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Adolescent Diversity Mrs. Armstrong

Adolescent Diversity Mrs. Armstrong. Gender Culture Socio-economic Status (SES) Family Structure Academic Differences and Learning Styles January 31, 2008. Gender Differences. How are boys and girls treated differently in a classroom?

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Adolescent Diversity Mrs. Armstrong

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  1. Adolescent DiversityMrs. Armstrong Gender Culture Socio-economic Status (SES) Family Structure Academic Differences and Learning Styles January 31, 2008

  2. Gender Differences • How are boys and girls treated differently in a classroom? • Do you remember your teachers discriminating against a particular gender? • How will you create gender equity in your classroom?

  3. Race • According to statistics (Curtis, 2000) most teachers in the US are Caucasian ad were raised in predominantly Caucasian communities • Generalizations vs. stereotypes African-Americans are more global, Hispanics are group oriented, Native Americans are reflective, Asians are introverted • Be sensitive to the differences of others • Include their world in your instruction

  4. Culture • Be sensitive of culture differences as well • Take time to get to know where your students are from and let them know where you are from (country, state, neighborhood) • Don’t be afraid to discuss differences, it may feel a little uncomfortable but allow the students to learn from each other

  5. Limited English Proficiency (LEP)or ELL (English Language Learner) • Create a hospitable classroom • Pair ESL students with academically able students who are willing to work with them • Focus on vocabulary, use charts, pictures, story maps • Check comprehension regularly • Provide materials in native language

  6. LEP – cont’d • Explain/demonstrate anything that is assumed to be common knowledge in the US for example: Sports teams, American heroes, holiday rituals • Arrange for extra help for your LEP students • Modify assignments

  7. LEP - Assignment • Your class will be reading the book The Outsiders by S.E. Hinton. They will be put into discussion groups and they must do a presentation on the book once the class has completed reading the book. What modifications can you make for your students who speaks very little English?

  8. Culture Quiz

  9. Socio-Economic Status- SES • Hidden Rules • Your students may be accustomed to a lifestyle different from yours. What are you going to do to make them feel good about themselves?

  10. Scenarios • “I ain’t got no pencil” • A student says, “we are going to have chitlins for Christmas dinner” and another student screams, “ewww yuck, ya’ll nasty!” • You go on a field trip and take your students to an eat in restaurant and one of your students reaches across someone’s food to get the salt.

  11. Family Structure Family in this class will be the immediate family –those that live in the house with you on a regular basis • The days of two parents in the home is no longer the majority • Divorce rate is on the rise • Single parent homes increasing

  12. Family Structure What does your family look like? Draw a picture and we will share our families.

  13. Family Structure What types of families do you imagine your students coming from? How will this knowledge inform your teaching? Involve the family no matter what you think about them.

  14. Academic Differences and Learning Styles Mrs. Armstrong

  15. Academic Differences • Ability versus Effort • Underachievers • Gifted and Talented • Special needs

  16. Special needs • IDEA as it is known today – all handicapped children has a right to a free and appropriate public education in a Least restrictive environment • Inclusion • IEP • LD (dyslexia, central processing disorder) • OHI (ADD/ADHD) • Autism

  17. What will you do? There are no quick fixes to help children with disabilities. Learn to cooperate with the resource teacher and/or your teammates to come up with effective solutions.

  18. IEP This is a legally binding document. It must be followed.

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