Diversity 
Diversity
Michelle Fishburn
Walden University
Masters in Science of Education
E-Portfolio-Transition Point Three
21 July 2014
Diversity As an educator in any school you have experienced a diverse range of students; from boys and girls, young adults, to immigrants starting a new life. In each classroom you will encounter and continue to encounter a different mix of student demographics. In order to be an effective educator you learn to adapt the curriculum and teaching methods to each unique situation. In most teaching experiences the students are the usually the ones adapting to the surroundings, however in my current teaching position it has been myself that has had to adapt to the surroundings. Teaching in a different country brings whole new experiences and places you outside of your comfort zone. It is not just adapting to a new curriculum and surrounding, but adapting to a new culture, and in my case a religion that is highly present in my classroom. Although my students do not differ from the other students in the classroom, does not make my classroom any less diverse. There is still a broad range of experiences and perspectives brought to the classroom that offers a powerful resource for everyone to learn more—in different ways, in new environments, and with different people. Every single person in this enormously diverse and ever changing system has the power to serve as an invaluable resource for all others, students, teachers and the community as a whole (Cummins, Brown & Sayer, 2007). As educators we all have strengths and weaknesses in our practices. It is true that every day as a teacher you learn something new. It is those experiences that strengthen our strengths and help our weaknesses. According to Walden’s Diversity Proficiency Self-Assessment my strengths relate to understanding how cultures, family, and communities influence how my students understand, as well as knowing the needs of English language learners to
Michelle Fishburn
Walden University
Masters in Science of Education
E-Portfolio-Transition Point Three
21 July 2014
Diversity As an educator in any school you have experienced a diverse range of students; from boys and girls, young adults, to immigrants starting a new life. In each classroom you will encounter and continue to encounter a different mix of student demographics. In order to be an effective educator you learn to adapt the curriculum and teaching methods to each unique situation. In most teaching experiences the students are the usually the ones adapting to the surroundings, however in my current teaching position it has been myself that has had to adapt to the surroundings. Teaching in a different country brings whole new experiences and places you outside of your comfort zone. It is not just adapting to a new curriculum and surrounding, but adapting to a new culture, and in my case a religion that is highly present in my classroom. Although my students do not differ from the other students in the classroom, does not make my classroom any less diverse. There is still a broad range of experiences and perspectives brought to the classroom that offers a powerful resource for everyone to learn more—in different ways, in new environments, and with different people. Every single person in this enormously diverse and ever changing system has the power to serve as an invaluable resource for all others, students, teachers and the community as a whole (Cummins, Brown & Sayer, 2007). As educators we all have strengths and weaknesses in our practices. It is true that every day as a teacher you learn something new. It is those experiences that strengthen our strengths and help our weaknesses. According to Walden’s Diversity Proficiency Self-Assessment my strengths relate to understanding how cultures, family, and communities influence how my students understand, as well as knowing the needs of English language learners to
References: Cummins, J., Brown, K., & Sayers, D. (2007). Literacy, technology, and diversity: Teaching for success in changing times. Boston: Pearson/Allyn and Bacon. Epstein, J. L., & Sheldon, S. B. (2006). Moving forward: Ideas for research on school, family, and community partnerships. In C. F. Conrad & R. Serlin (Eds.), SAGE handbook for research in education: Engaging ideas and enriching inquiry (pp. 117–138). Thousand Oaks, CA: Sage.