Chapter Six
Diversity
Within grade level meetings, we characterize the value of diversity as being able to bring in difference cultures and languages within the classrooms and share ideas and projects in order to carry out the school mission. Within our school culture, diversity is claimed to bring substantial potential benefits such as better decision making and improved problem solving, greater creativity and innovation, which leads to enhanced our immersion development, and more successful lesson in teaching about diversity. During faculty meetings, we strive share the same value of diversity. For instance, our school host an annual INternational Fair that demonstrates different cultures, dances, music and languages. As a a school community, we ensure to demonstrate the different culture with respect and dignity.
Reflection on Problem Based Learning
The stakeholders that would be involved during the process to ensure we are being mindful of moving forward to improve educational practices. The guidelines used for those who might use to identify who needs to be at the table for project based learning are those individuals to need some scaffolding to inform the development of problem based learning activities.
Reflection on Breakthrough Questions
The sexual orientation of Jehovah’s parents is not an issue to the learning community. We can demonstrate diversity and acceptance of the LGBT community by including Jehovah’s parents within our learning community. Furthermore, this school year, I’ve had the support and privilege to work with a family of two gay men who raise three children in an exceptional manner. My perception of them is no difference than any straight families. All families hold a valuable role in the learning community and their input should be included. As a result, my school site and district values the various dynamics of families and accepts the LGBT community.
Going Deeper: Three Keys
Resource
Lindsey, D., Jungwirth, L., Pahl, J., & Lindsey, R. (2009). Culturally proficient learning communities confronting inequities through collaborative curiosity. Thousand Oaks, CA: Corwin.
Within grade level meetings, we characterize the value of diversity as being able to bring in difference cultures and languages within the classrooms and share ideas and projects in order to carry out the school mission. Within our school culture, diversity is claimed to bring substantial potential benefits such as better decision making and improved problem solving, greater creativity and innovation, which leads to enhanced our immersion development, and more successful lesson in teaching about diversity. During faculty meetings, we strive share the same value of diversity. For instance, our school host an annual INternational Fair that demonstrates different cultures, dances, music and languages. As a a school community, we ensure to demonstrate the different culture with respect and dignity.
Reflection on Problem Based Learning
The stakeholders that would be involved during the process to ensure we are being mindful of moving forward to improve educational practices. The guidelines used for those who might use to identify who needs to be at the table for project based learning are those individuals to need some scaffolding to inform the development of problem based learning activities.
Reflection on Breakthrough Questions
The sexual orientation of Jehovah’s parents is not an issue to the learning community. We can demonstrate diversity and acceptance of the LGBT community by including Jehovah’s parents within our learning community. Furthermore, this school year, I’ve had the support and privilege to work with a family of two gay men who raise three children in an exceptional manner. My perception of them is no difference than any straight families. All families hold a valuable role in the learning community and their input should be included. As a result, my school site and district values the various dynamics of families and accepts the LGBT community.
Going Deeper: Three Keys
- One of the organizational challenges in newly developing learning communities is how to meld the cultures of grade level and department units with shared beliefs, values, and vision for the school in a way that promotes unity and individuality. (Lindsey, et. al., p. 78) How can we find the balance to promote unity of diversity and individualism?
- Diversity training, or equity work, usually incorporates learning about issues of gender, race, ethnicity, language, faith, ableness, and sexual orientation. (Lindsey, et. al., p. 78) How can we have an organized learning community and focus on each topic each month? Who can lead or facilitate these diversity trainings? How do we expect teachers to use this information in their classrooms?
- As the learning team continued to meet, one member asked the group, “What is the purpose of this learning team anyway? What are we hoping to learn that will make us better teachers?” (Lindsey, et. al., p. 82) How can we ensure as learning community to have a clear objective and mission, so that all members of the school can understand the goal of diversity training and frequent meetings?
Resource
Lindsey, D., Jungwirth, L., Pahl, J., & Lindsey, R. (2009). Culturally proficient learning communities confronting inequities through collaborative curiosity. Thousand Oaks, CA: Corwin.