SEPTEMBER 10, 2015

EDUG 501

PR

PRQ #2

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PRQ
In every classroom there will be a diverse group of students with different backgrounds, cultures,
socioeconomic standings, special needs, and different levels of development. This diversity can create tension
and distraction in the classroom, but it can also be a blessing. Diversity makes room for growth, change,
development, and a bigger world view. In my classroom I will support all of my students in learning through the
classroom environment, student motivation and instruction.
The environment in my class that I wish to achieve is one of warmth, comfortability, and creativity. In
the diverse population of my students I will have children from different cultures, religions, races, and special
needs. According to John U. Obgu and Herbert Simon and their theory about voluntary and involuntary
minorities, they express that Involuntary Minorities (minorities who did not come to America on their own free
will) may feel that adopting white ways or language, learned in institutions like grade school, will away or
replaces their identity and therefore they may repel the standard education system. I hope to celebrate cultural
differences in my classroom in order to make these students feel accepted. Getting to know my students will be
vital to their learning so that I can reach them where they are at no matter their needs. In my classroom I will
have exceptional students. These students are those who need special help and resources to reach their full
potential (Burden & Byrd, 2013). TPE 4 benchmark 4 states, To meet student academic learning needs,
candidates explain content clearly and reinforce content in multiple ways, such as the use of written and oral
presentation, manipulatives, physical models, visual and performing arts, diagrams, non-verbal communication,
and use of media and other technology (The California Teaching Performance Expectations (TPEs), 2008). In
order to help my students assimilate into this diverse classroom and help them feel connected to one another I
will use character centered teaching that encourages respect, initiative, compassion, optimism, loyalty, honesty,
and many other good characteristics . This means I will encourage, promote, and instill in my students guiding
principles that create well rounded individuals (Marrazo, 2000).
Student motivation is the willingness or desire to participate and be successful in the learning process.
This, I believe, goes hand in hand with classroom instruction. TPE 5 benchmark 3 states, Candidates ensure
that students understand what they are to do doing instruction and monitor student progress toward academic
goals as identified in the academic content standards (The California Teaching Performance Expectations
(TPEs), 2008). When students are struggling or feeling like they are behind their peers it is easy for them to
have a negative perspective on their situation. It is part of my job as a teacher to help motivate these students.

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The Universal Design for Learning (UDL) is a set of principles for curriculum development that provides
opportunities for all students to learn (Burkhardt, 2014). A teacher who practices a UDL has multiple means of
representation, meaning the teacher could use oral presentation alongside with visuals. The teacher would also
have multiple means of action or expression. A teacher could successfully accomplish this by giving students
the option of how they would like to present their work. Using multiple means of engagement would also
promote a UDL view as well as child motivation. A teacher would accomplish this by actively using students
background knowledge, or integrating media into the classroom (Burkhardt, 2014). While engaging and
teaching my students it is important to be aware that they may be at different development levels. According to
Vytgotsky there is a zone for learning between what has already been mastered and what is soon to be
mastered. This zone is called the zone of proximal development. Understanding this theory helps the
development of a teachers instruction as well as supports an Universal Design for Learning, by creating
lessons by allowing not only what has been achieved developmentally but also for what is in the course of
maturing (Vytgotsky, 1978). This theory deals in the realm of assessment. Assessment is important because it
helps teachers understand where there students are at and where they need to go. One thing Vytgotsky points
out is the importance of group assessment. He believes individual assessment assess what someone already
knows, what is already developed. Group assessment assess their zone of proximal development, by problem
solving with other peers, or aid from a teacher (Vytgotsky, 1978). If I use a UDL approach to instruction, and
Vytgotsks theory of development levels, I can help motivate the students learning process.
We live in a diverse world, one that is only growing and changing as we have more communication
with people from all over the world. We are going to encounter diverse groups of people everywhere, especially
in our classrooms. As a teacher it is important that I engage and support all students through classroom
environment, student motivation and classroom instruction.

References
Burden, P. R., & Byrd, D. M. (2013). Methods For Effective Teaching: Meeting the
Needs of All Students. Upper Saddle River: Pearson Education, Inc.
Burkhardt, W. (2014). Universal Design for Learning: An Overview and Examples of
How to Use It in the Classroom. Retrieved from OnCue: cue.org
Marrazo, M. J. (2000). Character Centered Teaching. Rexford, New York: International
Center for Leadership in Education, Inc.
Obgu, J. U., & Simons, H. D. (1998). Voluntary and Involuntary Minorities: A CulturalEcological Theory of School Performance with Some Implications for
Education. Anthropology & Education Quarterly, 29(2), pp. 155-88.
The California Teaching Performance Expectations (TPEs). (2008). Sacramento:
Commission on Teacher Certification, Inc.
Vytgotsky, L. (1978). Mind in Society. Interaction Between Learning and
Development, 79-91.