 Learn about the student diversity in our

classrooms and schools.

 Understand and learn about the differences

that exist among our students.

 Learnhow to overcome these differences

within the teaching environment.
 Socioeconomic
Background

Learning Cultural
Aptitude Background

Learning Style Gender

Student
Diversity

Personality Interests

Development Sexual
Difference Preference
 The problem:
 In America over 17 percent of the children live below the
line of poverty.
 These students are more likely to:
 have medical and dental problems
 engage in sexual activity at an early age
 be involved in crime, violence and drug abuse

 The solution:
 Teaching Low SES (socioeconomic status) Youth-
Fundamentals to help the children that live in poverty.
• Early intervention by community and school
• Generate a sense of efficacy in the child
• Promote the children’s achievement
 The problem:
 Being a minority student together with having a low
socioeconomic status.
 Minorities may encounter at American schools is that school
policies are more American standardized, an example can be
that minorities may be more likely to work on groups and
Americans may be more based on competitive learning.
 The solution:
 Teaching Minority Students- Teachers should learn to respect
and encourage healthy diversity within the school and
classroom environment.
 Bilingual Education Act (federal law)- this law sponsors
programs that, in the early grades, build upon a child’s
native language and then gradually introduce English in
second or third grade.
 The problem:
 How different or how similar boys and girls are within the
teaching environment.
 Males and females are most different in motor performance.
 The solution:
 Teaching for Gender Equality- creating a classroom with the
same opportunities for girls as well as for boys.
 Things to think about when teaching in a classroom:
 Will you ensure that boys and girls have equal chances to
participate?
 Will you call on and talk with both equally?
 Will you ask both the same kind and difficulty of questions?
 Will you give boys and girls the same amount of time to answer
questions?
 Will you reward and discipline both to the same degree?
 Girls
Better interpreting a teacher’s facial expressions
Less attuned to movement
More aware of color and texture
Find things by using visual landmarks
Ex. It is near the coffee shop
More able to write and talk about emotion
Underestimate their ability
Less aggressive, more friendly
Their friendship are spent talking, sharing
secrets, and going places
Likely would seek for help
Would study not mattering the subject
They do not work well under these
circumstances
Boys
Hearing is less sensitive to a female’s teacher
voice
More attuned to movement
More aware of location, speed and direction
Find things by using direction and distance
Ex. It is north about one-half mile
More likely to take risks and disobey
Overestimate their ability
More attracted to violence and conflict and
more aggressive
Friendship among boys revolve around a
common interest
Less likely to seek help with schoolwork
Less likely to study when they find the subject
uninteresting
More motivated to work when there is stress
and time constraint
 The problem:
 When teaching adolescents we as teachers should be aware
of their concerns about sexual orientation.
 Teachers should engage in the task of getting to know the
students and orient them and their preferences.
 Adolescent gays and lesbians suffer the rejection and
stigmatization from their close ones and even the physical
abuse, as well as name calling from their class or school
mates, this ending in a higher risk of failure and even
suicide.
 The solution:
 It is recommended that sexuality should be discussed since
elementary levels in order to be more tolerant with the
differences and to ensure a safer school environment.
 Each student differs from each other according to an age
range and within that range from each other as well.
 There are psychosocial, cognitive and moral differences.
 Each student must have effective instruction according to
their developmental stage.
 Psychosocial Development
 We must facilitate more positive traits to our students so
that they can develop a healthier personality.
 Snowman and Biehler (2005)suggest that in order to help our
students we should
 not shame them
 not censure them for their questions and answers
 rewarding their accomplishments
 encouraging self-competition and cooperation
 helping them to accept their appearance
 who they are
 to reflect on their sex roles
 explore and confirm their occupational choice.
 Formal Operational Sensorimotor
(11 years –up) (birth – 2 years)

Concrete Operational Preoperational

(7 – 11 years) (2 – 7 years)
 Moral Development

 According to Piaget children are capable of two types

of moral reasoning.

 Morality of Constraint- that they regard rules as sacred

and unchangeable, meaning that everyone should obey
rules in the same way with no exceptions.

 Morality of Cooperation- (this by 12-year-olds) they

believe that rules are flexible and that there can be
exceptions to them.
 Temperamental Differences
 Temperament – the different ways a person has of thinking,
behaving and reacting. This is shaped by other people and events
in students’ lives.
 This combine into 3 types of temperament types:
 Easy or flexible children
 Difficult, active or feisty children
 Slow to warm up or cautious children

 Self-Discipline Differences
 Self-discipline and self-denial vary widely among
students.
 These traits are more notable among students that are
willing to continue the learning process; this by paying
attention, completing assignments and generally
applying themselves.
 Activity

Sensory Threshold Rythmicity

Distractibility Approach/Withdrawal

Temperament

Persistence Adaptability

Mood Intensity
 Learning style preferences are differences in the way
students prefer to learn.
 Every student has a different rhythm and different styles of
learning. What might be good to many might not be good to
others.
 Students differ in what they prefer to learn as well as on
how they prefer to learn it.
 Four of the ways students differ in learning styles are:
 Conceptual Tempo
 Field-Dependent versus Field-independent Learners
 Convergent/Divergent Thinking
 Perceptual Modality Preferences/Strengths
1. Linguistic Intelligence-capacity to use language to express yourself and understand
other people. (poets, writers, orator, speaker)
2. Logical-Mathematical Intelligence- a person that understands the underlying
principals of some kind of a casual system. (scientist, mathematician, logician)
3. Spatial Intelligence- ability to represent the spatial world in your mind. (sailor,
airplane pilot, anatomy, topology, sculptor, painter, architect)
4. Bodily Kinesthetic Intelligence- ability to use your hold body or parts of your body to
solve a problem, make something, or put on some kind of a production. (athletes,
performers, actors, dancers)
5. Musical Intelligence- capacity to think in music, to be able to hear patterns,
recognize them, remember them, and manipulate them. (musicians, singers)
6. Interpersonal Intelligence- emotional, understanding other people. (teacher,
clinician, salesperson, politician)
7. Intrapersonal Intelligence- having an understanding of yourself, of knowing who you
are, what you can do, what you want to do, how you react to things, which things to
avoid, and which things to gravitate towards.
8. Naturalist Intelligence- human ability to discriminate among living things (plants,
animals) as well as sensitivity to other features of the natural world (clouds, rock
configuration). (hunters, gatherers, farmers, botanist, chef)
 Children with Exceptional Abilities or Special Needs

 Gifted and Talented Learners and Underachievers

 Handicapped or Challenged Children
 AD/HD
 Inattentive type
 Hyperactive-impulsive type
 Combined type
 Communication Disorders: Speech, Language and Hearing
 Learning Disabilities

 Mainstreaming Children with Special Needs

 Try to meet the interest of learners.

 Supportchildren working within academic or

vocational areas that they enjoy.

 Learners perform differently according to

their interests, motivations and cultural
background.
 Our schools need teachers who will…
 Care about economically disadvantaged youth and be
willing to work with them.
 Accept, appreciate, and promote culturally specific
characteristics.
 Assist LEP learners.
 Improve minority student learning.
 Promote the best attributes of both genders in all children.
 Provide students with experiences that may help them
develop positive personalities.
 Take into account students’ levels of cognitive development
when teaching.
 Encourage growth in moral development.
 Show concern for and work with exceptional students.
 Allow for students’ learning, thinking and using their
multiple intelligences.
 Help students gain a feeling of efficacy or control over
their destinies.