Why Recognize Differences? Diversity.

   Children are a lot like flowers.   They are each beautiful in their own, unique way. 

Roses would not be nearly as beautiful if they were wild flowers; and wild-flowers would not

be nearly as beautiful if they were roses.  Society recognizes the importance of differences in

flowers.  Few would be happy planting carnations and ending up with a garden full of

morning glories.   Does society, however, recognize the importance of differences in 
children? 

How does recognition and respect of individual differences of students contribute to the

diversity of a classroom? 

                Diveristy has become increasingly important in today's society because society is

becoming more and more observant of differences.  In past centuries, even past decades,

society has had a one-size-fits-all mentality.  This ideology, however, no longer works.  The

classroom is a reflection of society - or at least it should be.   The diversity that is recognized

and understood in society must be recognized, understood, and respected in the classroom. 

When this attitude of understanding and respect prevails in the classroom, acceptance is

established and diversity flourishes. 

                Psalm 139:13-14 proclaims, "For You formed my inward parts; You covered me

in my mother's womb.  I will praise You, for I am fearfully and wonderfully made; marvelous

are Your works, and that my soul knows full well" (NKJV). 

                How often in today's world do individuals understand their worth?  According to

the Bible, the basis for this educator's beliefs, God put His thoughts into each person. 

Jeremiah 29:11 reminds, "'For I know the thoughts that I think toward you,' says the Lord,

'thoughts of peace and not of evil, to give you a future and a hope.'"   Very often,

people do not realize that when God made this promise, Israel was in the midst of turmoil. 

God created people as they are for a purpose.  He knows every plan He preordained.  He

makes no mistakes in what He creates, even when there are challenges to meet.   

                Now apply this to the classroom.  Every student is fearfully and wonderfully

made.  The students who are intellectually gifted are wonderfully made.  Those with

special needs are wonderfully made.  The students who challenge their teachers are

wonderfully made.  Students of every ethnic background, of every social and cultural

persona are wonderfully made.  Every student is made by God and for God.  Educators must

not only perceive differences; they must embrace them in order to create a truly

diversified classroom.  

                To put it bluntly,  one of the biggest enemies of classroom diversity can

be socialization.  Please do not jump to conclusions at this point.  Socialization, like any tool,

can be used for the good or  the not-so-good.  Eric B. Shiraev and David A. Levy make a good

point in Cross-Cultural Psychology, "The process through which we try to understand other

people and ourselves is called social perception.  It is an established view in  psychology that

people acquire judgments, attitudes, and beliefs through socialization experiences from their

cultural milieu" (Shiraev and Levy, 2010, p. 256).  In this sense, socialization can be a tool by

which individuals understand society.  However, when socialization pressures students into a

forced perspective - a forced mold - it can and often does result in less-than-desirable 
actions. 

                For instance, if students are taught, even inadvertently, that they "should"

behave just like everyone else;  this mindset, first of all, results in a loss of self-worth. 

Speculate for a moment how children feel if they do not develop at the same rate as

others in their age group.  When students are pushed to perform based upon a "standard"

that they are not able to meet; their automatic reaction is to feel as though they are not good

enough.  This is not only true of developmental or academic milestones, it can be true of

everyday life as well.  What are the social ramifications for teenage girls who are not

financially able to purchase the most popular brand of clothes or for boys who are not

interested in the latest video game?  What is "socially acceptable" often becomes a norm

by which children and adolescents are judged - oftentimes much more harshly than they are

able to deal with.  

                "Children who appreciate themselves and appreciate other children (i.e.,

when self and peers both fare well in social comparison) tend to have more friends and be

prosocial, able to defend a friend if the occasion arises.  In contrast, children who like

themselves but not their peers are more likely to be aggressive bullies" (Berger, 2008, p. 353).

It is rare to turn on the evening news or search the internet without hearing of yet another

tragic situation involving some form of bullying.  The negative aspects of socialization not

only result in loss of self-worth for some students, but also in the loss of recognizing the

worth of others.  Quite often, it is the students who struggle with their self-esteem that are

the victims of bullying.  As Berger points out in the quote above, children who do not like

their peers often bully.  Why?  It is this educator's opinion and experience that bullying

occurs because children view others as "not good enough."  Reasons vary with the

situations themselves:  "He is too fat."  "She is not pretty enough."  "He is gay."  "She is a

different ethnicity than I am."  "He is a nerd."  "She is not smart enough."  Differences. 

