EDM 703EDM 703INSTRUCTIONAL INSTRUCTIONAL

LEADERSHIPLEADERSHIP

Prepared by NOR ZAKIAH BT ISMAIL

2013741249

STUDENT DIVERSITY

WHAT IS STUDENT DIVERSITY?

Students differences in-Gender-Ethnicity-Students ability

LEADERSHIP CHALLENGELEADERSHIP CHALLENGE

Dealing with a wealth of student differences.

Examines student differences in culture and gender.

TODAY'S DIVERSE TODAY'S DIVERSE CLASSSROOMCLASSSROOMFostering resilience in students,

in teachers and in classrooms to overcome the educational problems of poverty.

What is resilience?- Students who survive and thrive.

FIRST STRAND : SELF -FIRST STRAND : SELF -AGENCYAGENCY

Academic self-efficacyAcademic self-efficacyA belief in your own ability to learn.

It emerges when students tackle challenging and meaningful tasks with the support needed to be successful and they see other students do the same.

Encouraging feedback from teachers will also be very helpful.

Academic self-determinationAcademic self-determinationIt’s about making choices, setting

goals, and following through.Students who are self-

determined are more motivated and committed to learning.

Behavioral self-controlBehavioral self-controlIt’s also called as student self-

regulation.It’s is essential for a safe and

orderly learning environment

SECOND STRAND : SECOND STRAND : RELATIONSHIPRELATIONSHIP

Caring teacher-student relationships

It’s consistently associated with better school performance, especially for students who face serious challenges.

Effective peer relationsIt’s also critical in connecting

students to school

Effective home-school relationships

When parents stay involved, their children’s grade and test scores improved ( Corner, Haynes, & Joyner, 1996).

CREATING CULTURALLY CREATING CULTURALLY INCLUSIVE CLASSROOMINCLUSIVE CLASSROOM

Goal-"to eliminate racism, classism and prejudice while adapting the content and methods and instructions in order to meet students need".

THREE DIMENSIONS OF THREE DIMENSIONS OF CLASSROOM (ROLAND CLASSROOM (ROLAND

THARP,1998).THARP,1998).

THREE DIMENSIONS OF THREE DIMENSIONS OF CLASSROOM (ROLAND CLASSROOM (ROLAND

THARP,1998).THARP,1998).

THREE DIMENSIONS OF THREE DIMENSIONS OF CLASSROOM (ROLAND CLASSROOM (ROLAND

THARP,1998).THARP,1998).

THREE DIMENSIONS OF THREE DIMENSIONS OF CLASSROOM (ROLAND CLASSROOM (ROLAND

THARP,1998).THARP,1998).

Should teachers focus on Should teachers focus on Students' learning style?Students' learning style?

Should teachers focus on Should teachers focus on Students' learning style?Students' learning style?

GENDER DIFFERENCES IN THE GENDER DIFFERENCES IN THE CLASSROOMCLASSROOM

KEY POINTSKEY POINTS

1. A key to overcome the educational problems of poverty is by fostering resilience in students, in teachers, and in classrooms.

2. Academic self-efficacy is a belief in your own ability to learn, and it is one of the consistent predictors of academic achievement.

3. A dialect is a variety of language spoken by a particular groups; it’s important that teachers remember that differences in dialect are not errors.

4. Bilingualism is an asset, not a liability, provided that there is balance-equal fluency in both languages.

5. Learning styles are preferred ways of learning and processing information; teachers need to be aware of cultural differences in learning style so that teaching approaches are consistent with the learning style.

6. Creating culturally compatible classrooms requires that teachers know, respect, and effectively teach their students.

7. There appear to be some gender differences in spatial and mathematical abilities, but these do not hold in all cultures and situation.

8. Teachers are in positions to reinforce or challenge gender stereotypes through their choice of materials and interactions with students.

THANK YOU