Diversity Statment
As a future teacher, I have had many experiences teaching diverse populations of students. I have taught students who are Caucasian, African American, Latino, Chinese and Korean. I have helped teach and instruct English and non-English speakers, which has taught me how to relate with children regardless of their race and culture background. In the Auburn Early Learning Center I have interacted with Korean speaking children in a classroom setting. Working with these students was a unique challenge. Because of the language barrier, at first it was hard to build a connection with these children and effectively instruct and guide them. It was also challenging for me because I knew very little about Korean culture. Each child brings in a different personality, home life, strengths, and a different set of challenges. Because of the rich diversity of a school setting, it is crucial to continuously strive to develop cultural competence in all areas of life, both personal and professional. This includes becoming aware of yourself and your current knowledge regarding different cultures and then gaining an understanding of the cultures that surround you.
I have learned that the basis of good teaching stems from a way of thinking. Handling diversity in the classroom can be challenging but its starts with the way we as teachers think about our students. Deficit thinking involves “labeling differences” and “lowering expectations” while dynamic thinking recognizes that “intelligence is malleable” and “diversity is a contribution or asset” in the learning environment. (C. Andrezejewski, FOUN 3000 Discussion, April 27, 2015). Students bring a variety of differences into the classroom dynamic. For example, the Korean students I interacted with were English Language Learners (ELLs), fluent in their own native language and beginning to learn and understand English. A deficit thinker would view this as a stumbling block for their education. They would consider ELL students as “lacking” English skills, which sets them behind the rest of their peers. On the other hand, a dynamic thinker would not focus on what that student is missing, but instead would look at their unique contribution. These children provided the class with the opportunity to learn about a new and special culture in their native tongue. Learning about a country’s language can reveal pieces of culture that may not be seen otherwise. As I teacher I will take the challenge to be a dynamic thinker. I have learned to have an attitude of cultural relativism, a way of understanding through the culture of another. I challenged myself to see the preschool through the eyes of the Korean children in order to develop a relationship with them and instruct them effectively. Throughout the school year I will view each of my students in a positive manner and strive to develop relationships with them. These relationships will help me view my students in a dynamic way, as individuals who have much to contribute throughout the year. I want to be able to develop these positive relationships and make a difference in the lives of my students not just academically, but also get to know them personally and challenge them.
Teachers can use diversity to their benefit and tailor teaching styles to their students, which can help increase achievement. Diversity is a jumping point into cross-cultural studies. It brings a rich dynamic to the classroom and allows for exploration of different cultures and more learning opportunities. As a teacher I am committed to viewing these diversities as a positive aspect in my classroom. I will create a collaborative climate amongst my students and work with them to continuously develop cultural competence together, learning about our own beliefs as well as the world around us. This mutual respect will benefit my students both cognitively and socially.