Teaching Students that Learn in Diverse Ways When all of us in the Loras Teacher Education program graduate and

enter the legitimate world of teaching young minds the things they need to know we will encounter children that learn in many different ways. It is important that we know and understand the different ways that the children we are going to be teaching. The children can be diverse culturally, they can learn better in different ways, and they can also need different things in how intense their education should be and what they like to learn about. As a teacher also knowing that most of the students may need different adjustments because of their differences so that the students get the most out of their education as possible. These are some ways a perspective student can understand these differences for learners. The first thing is rigor and relevance. The main reason why rigor and relevance has become such a popular trend in schools is because there is such a focus on prepping students for college as well as making sure students meet the requirements for No Child Left Behind. One of the basic things to increase the rigor in the schools is to make students take a full four years of math and science classes in high school as well as increasing the number of books they have to read in English classes. When teaching rigorous curriculum it is very important that the teacher stresses to the students how the material they are learning applies to their lives. If a teacher does this while building a relationship with their students then they can be better prepared for the rigorous expectations of the teacher. The true defination of rigorous education is fully immersing students into that subject over a period of time for example, having foreign language students spending time with people who speak that language. According to an article by Washor and Majkowski A rigorous experience is reflective and intimate. A rigorous project causes students to take some type of action, to develop their own questions, to develop their own questions, to

observe and retain key information, and to realize how hard it is to do something well. (Washor and Majkowski, 85). A teacher has to be there to help the child through the emotional and intellectual rigors of the curriculum. It is also good for a teacher to try and pick a project that a student is interested in so that along with their rigor their assignments can also have relevance. If a teacher starts with the relevance then they can work on the rigor of assignments. Also help students find non-teacher adults that they can relate their subjects on. Along with rigor and relevance a teacher, then subsequently the students, need to have respect for one another. Also, teachers should not confuse quantity with rigor. The opposite is true in fact; it is more important for a student to have an understanding of all the material then know a lot of material. Another key factor in a rigorous curriculum is hands on experience to aid in understanding of material. The next factor is the differences in culture each student may have. Some of the students that are culturally different are those that are English Language Learners (ELL), or English as a Second Language (ESL) students. Some teachers may think that because English is not their first language a student is not as capable as a student whose primary language is English. Students that are ELL or ESL can do most of the same work as the primary speakers they just need a little extra assistance and guidance to get there. It is also important for teachers of all content areas and grade levels to have a plan for ELL or ESL students. Students that are ELL or ESL will not just enter a classroom at one specific level, they can enter a classroom at any age and any level. One thing that is definitely not benefiting the ELL or ESL students is the fact that some of them never graduate high school and as the old clich goes you need a high school degree to get a decent job now-a-days. It is not just teachers in busy urban cities that are getting ELL or ESL students. All teachers need to be better prepared for students of different backgrounds especially those of ELL or ESL students. Especially for ELL and ESL students it is important to get them to

have more contact with speakers of English so that they can hear it and practice it more often. Teachers could even encourage multiple ELL or ESL students to get together and discuss English texts in their native language, this can assist in understand and comprehension. Teachers need to understand as well that a student may have a knowledge of English that will help them on the playground or in the hallways is not necessarily the same English that the classroom will need or use. One thing a teacher can do to help an ELL or ESL student is to learn cognates, or words that are alike in both languages, and help the students recognize them to aid in their understanding of the material. On the other hand, teachers also need to be aware that some words are false cognates and can mislead students. Another way to help students is to pass out graphic organizers that help them understand the way certain materials are organized. A teacher can also use different forms of media to help a student that may not be as familiar with materials that were taught prior to their entrance into schools in the United States. One other strategy a teacher can help teach diverse students is to understand multiple intelligences. This does not mean, however, a teacher has to create a lesson for eight to ten different types of learning styles. The idea of multiple intelligences was more to understand how the brain works rather than a way to teach students. Instead a teacher should use it as a way the student can look at themself in a way that is not smart or dumb. There are three ways students can use their multiple intelligences: the first is that some ways of processing are easier for them to understand than others, the second is that they have the way that they understand things and can process all information using that method, lastly a student does not display many differences in intelligences. For most students they also need to use a combination of intelligences to produce an effective result. A teacher should also be aware that sometimes intelligences can interfere with each other and work against each other. Another thing to keep in

mind is that an intelligence that a student is better in can sometimes make up for an intelligence they lack. Finally a teacher should know that often times having ability in one intelligence can increase other intelligences. Lastly, teachers may and probably will have to make accommodations for the diversity of students. Differentiation is not teaching the same thing multiple ways. Differentiated instruction can be as easy as a teacher using a metaphor to help a student understand the material. A lot of what teachers do that helps their students they learn to do over years of practice and experience as a future teacher this will have to come with time. There are four things that experienced teachers in differentiation do to assist their students. The first is scaffolding which is making connections for students from old material to new material. The second is more flexibility for students to get the product in a way that makes sense to them within defined means. The next is a similar strategy in helping students reach the answer through ways they understand to help understand material that is not as understandable. Lastly, students need to know that the area they are learning in is one that accepts them, even if they make mistakes. As future teachers it is important that we understand how our future students will be diverse and different. It is important that we have a good grasp on ways to help them reach their goals and learn as much as they can.

Works Cited Carolan, Jennifer, and Ab igail Guinn. "Differentiation: Lessons from Master Teachers." Educational Leadership. (2007): 44-47. Print.

Moran, Seana, Mindy Kornhaber, and Howard Gardner. "Orchestrating Multiple Intelligences." Educational Leadership . (2006): 23 -27. Print. Rubinstein-Avila, Eliane. "Connecting with Latino Learners." Educational Leadership. (2006): 38-43. Print. Washor, Elliot, and Charles Majkowski. "What Do You Mean by Rigor." Educational Leadership. (2006-2007): 84-87. Print.