The Teachers’ Awareness and how they Respond to Diversity in the Classroom

Introduction

A classroom is a diverse environment within a learning institution. The world has become a global village, and it is unlikely for a teacher to attend a class with students who share the same cultural backgrounds and who could be taught using the same methodology. The issue can be a challenge to the administration but can also be viewed as an opportunity to understand in depth the achievements of humanity and how human beings handle the obstacles encountered in the learning environment. This study targets to investigate the insight and knowledge regarding diversity in a classroom, how it is affecting learning institutions and also how the teachers are addressing the issue. 

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Research purpose

The researcher attempts to understand the teacher’s awareness of diversity in the class. The research would particularly investigate the rate of diversity in the classroom, how learning with people from different cultures affect the students, and the teachers handle students with different cultures (Spinthourakis et al., 13). To understand how the teacher’s view the issue, the researcher will have to interact with the teachers. The interaction would enable the researcher to obtain the cultural impact from the teacher’s perspective. The researcher further intends to explore the matter through observation of classroom activities and students to identify the effects of a teacher’s awareness. 

Research Questions

To understand the effects of cultural diversity in the classroom, the researcher will use the following questions for guidance:

  1. Do teachers recognize the rate of difference in the classroom?
  2. How are teachers responding to classroom culture?
  3. What is the impact of the classroom culture to the learners?
  4. Are learners aware of classroom culture?

The significance of the study

Teaching is a core factor in the socioeconomic, political, and cultural aspects in the society. Teachers are tasked by the responsibility of guiding learners from different backgrounds and therefore have to assist the learners to embrace each other regardless of their origins (Gay, 19). It is upon the teachers to transform the education system to incorporate cultural diversity and cater for all humankind. To achieve this, it is vital to establish whether teachers are aware of the culture in the classroom and the efforts they have employed to handle the issue. They should be able to practically apply the theme of culture in the school to achieve equality.

Assumptions

The researcher will make the following assumptions in the study: that the teachers and school administration that participate in the survey have beliefs regarding the issue but are not aware of how it impacts learning in the classroom and have not responded towards it. The study will be founded on the assumption that a school consists of learners with different cultural backgrounds and that cultural diversity is impacting on the classroom.

Limitations

  1. The participants may not represent the overall teachers’ population countrywide.
  2. Follow-up activities like interviews may affect the initial results since the teachers may reconsider their initial views.
  3. The methods of data collection used in the study may not be appropriate for this kind of research. To eliminate this issue, the researcher intends to test different data collection methods before settling on the most appropriate one. The researcher will also use more than one way of data collection.
  4. The participants will be volunteers and individuals who fit the established criteria.   

Work Citations

Gay, Geneva. Culturally Responsive Teaching: Theory, Research, and Practice. , 2018. Internet resource.Spinthourakis, Julia A, John Lalor, and Wolfgang Berg. Cultural Diversity in the Classroom: A European Comparison. Wiesbaden: VS Verlag für Sozialwissenschaften, 2011. Internet resource.

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