Evidence of Meeting learning outcomes - Assignment Example

Evidence of Meeting Learning Outcomes al Affiliation) Personal and Social As the rooms become progressively more diverse, it is imperative for teachers and tutors alike to generate an all inclusive learning environments that encourage learning outcomes for all students without any form of discrimination. The various forms of discrimination majorly practiced in most learning environments such as biasness, prejudice, process of intentional and unintentional impositions and entitlement have a strong negative impact on the growth and learning of pupils.

These forms of discrimination have a profound negative effect on the pupil’s performance and school achievements, social-economic growth as well as self-efficacy. Bias, prejudice and discrimination within a learning environment negatively impacts a pupil’s academic, metal health and social outcomes. Students who experience ethnic prejudice and discrimination for instance, are less likely to feel that equal opportunities exist for anyone willing to work hard. In consequence, the motivation of such students to word hard diminishes thus poor pupil performance and growth.

Research indicates a positive correlation between discrimination stress and depression. Pupils subjected to any form of discrimination within the learning environment experience depression. This is detrimental and in fact, a set back on the pupil’s performance and growth as it upshots into lesser academic achievement and negative outcomes. Extreme measures of discrimination practices such as unfair punishment of pupil’s based like suspension and expulsion on their ethnic backgrounds, has been affiliated with the high number of school dropouts.

Personal values and biases highly affect the teacher’s ability to effectively deliver quality outcomes to pupils with different values and beliefs. Personal values and biases present a daunting drawback in the creation of inclusive learning environment for pupils with different values and beliefs. Pupils look up to their teachers as role models, thus in most cases they learn a lot simply by watching the teachers behaviors and actions. Having different personal values and beliefs from the pupils negatively affect one’s ability to present a fair learning environment without discrimination given that one’s beliefs and biases maybe portrait through actions and words through which prejudice is confronted.

The difference in a teacher’s personal values and believes with that of the pupils has the ability of clouding the manner in which a teacher confronts prejudice among the pupils. Assessment, Research, Program Design, Evaluation, and Technology There are a myriad of factors that affect the ability of a learning institution to successfully deal with diversity within the learning environment. It is imperative to understand the key areas that shape up a diverse learning environment; student’s social identities, curriculum contents and teaching methods, and faculty identity.

An understanding of the above dimensions is effective in the identification, development and implementation of specific intervention strategies aimed at creating an all inclusive environment without discrimination (Grant, 2003). Student social identities; the numerous social group identities within a learning environment such as gender, sexual orientation, ethnicity and socioeconomic class play a major role in shaping up student’s experience. Failure to take notice of detrimental interaction among students may create a hostile environment for the historically marginalized groups.

Understanding the students’ identities provide the school counselor and tutor with a foundation from which effective and specific intervention strategies are formulated. It is therefore imperative for teachers and school counselors alike to understand the nature of pupil interactions within a learning environment so as to formulate strategies aimed at creating an all inclusive learning environment (Grant, 2003). Instructor’s identity; student’s identities amalgamated with instructor’s identity forms a core relationship which is the most influential and vital in strategy formulation aimed at ensuring an all inclusive learning environment.

A number of behaviors and instructional strategies facilitate instructors to develop stronger learning/teaching relationship with their culturally diverse students. The professional identities of the teachers have an immense effect on a classroom’s diversity climate. Curriculum content: this allows for the formulation of effective intervention strategies that targets discrimination within the learning environment based on the learning content. It enables the school counselor to identify discrimination acts after which an effective strategy is formulated specific to the prejudice identified.

In an effort to create an all inclusive learning environment, it is imperative to make the curriculum more inclusive. Inclusion of different ethnic and racial viewpoints creates a more welcoming surrounding for diverse students Advocacy, Ethics, and Mandates Student study team plays a significant role in the process of individualized education program (IEP) given that it is tasked with designing a support system for students with difficulties in regular classroom. Additionally, SST scrutinizes student’s behavioral, academic and social-emotional progress.

In a bid to ensure an all inclusive learning environment, I would use the available research to develop and practice skills that show high level of advocating educational equity. Specifically as a teacher, my role would be to steer various discussions on diversity among the students and teachers alike. The students therefore reflect on what they have learnt about the other group of students who are diverse from them. Furthermore, understanding the different cultural and ethnic identities of the students would be imperative for my course.

Overcoming the effects of personal values and biases on enacting fair decision among students with different cultural beliefs would also go a long way in advocating educational equity.ReferencesGrant, C. (2003). An educators guide to diversity in the classroom. Boston: Houghton Mifflin.