Differences that are often not the societal norm.  Differences that students are taught are too

Abnormal.  These teachings are taught possibly directly, but most likely indirectly through the

negative aspects of socialization and standardization.                                  

                But enough of the negative.  The remainder of this post will focus on

how educators can emphasize the positive aspects of socialization and encourage diversity in

their classrooms through the valuing of the individual differences, abilities, and talents of

their students. 

                "The potential benefits of inclusive educators are stripping away of

stigma, the building of self-esteem, and the developing of social skills and interpersonal

relationships within an inclusive environment" (Palloway, et. al, 2008, p. 65).  What is an

inclusive classroom?  It is this educator's opinion that an inclusive classroom focuses on

individual students - each of their abilities, their talents, and their challenges. 

                "For the kingdom of heaven is like a man traveling to a far country, who

called his own servants and delivered his goods to them.  And to one he gave five talents, to

another two, and to another one, to each according to his own ability; and immediately he

went on a journey" (Matthew 25:14-15).  These words are the beginning of Jesus'

parable of the talents.   Talents are  gifts given to each of us.  So often, however, these

talents are ignored in traditional classrooms.  Educators that strive for inclusive classrooms

realize the importance of their students' talents and incorporate methods that reinforce

and prove their belief.  The educators' methods and responses to students is of utmost

importance.   "One of the most important is that teachers and students work together to

construct a culture that values the strengths of all participants and respects their interests,

abilities, languages, and dialects.  Another is the important role of cooperative grouping

where culturally different learners must act together to accomplish group goals" (Borich,

2007, p. 55).    

                How do educators promote this type of cooperative learning?  One such 
method is through differentiated learning – learning that enables all students to learn in ways that are

most effective for them.   Differentiated classrooms include learning activities for all types of

learners (Polloway, et. al., 2008).  Why is individualized learning important today?  "There are

important constitutional implications for the American classroom.  They promote an

environment that not only tolerates differences among individuals but also celebrates

diversity in human potential.  In a world complicated by such social and technological

problems as pollution, disease, illiteracy, and congestion, we need divergent viewpoints,

different abilities, and diverse values to address these problems.  No single set of skills,

attitudes, temperaments, personalities, or abilities can provide all that is needed to solve

our problems" (Borich, 2007, p. 73).  Let the reader understand what this author is saying. 

No one set of talents, abilities, or personalities can accomplish what the world needs. 

Everyone is needed!  What better way to promote self-worth and stand against ideologies

that promote abuses and bullying than to realize this simple truth? 

                Respect breeds respect.   "And you, fathers, do not provoke your children to

wrath, but bring them up in the training and admonition of the Lord" (Ephesians 6:5). 

This Bible Verse summarizes this simple truth.  It is this educator's belief that one huge

advance in society today is the fact that it recognizes people are about more than following

rules.  In generations past, the prevalent philosophy included honor for the sake of honor

and social ideals based upon fear and discipline alone.  A leading educational innovator

during less accepting generations was John Holt.  He advocated play-based, natural learning

and dismissed even the most progressive methods of the day if they did not respect the

needs of the students (Holt, 1964).  Educators today could learn a lot by reading some of John

Holt's classic writings - ideas that would lead to enjoyment of learning, promotion of

diversity, and respect of self and others. 

                It is never easy for educators to meet the challenges of today's classrooms. 

However, it is this educator's beliefs that the results are worth the challenges.  The students

in today's classroom will be tomorrow's societal leaders.  Guide them well. 

Sources: 

Berger, K. (2008).  The Developing Person through the Lifespan.  New York, NY: Worth   Publishing. 

Borich, G. (2007).  Effective Teaching Methods.  Upper Saddle River, NJ: Pearson. 

Holt, J. (1964).  How Children Fail.  New York, NY: Pitman Publishing Corporation. 

Polloway, E., Patton, J.,  & Serna, L. (2008).  Strategies for Teaching Learners with Special              Needs.  Upper Saddle River, NJ: Pearson.   

Shiraev, E. and Levy, D. (2010).  Cross-Cultural Psychology: Critical Thinking and Contemporary Applications (Fourth Edition).  Boston, MA: Pearson Education.