Traditional and Diverse Classrooms

 What makes Diverse learning different from traditional learning is nothing but the institution and/or instructor's philosophy and perspective. For example, America has almost always had classrooms that encompassed students with different gender, ethnicity, socioeconomic status, abilities, and disabilities. What is becoming different today is that educators and education authorities are starting to acknowledge the existing diversity and planning to address it. More educators are starting to realize that teaching in diverse classes requires varied instructional strategies to be effective.  

in my opinion, one of the main differences between a traditional classroom and a diverse classroom is the type and purpose of the pedagogical approach. In other words, the traditional classroom is usually teacher centered where students are not required, or expected, neither to take initiative nor to responsibility of their own learning. For example, students of a traditional classroom are expected to carry out instructions given to them by any adult in school, as Karanasiou, A. (2019) denoted. 

On the other hand, we find the diverse classroom usually student centered. In that we find instruction that takes into consideration not only the different backgrounds of students but also what knowledge they bring to the equation. This is a challenging task for most teachers because it requires teachers to find strategies that would help them recognize the different needs of their students.  Educators need to create inclusive learning environments that promote learning outcomes for all students, as Garibay, Juan. (2014) has explained. 

Another difference is how instruction is carried out. Sessions for different subjects are delivered in an array of ways that differ from traditional lecturing. For example, collaborative learning, peer discussions, group discussions, group projects, pre recorded and online material, presentations, peer evaluation and instruction are all examples of tools that educators use in a diverse classroom. Furthermore, traditional classrooms usually utilize the same material at the same point. A diverse classroom can accommodate multiple content that could be divided according to the levels of students. 

Ultimately, the purpose of traditional education is usually to impart a set of knowledge, skills, and social norms. And in turn, students are supposed to obediently receive and believe such sets of answers. This behaviorist philosophy usually focuses on observable behaviors while discounting any independent activities of the mind. This one-size-fits-all educational philosophy has proven to be inefficient and ineffective.

References

Garibay, J. (2014) Diversity in the classroom. UCLA Diversity and Faculty Development. UCLA, Los Angeles. Retrieved from: https://equity.ucla.edu/wp-content/uploads/2016/06/DiversityintheClassroom2014Web.pdf

Karanasiou, A. (2019). Traditional classroom. Retrieved 19 November 2020, from https://www.slideshare.net/aggkar/traditional-classroom

Emotional Resilience and Instruction

 First and foremost, I have say that talking about feelings and emotions is never an easy task, if one is doing it right. However, it is indeed mighty rewarding when seen through.  "It is widely known that attitudes have a direct relationship to teacher actions in the classroom; therefore, gaining an understanding of teacher knowledge and attitudes with regard to students with disabilities is an essential step in improving the educational outcomes and school experiences of these students" Mulholland, S. et al., (2016).

Having personally suffered a partial and almost insignificant disability in my right hand and arm and my left foot due to being involved in a car accident over 25 years ago, I can only imagine what living with a real disability might be like for these children. I will not deny that this unit's readings, including shared real and hypothetical instances of different forms of student disability posted to discussion board, have made me somewhat emotional a number of times. Trying to analyze these emotions, I find them strangely mixed and unwarranted for the most part. An attempt to identify said emotions would find sympathy, remorse, pity, compassion, shame, guilt, anger, appreciation, and gratitude, among other feelings. Each of these emotions could be analyzed even further, but that would drain time and energy unnecessarily. Nevertheless, bringing said emotions on the topic to the forefront of one's awareness, acknowledging their presence, and then letting them pass in peace is a good idea, when it comes to teachers' own-preparedness.  

Teachers know that students are equated to super-sensitive sensors that pick up even the subtlest change in behavioral norms displayed by their teachers.  As captains of the classroom-ship, teachers should never become emotionally compromised in front of their students. This is why addressing these emotions early on and being through with them is a good place to start getting ready to handle similar real life situations in the future while equipped with effective tools and approaches embedded in theory.

Evidently, teachers attitudes towards disability in general,  disabled students, and the required pedagogical approach can be analysed down into three categories: teachers' cognitive beliefs, affective states, and perceived control. The first represents the sum of a teacher's evaluative thoughts and beliefs related to disability, gender, and the perceived difficulty of the process. The second represents the overall feelings and moods experienced by teachers when dealing with disabled students i.e. the amount of enjoyment or otherwise anxiety. The third refers to a teacher's own perception of self-efficacy.

Being able to analyze and understand the significance of one's own meta-data is ultimately indispensable, for it is the teacher's attitude that determines the overall effectiveness of pedagogy and thus, the learning process.

References

Educating One and All. (1997). THE NATIONAL  ACADEMIES  PRESS. doi: 10.17226/5788

Mulholland, S. et al., (2016). Investigating teacher attitudes of disability using a non-traditional theoretical framework of attitude, International Journal of Educational Research, Volume 80, Pages 93-100, ISSN 0883-0355, https://doi.org/10.1016/j.ijer.2016.10.001.

