Diversity and Learning Environment - Special Academic Support

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Introduction

An individual frame of reference affects the responsibility to handle different students in school. This shape the ways of thinking toward another individual. Culturally different influences the principle of beliefs that one has towards another individual. Learners necessitate guidance during their studies. This needs an unbiased moderator to control their presence to enjoy the right of inclusivity. The serene environment that recognizes their presence of diversity, not only improves their success but also help them to flourish in various part of the world. They are prepared to adapt to the developing world and hold to changes due to diversity.

Personal Frames of Reference Regarding Cultural, Linguistics, and Gender Differences

Regarding culture, I tend to believe that students from certain cultures have analogous characteristics. Many times, I tend to believe that learners from this culture can handle many technical subjects, unlike other cultures (Gay, 2018). Hence, easier to handle them in the classroom unlike others from different cultures. On language, I tend to believe that it is easier to communicate and teach students who are native of certain languages distinct from students of other languages. On gender, I tend to view girls as having difficulties expressing themselves in front of the classroom compared to boys. In my view, boys like to work to the best of their ability during a discussion with others in the class.

Effects of Difference on My Ability to Deliver to Students

The above difference in perception influences my ability to handle a classroom comprising diverse students. My belief in difficulties to handle technical subjects interferes with mark assigning to different students. From a cultural viewpoint, I am sensitive because of my personal beliefs within the education system and the need of my family to provide sustenance in cultural areas. Students from certain cultures, according to my belief, do not attain a certain percentage when it comes to these subjects. Communications may be affected due to my belief in language impact. I may not be able to be attentive to such students if allowed to express their thoughts. Their requirements may not be met due to the misinterpreting of their language. The difference may lead to a change in the academic perception of a girl child, due to favor given to boys. These differences may lead to conflict due to the denial of the right to equality in a classroom.

Ways to Reduce Potential Bias in the Classroom

There are many ways through which I can incorporate students abilities, interests, and cultural and linguistic backgrounds into the learning environment. Presentations by both genders can make the classroom conducive to learning (Spring, 2017). Each student should attempt some work and teach others during class presentations. This technique can be achieved by ensuring the participation of the equivalent number of both genders in a class. Applying diverse reference source of learning enhance diversity in the learning zone. This can be achieved through regular association with people from a different cultures. Visiting different places during holidays or attending ceremonies such as agricultural shows and cultural competitions with learners will encourage cultural interaction (Connell et al., 2020). It enhances sharing of ideas hence building cultural inclusivity of the diverse learners. Additionally, as a teacher I can set certain targets in a classroom upon attained by any student will earn a reward. This will encourage success in their studies and also make them feel included.

Christian Values and Beliefs

Integration of learning with the faith and knowledge of God has developed satisfactory validation for students and the adjacent atmosphere. Christian values such as seeking truth in the presence of God and working in it have promoted respect among students (Buszka, & Ewest, 2020). Determination to know the purpose of life with the search for knowledge from God has imparted much obedience and respect among them. Being able to integrate Christian ethical principles in their studies as a way to glorify God and profit others has brought a sense of learning among learners. The integrity that developed as a way to obey God has positively impacted the apprentice (Buszka & Ewest, 2020). As a way of serving God, this has promoted a sense of respect between students and teachers. This value has led to the improvement of academic performance among many learners in a diverse classroom. Students fear God hence making them respectably serve others and teachers. Additionally, looking for answers to who they are from God has led to the development of self-awareness among students. This has created a conducive learning setting due to respect created by self-recognition.

Conclusion

In conclusion, personal frames and beliefs interfere with the ability to render service in a classroom of diverse learners. Different perspectives due to culture, language, and gender interfere with teacher-student interaction in the learning zone. Misjudging students due to certain beliefs of a cultures inability demoralized the education of many students. This difference should be incorporated to progress studies in a classroom with diverse learners. Every learner should be included in any task given and encouraged to meet a certain target. Integration of Christian values such as integrity has boosted education and respect among learners and teachers. Students finding their purpose in God has encouraged ethics and other biblical values in their learning zone. This has tremendously improved the respect and performance of students.

References

Buszka, S. G., & Ewest, T. (2020). The Need for Faith and Work Equipping and Training. In Integrating Christian Faith and Work, 45(1), 113-132, Web.

Connell, R. W., Ashenden, D. J., Kessler, S., & Dowsett, G. W. (2020). Teachers Work. Routledge. Web.

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.

Spring, J. (2017). The intersection of cultures: Multicultural education in the United States and the global economy. Routledge.

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