Diversity And Learning Environments

Diversity And Learning Environments
As classroom leaders, teachers have many opportunities to encourage everyone to respect people of all backgrounds and abilities and promote a positive classroom environment that supports learning and decreases disruptive behavior. Teachers should reflect on their own values and beliefs in order to understand any underlying effects these beliefs may have on their instruction and interaction styles with students. Such awareness can help teachers be more objective, have more empathy and understanding of others, and set the tone for a respectful and cooperative learning environment.

Prepare a 750-1,000 word reflective on the topic of diversity and learning environments. Address the following:

Describe personal frames of reference regarding cultural, linguistic, and gender differences.
Reflect upon how your personal background and frames of reference can, however unintentionally, create bias in your relationships with students and families, how you design instruction, and the classroom environment you promote.
Describe specific ways to decrease potential bias in your classroom, including ways to incorporate your students’ abilities, interests, and cultural and linguistic backgrounds into the learning environment.
Review the “Integration of Faith and Work at GCU.” Using this as a guide, discuss how Christian values align with establishing a multicultural classroom that demonstrates and teaches how to respect people of all backgrounds and abilities.

Grading Rubric for Writing Assignment

Your professor may use a slightly different rubric, but the standard rubric at AUR will assess your writing according to the following standards:

 

 

  A (4) B (3) C (2) D/F (1/0)
Focus: Purpose Purpose is clear Shows awareness of purpose Shows limited awareness of purpose No awareness
Main idea Clearly presents a There is a main idea Vague sense of a No main idea
  main idea and supported throughout main idea, weakly  
  supports it most of the paper. supported  
  throughout the   throughout the  
  paper.   paper.  
Organization: Well-planned and Good overall There is a sense of No sense of
Overall well-thought out. organization, includes organization, organization
  Includes title, the main although some of the  
  introduction, organizational tools. organizational tools  
  statement of main   are used weakly or  
  idea, transitions and   Missing  
  conclusion.      
Organization: All paragraphs have Most paragraphs have Some paragraphs Para. lack clear ideas
Paragraphs clear ideas, are clear ideas, are have clear ideas,  
  supported with supported with some support from  
  examples and have examples and have examples may be  
  smooth transitions. transitions. missing and  
      transitions are weak.  
Content Exceptionally well- Well-presented and Content is sound and Content is not sound
  presented and argued; ideas are solid; ideas are  
  argued; ideas are detailed, developed present but not  
  detailed, well- and supported with particularly  
  developed, evidence and details, developed or  
  supported with mostly specific. supported; some  
  specific evidence &   evidence, but  
  facts, as well as   usually of a  
  examples and   generalized nature.  
  specific details.      
Research (if Sources are Sources are well Sources support The paper does not
assignment exceptionally well- integrated and some claims made in use adequate
includes a integrated and they support the paper’s the paper, but might research or if it does,
research support claims claims. There may be not be integrated the sources are not
component) argued in the paper occasional errors, but well within the integrated well.
  very effectively. the sources and paper’s argument. They are not cited
  Quotations and Works Cited conform There may be a few correctly according
  Works Cited to MLA style sheet. errors in MLA to MLA style, nor
  conform to MLA   style.. listed correctly on
  style sheet.     the Works Cited
        page.
Style: Sentence Sentences are clear Sentences are clear Sentences are Sentences aren’t
structure and varied in but may lack generally clear but clear
  pattern, from simple variation; a few may may have awkward  
  to complex, with be awkward and there structure or unclear  
  excellent use of may be a few content; there may  
  punctuation. punctuation errors. be patterns of  
      punctuation errors.  
Style: Word There is clear use of There is an attempt at There is little No attempt at style
choice, Tone a personal and a personal style but attempt at style;  
  unique style of style of writing may reads as flat and  
  writing, suited to be awkward or perhaps  
  audience and unsuited to audience uninteresting in  
  purpose; the paper and purpose; the content, which is  
  holds the reader’s reader may lose usually generalized  
  interest with ease. interest in some and clichéd.  
    sections of the paper.    
Style: Details Large amounts of Some use of specific Little use of specific No use of examples
and Examples specific examples examples and examples and  
  and detailed detailed descriptions. details; mostly  
  descriptions. May have extended generalized  
    examples that go on examples and little  
    for too long. description.  
Grammar & Excellent grammar, A few errors in Shows a pattern of Continuous errors
Mechanics spelling, syntax and grammar, spelling, errors in spelling,  
  punctuation. syntax and grammar, syntax  
    punctuation, but not and/or punctuation.  
    many. Could also be a sign  
      of lack of proof-  
      reading.  

 

Diversity And Learning Environments

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