Diversity refers to
variety of elements that compose a certain ecosystem from micro to macro level.
We generally define it at micro level like diversity of plants or animals;
cultures or traditions, languages etc. But in terms of learning environment it
has wider scope. It involves culture, age, gender, socio-economic status,
language proficiency and access to resources etc.
I would like to mention
a group of students of year 16 that I taught in India. The school is located in
the suburban area and is accessible to the students of surrounding urban and rural
areas. Although they belonged to same ethnicity still there was diversity in
the class. The diverse factors were unequal socio-economic status, religious
beliefs, access to resources like technology and transport, abilities and
language proficiency.
It was really
challenging for me to engage such a class. The first step was to relate myself with
my learners. It is the most important factor that a teacher should understand
for active participation. Randy Miller (2010) states in his blog posting that a
teacher should know how to connect with his students. If a teacher fails in connecting
with learners, even a well prepared lesson cannot achieve its objectives.
My students were
extreme in many ways like the students from rural areas were poor, unfavorable
learning environment at home, no access to technology like computers and mobile
phones, English proficiency was low. On the other hand urban students belong to
rich and educate families, so the environment was conducive to learn. They had
access to modern means of technology and communication skills were better than
rural students.
As mentioned above, my
priority was to create a relationship with my students. I used to visit my
students and meet the family members. I took part in their religious ceremonies.
I used to spend a long time to talk to students and their family members to
share their joys and sorrows. The families understood their role in learning.
It benefitted me a lot as they all welcomed my activities outside the comfort
zone of the school. This close relationship helped me to engage my learners.
The second step was to
decrease the gap between the efficiencies of learners. The school has well
developed computer lab in which I divided the students in groups and some
students were asked to act as mentors for others. They were encouraged to use
internet to upgrade their communication skills and search the support required
for their lessons. I suggested them to listen some radio programs and watch a
channel called Gyan Darshan which is freely
available.
To sum up, I tried to
understand their emotional intelligence by developing a constructive
relationship with them and enabled them to use that for their all round
development. Evans (2007) studied emotional intelligence in high school
students and revealed that high school students used certain
self-regulation methods that led them to academic and social success. Students
who have worked positively with others had self-regulating experiences that led
to the students’ high achievement, social adjustment, and empowerment.
References:-
Evans, H. T. (2007). A
phenomenological study: The benefits of self-regulation regarding student
achievement, social adjustment, and empowerment. Retrieved from: http://www.hrmars.com/admin/pics/721.pdf
Randy, M. (2010). The
importance of Culturally Competent Teachers. Retrieved from: http://www.huffingtonpost.com/randy-miller/the-importance-of-cultura_b_787876.html
