Jessica Lerner

ELED300
Module 1: Diversity & Classroom Management
Introduction
In Learning & Teaching, written by Don Kauchak and Paul Eggen, the chapters
(specifically 1, 2, and 3) encompass strategies towards effective teaching in the classroom, as
related to the TExES Pedagogy and Professional Responsibilities for early childhood through
12
th
grade. The competencies influence the specific teaching strategies that teachers should use
in their classrooms in order to be doing best practices for students. The difference in views of
learning, student diversity, and classroom management are just a few, but not all, of the concepts
that come fromand relate directly tothe competencies.
Learning to Teach
Thanks to constructivist views of learning found in chapter 1, which say the teacher uses
strategies and aides in meaning making for the student (who is the primary meaning maker), the
way curriculum in schools is taught and learned has forever been changed. Competency 1, which
says the teacher understands human development and uses that knowledge to plan appropriate
instruction and assessment, relates the most to the diversity of students learning considering that
every student learns based on what he/she learned before or already knows. Students take in their
own understanding of what theyre learning based upon that knowledge and their interactions
with others. In addition to the constructivist views of learning and diversity of students learning,
chapter 1 brings up the importance of knowledge in teaching. If theres something we (as
teachers) dont know ourselves, then we cant teach it; teachers cant expect their students to
understand something if they dont understand it themselves, whether its beyond their cognitive
understanding or not.
Student Diversity
Student diversity plays a major role in the way students learn, as well as in the strategies
teachers use in their classrooms with their students. Chapter 2 focuses on cultural diversity,
language diversity, and learning abilities, and how to teach to the differences. Competency 2
says that teachers understand student diversity and understands how to plan and design
instruction and assessments that promote all students learning and are responsive to the
differences among students. Teachers have to understand that all students learn best in different
ways, and if any differences in culture, language, or learning abilities and styles exist, they have
to know to teach best to those differences. For example, with the fact that students prefer to learn
in different ways (and do learn in different ways), its important to teach using different methods
in order to reach all students. Instead of always standing up and lecturing for those students who
learn best through listening, its extremely important to include different activities (such as
hands-on activities) that reach the other learning styles.
Classroom Management
Classroom management plays another major role in the way students learn; if students
dont feel safe in their learning environments, they wont learn and wont be productive.
Competency 5 says that teachers know how to establish a classroom environment that promotes
learning, equity, and excellence and uses that knowledge to create an environment that is safe
and productive. Competency 6 says that teachers understand strategies for creating an organized
and productive learning environment and for managing student behavior. The teacher his/herself
is the biggest part of classroom management; the teachers actions and plans, as well as
organization, are what classroom management is all about. There should be a clearly defined set
of rules and procedures that students can follow day in and day out; this can also really come in
handy for any students when a different learning ability. The important thing to remember
though when it comes to classroom management (especially with organization and rules) is to
always be consistent; a consistent and organized classroom is an effective classroom. The same
planning and consistency is especially important when it comes to behavior management, which
is another big part of classroom management as a whole.
Conclusion
The TExES Pedagogy and Professional Responsibilities for early childhood through 12
th

grade give way to how teachers should be creating instruction and assessments in the classroom,
based on the facts that every student learns differently and cultural, language, and learning ability
diversities exist. Instruction and assessment has to be modeled so that every student and learning
style across the board is reached; after all, no student should be left out or behind. No instruction
or assessment can be possible though without a safe and productive learning environment for
every student. Only through a consistency in actions, an organizational system, and a clear set of
rules and procedures, can there be an environment that is effectively managed by the teacher. In
turn, an effectively managed classroom is a safe and productive classroom.

References
Kauchak, D., & Eggen, P. (2012). Leaning & Teaching: Research-Based Methods (6th ed.).
Boston, MA: Pearson Education.