Effects of home environment on learning

 Though most of the factors that Schunk mentioned to be key influences on a child's learning and development are inherently interconnected, the home environment, in my opinion, is the first major factor a child encounters. It is the child's initial environment where he first learns. In other words, the home environment is the first school for emotional learning, as Doley, D. (2018) denoted. In the home environment, children unintentionally learn to feel good or bad about themselves, how to express these feelings, and how others react to their expressions of said feelings. 

Similarly, the home environment has a significant effect on a child's cognitive development, especially around infancy and early childhood, as Meece, (2002) explained. In other words, home environment has a significant effect on the development of intelligence in a child. For example, Hoff (2003)  mentioned that children with high socioeconomic status had better and more varied vocabulary, due to their parents speech properties, than their middle socioeconomic status counterparts. A positive home environment stimulates children's curiosity and encourages exploration, play, and learning. 

On the other hand, we find that negative home environments have an equally negative effect on a child's whole-development. The socioeconomic status of the family and poor role-modelling demonstrated by parents in the home environment is bound to reflect in the child's behavior, learning, and academic achievement. For example, a home environment marked by lawlessness, negligence, or even rejection will definitely be visible in the child's behavior, disposition, and overall efficacy in the school environment. Furthermore, most practicing teachers would agree that students of dysfunctional families or those who witness frequent disagreements between parents are more prone, or likely, to struggle academically, or become involved in all sorts of misbehavior or otherwise negative situations.   

In conclusion, I believe that the home environment is one of the most important factor that teachers should look at and take into consideration when analyzing students' behavior and academic achievement. 

References

Doley, D. (2018). The Impact of Home Environment Factors on Academic Achievement of Adolescents. Researchers World, 9(1), 137. Retrieved from https://www.questia.com/library/journal/1P4-2015382863/the-impact-of-home-environment-factors-on-academic#:~:text=Parental%20involvement%20can%20have%20a,affect%20the%20pupil's%20academic%20achievement

 Hoff, E. (2003), The Specificity of Environmental Influence: Socioeconomic Status Affects Early Vocabulary Development Via Maternal Speech. Child Development, 74: 1368-1378. doi:10.1111/1467-8624.00612

Meece,  J. L. (2002).  Child and adolescent development for ed- ucators (2nd ed.).  New York: McGraw-Hill.

The Adolescent Brain and Neuroscience

 Cerebral cortex

Cerebral cortex, or cerebrum, is the outermost layer of the human brain and is generally associated with many, higher-order, brain functions such as perception, memory, association, and thought Cerebral Cortex | Education, Society, & the K-12 Learner. (2020). It is not only the largest part of the brain that is associated with the control of physical action, but is also considered to be the ultimate information processing center in the brain. In other words, the cerebral cortex is what determines intelligence, personality, motor function, planning and organization, language processing, and many more. 

Being an ELA teacher, I could safely say that most activities I conduct in the classroom are aimed at the student's cerebral cortex. For example, activities that aim to stimulate students memory or association capabilities are all processed in the cerebral cortex. Furthermore, instructional techniques, like scaffolding, inherently depend on the cerebral cortex to bring about necessary information from memory. Evidently, the simplest activities that require the most basic skills like reading and thinking, motor functions like speech and movement all take place in the cerebrum. 

Hippocampus

On the other hand, we find the Hippocampus to be a small, two-part, curved formation inside the temporal lobe in the human brain. Besides its association with the formation of new memories, it is also involved with learning and emotions. The hippocampus could be damaged due to disease or injury. Persons with hippocampus damage can experience loss of memory, or the ability to make new memories Thomas, D. (2020). In other words, all long term memory depends on the hippocampus. It is also involved in the detection of new events, places, and stimuli. 

In that, we see that no new learning of any type would take place without the help of the hippocampus. It consolidates new memories from short-term memory into long-term memory. God forbid, if any student would to hurt that part of their brain they would not be able to register any new events, in general. 

Researchers have found an equally important role for the hippocampus: feeding information to brain areas responsible for learning. "It is really important to think of the brain as an interconnected structure, with different parts that work together to produce our impressive mental feats" Arizona State University. (2019).

References

1. Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Boston, MA: Pearson.  
2. Cerebral Cortex | Education, Society, & the K-12 Learner. (2020). Retrieved 4 October 2020, from https://courses.lumenlearning.com/teachereducationx92x1/chapter/cerebral-cortex/
3. Thomas, D. (2020). Don't Let Your Hippocampus Stop You From Being A Successful Investor. Retrieved 4 October 2020, from https://www.forbes.com/sites/greatspeculations/2018/05/10/dont-let-your-hippocampus-stop-you-from-being-a-successful-investor/#1ba34c532694
4. Arizona State University. (2019). More than just memories: A new role for the hippocampus during learning: Study shows how the hippocampus provides information to other brain areas during learning. ScienceDaily. Retrieved October 4, 2020 from www.sciencedaily.com/releases/2019/03/190306081704.htm