Understanding Pedagogy & Learning Theories (CST 413 )

ADDRESSING STUDENT DIVERSITY

Our students in a classroom has a lot of differences among them like   cultural, religious and political beliefs, way of dressing, gender, age , family background  , intellectual ability and learning styles. Despite these differences in the students   we have to cater to their needs   to make learning more meaningful to them.

Gender bias: A term used to describe   the preference towards one   gender over the other knowingly or unknowingly. In other words   “favoring”    girls or  boys   over the other.  Even though this   is something that should be avoided   , some people   think that’s its human nature   to favor   someone and that it’s something that cannot be avoided. However in the classrooms teachers should make sure that   they don’t favor any   group or anybody as this would create a bad image of the teacher in front of the   students.

Socio economic status: It describes the extent to   which the society    influences  other individuals, peers, families, school community and our whole society too. We don’t find much cultural differences   in the classroom itself, even though there are   situations and conflicts created between the high socio economic status group and the low economic status group. For instance students coming from   low socio economic   status   scoring low in academics, facing more health and   behavioral problems , etc.

Special educational needs: SEN or special  educational need students  are students who  desperately needs  professional help and aid from the elders as they have some sort of  learning difficulties due to some  disability. According to Wool folk ( 2010 ),special educational need students include  students with learning disabilities, students with individual differences, students with learning challenges, students with hyperactivity and attention disorders, students with language ,  communication, emotional and behavioral   disorders.Depending on the severity of the   disability  , these students can be incorporated into normal classrooms  in inclusive education.

Reference:

Wolfolk,A (2010).Educational Psychology. Eleventh edition.Pearson Education,Inc