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Psalm 139:13-18 reminds us that we have all be created uniquely by God—that He saw us completely before we even saw ourselves. He knows us more deeply that we know ourselves and even in spite of all our faults and questionable acts, He still keeps us in existence and even made us in spite of our mistakes so that we could love Him in return (Sheen, 2008). As Kaiser (1995) notes, the Old Testament is filled with references to the coming Messiah, and here we are reminded of the great gift of life that is ours, thanks to God, and the great mercy He shows us just for having given us life.
Just as we our created uniquely, every learner is also unique—each one learns in different ways. Some learners are visual. Some are experiential. For some, hearing is all that is required—for others, they must perform. Some benefit when their own personal background is brought into the lesson. Others can learn on their own and have a high tolerance for self-directed learning. Some learn from observing others and fall into the group who benefit from the zone of proximal development, as described in the theory of Vygotsky (Gray & Feldman, 2004).
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God made us all differently. Some have disabilities—but that doesn’t mean they should be forgotten or cast aside. I am driven to recognize the abilities of all and to encourage and support those who need it. An educational system that minimizes the uniqueness and individuality of learners is a system that is designed to fail, ultimately.
Some parts of our educational system, however, do just that: they take all the students and force them into boxes as though they were all the same—had all the same gifts and abilities, all the same potential, and all the same views. We are told to teach to a standard, yet that standard does not take into consideration that some learn deeply and quickly while others learn only after a time and often only after a great deal of practice and repetition. I find it odd that in a nation that celebrates diversity and individuality and freedom, when it comes to our educational system everyone is viewed homogenously, as though they were all the same carton of pre-packaged milk that gets poured out and looks the same in every glass.…
I often read them books about children from different cultures getting along together, and we also sing songs related to different cultures. Also, when a child asks me a question about why certain children look different or speak differently, I answer them in a loving and honest manner. I feel it is important to help each child feel accepted in the group, help children learn to communicate and get along
Philosophy and Theories Children have a need to be loved and feel self-worth (The Glasser Approach, 2010). Relationships between teachers and students are important to build self-management, self-efficacy, motivation, and engagement in students for success. In order to manage behavior, teachers need to know how a student learns, what motivates them, and what structures and routines work best for a student to learn. Children seek meaning in information and reconstruct that information
United States of America has faced numerous issues with dress codes of students particularly in its public schools. School boards have shown concern regarding violence, discipline or lewd behavior resulting from certain items of clothing. Some have proved the connection of clothing to disturbing behavior. Some schools ban certain items of apparel such as bandanas, tank tops, halter tops, torn clothing, baggy pants, etc. while some school boards have adopted
score? 4. Discuss your reasons for disagreeing with the statement regarding tests over papers. Why do you prefer papers? I prefer papers because they allow me the opportunity to take the time to process the information that I have learned, consider other questions that arise as I process this new knowledge, and explore information beyond the classroom setting. In some circumstances, I have found that writing papers has actually led me
universities and graduate schools offer courses or whole major programs of study in ethnically or culturally specific areas. Examples include African-American studies and Asian studies. This research explores whether students who identify with the ethnic or racial group will perform better or worse than their counterparts in those courses. The research also explores general perceptions of taking ethnic course content. The study blends information from both psychology and sociology, showing
harsh realities of the human condition is the fact that everyone, including students and teachers, has stereotypical views about other people that influence the manner in which they think and behave. When stereotypes are introduced into the classroom, though, they can adversely affect the environment in ways that detract from the learning experience for all students. Besides traditional gender-based stereotypes, the increasingly multicultural nature of American society has created