The Importance of Involvement and Motivation in Learning - Essay Example

?Diversity and inclusion in the room is one which holds several dimensions of understanding and identity while creating an alternative approach to development. From personal experience, observation as well as contemporary theories, there is an understanding that diversity and inclusion has reached different levels of complexity. The individual associations with inclusion as well as the expectations within the classroom have created alternative approaches and understanding to the diversity in the classroom and the way in which this is associated with others. Developing a deeper understanding of what it means to be treated equally in the classroom becomes complex because it is based on cultural norms and how these are associated with the classroom. Developing a deeper understanding of how inclusion can develop with the growth of diversity and cultures then becomes an essential component for teachers that are working within the classroom. The personal relationship to diversity and inclusion is one which becomes complex because of the different perspectives which I relate to. The perspective as a student is one which is based on the cultural identity which I carry into the classroom. Each student comes from a different background, holds values and beliefs in place and creates specific attitudes and behaviors toward this. However, another individual, specifically those not from the locality, carry a different set of ideologies because of the cultural relationship which is presented. The relationships and dynamics which are created are complex in relation to the social development as well as the ability to teach the same subject matter to students that are at different levels of understanding. In my experience, this has created gaps in learning, specifically because no one is learning at the same pace or with the same approach to learning. More important, there is sometimes not the ability to develop the correct perspectives and associations with those that are in the classroom because of the cultural definitions and understanding. As a student, this has led to personal gaps in learning as well as times when it seemed as though the teacher was approaching only those which did not understand the subject matter. The problems associated with the perspective which I held as a student are linked directly to the questioning of what the definition of diversity and inclusion relates to. Currently, the policies and formulas for teaching in the classroom are to treat each student equally while giving students the same opportunities and information for success. However, the equality which is associated with teaching does not take into account the changing dynamics of the classroom from one who comes in with different experiences, definitions, values and backgrounds that are based on cultural expectations. It also does not account for different learning styles which students are currently associated with the cultural affiliations which one may have. The position which each student has then relates directly to what the teacher is able to relate to with the student as well as what information is sent to different sets of students. The concept of equality then becomes devalued, specifically because there is not the ability to include all students at this level while creating gaps within the education that is received from the ideology of equal opportunity within the classroom (Sensoy, Diangelo, 2012). The experience which I have perceived as a student as well as the relationship which is based on the expectations and roles of equality creates more layers with the teacher expectations which are created. Moving into the educational field develops new demands and problems in terms of diversity and inclusion. The main approach which is expected builds a specific amount of pressure in meeting standards and having a narrow curriculum to develop students to a specific level. However, the pressures and expectations from the administrative side often do not take into account the complexity of diversity and how this builds into the classroom. For instance, someone who has come from a different country or is associated with immigration may have different standards, expectations and learning concepts then someone in the current classroom. The ability to meet this need becomes difficult because of the expectations with the curriculum and the way in which each student understands what should be taught. Approaching this with the correct learning styles while meeting students at an individual level becomes one of the main challenges which teachers face in creating the right environment and approach to students. The problem which persists among students and teachers is one which is developed with extremes that are in the classroom that teachers are now expected to be a part of. The inclusive settings that are being developed are creating the expectation that students of all knowledge levels and background be taught within the classroom. This is combined with expectations associated with how to teach children within the classes. The opportunities and challenges which are developed are based on the need to re-examine the curriculum outside of the traditional methods which are associated with teaching. Instead, creativity, ability to meet all needs and an open classroom are required to help students have the correct opportunities. The intervention that is associated with this then builds into having and maintaining experimental options with education while developing more inclusion within the settings that are currently not available with the demands and curriculum that is required through policies and demands for equality. Inclusion becomes associated directly with the cultural affiliations and the ability to begin embracing and understanding what this is associated with (Smith et al, 2012). The teaching and student relationships that have created the known dynamics I have faced are furthered with the observations