The educational problems and possibilities that a teacher could be presented with, from the children's family, neighborhood, youth culture and media influences are the different languages spoken in families, the ethnicity of the children, and the cultural differences of the children. Some families could be immigrants moving from one country to another, values and customs, their educational knowledge, learning differences and economic differences could present problems and unknown possibilities for diversity. The teacher will need to learn all she can about her students in the classroom. I don't really see many problems developing from the cultural context of teaching in a diverse classroom. If a teacher considers their position as a professional with continued training, professional development and remembering their pedagogy, their attitudes and ideology for professional teaching should help prepare a teacher for any problems and challenges that might come from the diversity of students and their families. A teacher's experience especially should be helpful, if they have taught several years will help contribute to the success of the learner and the environment students are accustom to. Because they have acquired the skills and the knowlegde to work with students in their classroom with multiple learning styles and the teacher has designed an enviroment to accommodate diverse student learning that can be used from a students previous school, their education and the students previous experiences for learning.
Tozer, et. al., (2009) School and Society, Historical and Contemporary Perspectives, introduced some of John Dewey's perspectives about the teacher and student in a progressive era. I admired and agree to the definition John Dewey had for progressive education that could be effective for teachers as educators in the classroom to use today. On pg. 153, Dewey's primary meaning of "progressive" education was that it marked an arrangement of student activities that grew progressively out of the students's interests and past experiences, leading to new experiences and new interests in a continuous and progressive cycle. Furthermore, Dewey's perspective for pedagogy, is the relationship between two key ideas: experience and interest. Dewey argues that the task of the teacher is not to "sugarcoat" the curriculum to try to make it interesting to students, but to start with the interests of the students and help them shape new learning experiences that are chosen and guided in accord with those interests. Well chosen experiences (Tozer, et. al., 2009).
The difference teachers can and should make to learners if schools are secondary to a wider society in their influence are to ensure values and customs are not left out when teaching students of diversity. I am using the word diversity, because the majority of students in the classroom or attending schools in different enviroments are basicly different students, with different backgrounds and all students are not the same and should not be taught the same way. Each student has his or her own unique style as a person. Recognize students for who they are, learn as much about their families and their backgrounds. Commit to working with parents of these children by communicating with them and keeping the communication open for clarification about their child's progress.
Teachers should stay informed about the community, their neighborhoods students live in and the activities surrounding their students culture and customs. Participate and acknowlege the heroes in each students culture. Use them as positive role models for the student to relate to with positive behavior and rewards. These are just a few of the differences and why teachers should make every effort to support students and their families. Teachers should also remember they do not teach part of an education to students, it is a whole package that involves the students parents. This is also a way of excepting the student whether they are poor, middle class or rich. The students socio-economic background of their parents should not be a part of how students are educated. There are schools in neighborhoods and communities that seem to express the type of school students are attending, when you see some of them in poor neighborhoods with working parents of low income, it is simple and plain not much color. Sometimes it might remind you of the Davis School that was similar to my description of a low income community. This should not make a difference to how the building looks on the inside or the outside whether the parents have low income or high income to make sure their school is built to be exciting and colorful for students. All students deserve to attend a school that is well kept and beautiful to promote a students pride and commitment to want to attend their school every day.
