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Diverse Teaching Strategies For Diverse Learners R - Coggle Diagram

- - - - Teachers have a clear sense of their own ethnic and cultural identities.
      - Teachers communicate high expectations for the success of all students and belief that all students can succeed.
      - Teachers are personally committed to achieving equity for all students and believe that they are capable of making a difference in their students' learning.
      - Teachers have developed a bond with their students.
      - Schools provide an academically challenging curriculum that includes attention to the development of higher-level cognitive skills.
      - Instruction focuses on students' creation of meaning and content in an interactive and collaborative learning environment.
      - Teachers help students see learning tasks as meaningful.
      - Curricula include the contributions and perspectives of the different ethnocultural groups that compose the society.
      - Teachers provide a "scaffolding" that links the academically challenging curriculum to the cultural resources that students bring to school.
      - Teachers explicitly teach students the culture of the school and seek to maintain students' sense of ethnocultural pride and identity.
      - Community members and parents or guardians are encouraged to become involved in students' education and are given a significant voice in making important school decisions related to programs (such as resources and staffing).
      - Teachers are involved in political struggles outside the classroom that are aimed at achieving a more just and humane society.
- - - - The level of the family's socioeconomic resources is associated with success in school but is conditioned by other factors, such as immigration status.
      - Prior education in the country of origin is associated with success in school.
      - The age of entrance into the United States affects success in the English language, as well as other academic areas, but the degree of success is also conditioned by literacy in the home language. Those children who enter the United States after puberty will have an advantage in school.
      - The longer the length of the stay in the United States, the greater success in school. Unfortunately, this effect is offset by a reduction of motivation that comes through acculturation into the American society. Intact family and home support systems are associated with success in school. Not surprisingly, unaccompanied minors and students from single-parent families are at greater risk of failure in school.
    - - Students learn more when they are challenged by teachers who have high expectations for them, encourage them to identify problems, involve them in collaborative activities, and accelerate their learning. Teachers who express high expectations convey the belief that their students have the ability to succeed in demanding activities.
    - - Students tend to want to participate and do their best when a teacher is nurturing and caring. "We should care more genuinely for our children and teach them to care. Of course, we want academic achievement for our students, but we will not achieve even that unless our children believe they themselves are cared for and learn to care for others.
    - - Educators must understand and respect the many different ways of being a parent and expressing concern about the education of one's children.
      - Seek information about students' home cultures by asking them to interview their parents about their lives as children, the stories they remember, favorite poems, and family recipes. The results of these interviews can inform the teacher about the rich diversity in his or her classroom.
      - Parents who are welcomed into the school in ways that are culturally appropriate for them become more accessible both as resources and as learners.
    - - Parent's and guardians are a child's first teachers, but they are not always aware of the ways in which they mold children's language development and communication skills. Teachers can support this crucial role by sharing information about the link between home communication and children's learning.
      - Teachers can assist parents in understanding the expectations of the school and their classroom as they elicit from parents their own expectations of teachers and students.
    - - Students' self-esteem and motivation are enhanced when teachers elicit their experiences in classroom discussions and validate what they have to say. Young people become more engaged in lessons when they are brought into the initial dialogue by being asked what they know about the topic and what they want to know.
      - If their questions are written down and used to form a guide for inquiry into the topic, students are far more likely to be interested in doing further research. The teacher also obtains a better understanding of students' previous knowledge about a subject.
    - - Students' self-esteem is strengthened when they see and read about the contributions made by their own racial or ethnic groups to the history and culture of the United States. Whenever possible, teachers adapt the curriculum to focus lessons on topics that are meaningful to students. This kind of focus allows students to practice language, thinking, reading, and writing skills in real. meaningful and interactive solutions.
      - Students also come to realize that teachers value and appreciate each child's culture and language.