American Education
Student’s Name
Introduction
Children are taken to school to learn, grow, and to prepare them to become tomorrow’s leaders. America is a nation that values diversity, and schools, therefore, receive students from different countries and cultures. These schools should be places that welcome and affirm diversity. A classroom is the heart of the learning process. Teachers are, therefore, left with a weighty responsibility to equip them with the necessary skills. Equity is consequently essential in promoting the wellbeing of students (Schniedewind & & Davidson, 2006). Students have different needs, which calls for the teachers to draw a line between equity and equality in providing their services. Equity, in its definition, encompasses a wide variety of educational strategies, programs, and models which, although they may not be deemed equal, are fair. Equality designates the provision of the same volumes of respect and instructions. Equity, however, focusses on providing individual students with the specific tool they need to excel. Some students are visual, while others prefer the audio mode of learning. This makes it necessary to equip the students with the specific and the right method of learning they require. In this essay, I will focus on the strategy that I would implement as a classroom teacher to promote equity for my students. I will also justify my approach in reference to class resources.
Promoting Equity
Inequity in students comes in different forms. For instance, some children are exposed to reading materials at an early age, while others lack the opportunity. Upon attending school, these students cannot be accorded the same privilege because one student has a head start while the other one is behind. Research has also shown that student who attends preschool before joining kindergarten are advantaged and perform better. Some parents live miserable lives where they end up working for longer hours in their attempt to pay bills. In such cases, they lack sufficient time to follow up on their children’s school life. My strategy aims at bridging these inequities as a teacher.
As a teacher in a diverse class, my efforts will be geared towards promoting diversity by enhancing equity as opposed to equality. My strategy will involve “purposeful planning.” Execution and planning of a lesson are essential parts in the promotion of equity (Tanner,2013). My plan will entail several considerations. First of all, I will consider methods that will enhance facilitation rather than leading my group. The term used to describe this approach is discourse. It entails allowing students to lead and posing questions that challenge their ideas and thinking. This planning approach also allows for students to discuss and learn from each other respectfully.
Proper planning calls for the teacher to learn their students carefully to determine what works for each one of them. I can only exploit my student’s potential by understanding their learning styles. It is a skill that requires practice and perseverance. I will also differentiate my lessons for students depending on their preferred methods of learning. Teaching will vary to meet students’ specific needs. The strategy also advocates for collaborative groups where students work with each other. It is an excellent idea to enhance equality as students will have information presented to them in varying ways to benefit them all. I will also improve equity by ensuring that all students are engaged. Some students are reticent, while others feel comfortable with being vocal. I will, therefore, as a teacher, ensure that all students are represented in a fairway. It will offer a platform that is not so hard on students that fail by making my students feel that it is okay for it to happen. The student should, therefore, feel free and not seclude themselves from others because of mistakes.
Schools are not only meant for innovation and learning, but they ought to be safe. When parents send their children to learning institutions, they expect them to be embraced, given ultimate care, and listened to by the community (Schniedewind & & Davidson, 2006). My goal as a teacher is to involve all my students and not just a few who have the drive to keep engaged. In most cases, not all students remain motivated in a classroom. It is, therefore, fair and necessary that I provide an environment that will allow my students equal participation and fairness. Posing challenging questions to my students will not only allow my students to air their voices but will also enhance the cooperation I am so looking forward to. I will let each of my students a few seconds to give their opinions without declaring the correct answers to build their confidence. It will also be a necessary platform to allow my students to share their thoughts amongst themselves. Collaboration and interaction will allow everyone to feel included.
I firmly believe that my strategy will work in work in enhancing equity in my diverse class. I will do my responsibility as a classroom teacher to acknowledge assault and communicate where need be. It will create an environment where every student feels free to rely on me in their vulnerable times, and they will receive an appropriate response. The minority should not, at any instance, feel unjustified under any circumstances. In my teaching strategy, allowing ample time for students to discuss global events will make everyone feel accepted. Different students are faced with economic and social factors that can affect their abilities to face challenges in their academics. My strategy, therefore, aims at ensuring that no student is left behind. These factors, among others, interfere with the process of teaching. I will, thus, promote environments that reduce these stressors and focusses on more learning.
Conclusion
To sum it all, students should receive equal opportunities, and there should be none falling behind because of their ethnicity, social status, or gender. Teachers in America should hence learn principles to enable them to practice fairness and proper ethics. It is, therefore, equally important for a teacher to recognize the elements that could hold back their students. They include cultural and social aspects. The activities that take place in a classroom should promote equity across races, gender, and economic status. Eliminating inequity is, therefore, a collective responsibility, and creating awareness about it is the first essential step. In exploiting their potential, students should receive maximum support all round. This is achievable by ensuring that their family backgrounds, their gender, and ethnicity are not impediments. With all these mentioned, the provision of an equitable learning process will equip students with the right skills and knowledge to become productive adults.
References
Tanner, K. D. (2013). Structure matters: Twenty-one teaching strategies to promote student engagement and cultivate classroom equity. CBE—Life Sciences Education, 12(3), 322-331.
Schniedewind, N., & Davidson, E. (2006). Open minds to equality: A sourcebook of learning activities to affirm diversity and promote equity. Rethinking Schools.