that are created from both sides. The concept of majority and minority students as well as the inclusion of different educational levels has developed gaps within the education system. This is furthered with the prevailing problems that have been a part of traditional teaching which continues to dominate throughout the classroom. When speaking with friends that are from minority backgrounds, specifically from various cultures, the gaps are further felt, specifically because experiences, values, beliefs and definitions about different educational concepts differ. These are not commonly met by teachers because of traditional identities which are created. My observations have shown that students respond to this by not associating with the material that is being taught, leading to gaps within the educational system. The complexity of inclusion becomes associated with the identity that is held in education from the traditional viewpoint and which often leaves boundaries with other types of students. An example of this is the whiteness that is used within educational systems through the teaching materials and understanding of education. This develops a sense of privilege among specific groups while causing others to remain ambiguous. The identity which is developed furthers this with the individualized commitments that are taking place as well as how this is not met within the classroom because of definitions of identity which come from the background of various students. The gap and boundaries which are created then lead to a lack of inclusion with the materials, understanding of the curriculum and the activities which are presented. Students which are introduced to specific ideologies immediately have limitations with the teaching that takes place because of personalized definitions and understanding of what is within the classroom. This comes directly from the cultural expectations and the ability to fit into a cultural standard which may not be applicable for a student who is considered as a minority (Carr, Lund, 2007). The limitations which have occurred and which do not provide for the needed backgrounds are based specifically on remaining in a dominant tradition that is based on specific ethnicities and cultures. This is an outdated format for teaching that does not provide students or teachers with opportunities to learn from the diversity in the classroom while understanding the various cultures, backgrounds and values which may change the way in which someone learns. This is furthered with policies and set agendas within the administration that do not provide room for exploration or growth that is occurring in the classroom and that is not building a sense of identity that is associated with those who are learning specific materials. The complexities which occur then lead to the need to redefine what it means to include all students while developing a curriculum that looks beyond the policies of equality. Instead, the question which needs to be asked is based on developing an understanding of how culture and diversity can be incorporated into teaching methods without compromising the expected policies and standards which have been set (Steinberg, 2009). The concept of teaching for diversity expands beyond the curriculum and teaching styles and into the traditional methods that are based on majority cultures. Accessibility to language, values and different definitions of materials are one of the expectations that are associated with this. The concept of accessing different values from culture and diverse backgrounds is furthered even more with the need to balance the theories of diversity with the ability to practice this. It is noted that there are different definitions and values with diversity; however, these are rarely implemented in the classroom. Changing the various activities, textbooks, lecture materials and the way in which students work are some of the practical applications which are required. This is furthered with an understanding of strategies that make the classroom more accessible to students and the way in which they teach and work with students. By beginning to change the perspective of teaching and how to work with various backgrounds, there will be the ability to learn more within the classroom while not creating a sense of exclusion to those who are a part of the classroom (Egbo, 2009). The concept of diversity and inclusion in the classroom is one which is associated with a variety of levels of demands and learning. Teachers and administrations are now under pressure to begin changing the curriculum for cultural beliefs and diversity of backgrounds. This is combined with various types of understanding of the same material that needs to be approached in a different way. Developing curriculum that fits with the students needs and with the demands placed with administrators then becomes an important association with those that are in the community. The personal relationships that I have developed with this are furthered with the understanding of diversity and inclusion based on experiences that create gaps as a student and teacher. Changing from the traditional format into an all – inclusive application is then able to provide more opportunity for growth within the classroom while beginning to embrace the cultural values which are associated with individuals that are adding into the diversity of a classroom. References Carr, P. R., & Lund, D. E. (Eds.). (2007). The great white north? Exploring whiteness, privilege and identity in education. Rotterdam, Netherlands: Sense.  Egbo, B. (2009). Teaching for diversity in Canadian schools. Toronto, ON: Pearson Canada.  Kline, F. M., & Silver L. B. (2004). The educator’s guide to mental health issues in the classroom. Baltimore, MA: Brookes. Sensoy, Ozlem, Robin DiAngelo. (2012). Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education. New York: Columbia University. Steinberg, S. R. (Ed.). (2009). Diversity and multiculturalism: A reader. Toronto, ON: Peter Lang.  Read More