lower performing group in her class and does not advance the student while reading.  There are various solutions that will be implemented to ensure that the teachers can do more as a nation to improve the diversity of the teacher and student workforce.  The national government should provide support programs to for the low-income students to help them deal with the teacher diversity.  The best and the proposed solution by the national government would to lessen the diversity may include the successful approach to provide the students of color with help such as mentorship and financial enticements. Finally, the solutions of advancing the teacher diversity may diminish to something more critical based on political wishes (Perry, Moore, Edwards, Acosta & Frey, 2009). 

            These teachers are most likely to be affected by the solutions that would be enacted by the national government.  Without the support from the governments, the diversity among students and teachers in the classrooms would not be successful. The government lessens the power of the teacher’s diversity to the students by embracing the needs of the academically diverse students and particular students who are likely to have disabilities.  The solutions by the government include creating many ways of learning to the diverse students. The government is also changing method that address the student learning features and adjusting their learning products and tasks based on the student’s capability and talent.  This solution will affect the instructor who is creating diversity among the students Perry, Moore, Edwards, Acosta & Frey, 2009). 

            The need to implement the solution by the government is that it should use money to continue to present challenges to schools and provide educational and support services.  The growth of the educational curriculums that advance knowledge and affirming the teaching environments is important for schools are to give culturally applicable and affirming teaching environments. The diverse students and the society can be conceptualized as an excellent and a good element and as a border to the educational program.  The government involvement in schools with diverse students as an empowered member of the school community will connect the school staff with the diverse students thus decreasing the cultural diversity within the school. The probable timeline to apply the solution is that the teachers of the diverse students should be aware of the personal and cultural differences and identify the differences in a positive way.  This positive acknowledgment of diversity creates the foundation of the growth of effective communication and tutorial strategies.  Social skills such as respect and ethnic understanding can be modified, taught and reinforced by the teacher. The expected outcome if the teachers implement the appreciation of differences among the students is likely to be positive.  This will build the relationship between the teacher and the students which will enable the teacher to increase the relevance of lessons and make the teaching more meaningful (Fuchs, Fuchs, Mathes & Simmons, 1997).  

 

 

Reference

Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34(1), 174-206.

 Perry, G., Moore, H., Edwards, C., Acosta, K., & Frey, C. (2009). Maintaining credibility and authority as an instructor of color in diversity-education classrooms: A qualitative inquiry. The Journal of Higher Education, 80(1), 80-105.

Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., ... & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2-3), 119-145.