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Diversity and Sensitivity Training for Teachers

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Tamika Brazzel

on 3 December 2013

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Transcript of Diversity and Sensitivity Training for Teachers

Diversity and Sensitivity Training for Teachers
What's the Problem?
There are teachers who are unfamiliar with students who come from different ethnic or socioeconomic backgrounds.

Teacher education programs are active but need to intensify the sensitivity of the teachers to prejudice, cultural differences and disabilities.

Why intensify? As the number of racial minorities and students with disabilities in school grows, the greater the need for teachers trained to deal with situations.

In the 25 largest American school districts, minority students comprised about 72 percent of the total school enrollment in 1994.
Why are Diversity Workshops Needed?
-Americans are a conglomeration of religions, races, ethnicities, cultural traditions and socioeconomics
-Demographics of the U.S.A are shifting rapidly

One of the ways to deal with these changes is through training.

Diversity training does not just deal with race:
Cultural differences, disabilities, sexual orientation, gender, religion, at risk of failing
Effective Attitudes in Teachers
Sincere sensitivity to the students’ diversity

Understanding students without analyzing or judging

Raising self-esteem of students by verbally praising

Reinforce, support and appreciate the work and play of culturally different students

Strong and clear commitment to multicultural education



Solving the Problem
Students should:
be helped to develop a clearer sense of their own ethnic and cultural identities
be helped to examine their attitudes toward other ethnocultural groups
be taught about the dynamics of prejudice and racism and how to deal with them in the classroom

It is necessary to have a teacher education curriculum that gives much attention to sociocultural research knowledge about the relationships among language, culture, and learning.
Diversity and Sensitivity Training for Teachers
Elizabeth Cook
Tamika Brazzel
Daliadiz Ortiz
Valeriya Kozmenko

EDLA 2000
Mondays 5:00-7:30pm
December 2, 2013


REFERENCES

Cooper, J. E. (2007). Strengthening the case for community-based learning in teacher education. Journal of Teacher Education, 58(3), 245-255.

Critical Issue: Educating Teachers for Diversity. (n.d.). Critical Issue: Educating Teachers for Diversity. Retrieved from http://www.ncrel.org/sdrs/areas/issues/educatrs/presrvce/pe300.htm

Gourneau, B. (2005). Five Attitudes of Effective Teachers: Implications for Teacher Training. Essays In Education. 13.

LaDuke, A. E. (2009). Resistance and renegotiation: Pre-service teacher interactions with and reactions to multicultural education course content. Multicultural Education
, 16(3) , 37-44

Marbley, A. F., Bonner, F. A., McKisick, S., Henfield, M. S., & Watts, L. M. (2007). Interfacing Culture Specific Pedagogy with Counseling: A Proposed Diversity Training Model for Preparing Preservice Teachers for Diverse Learners. Multicultural Education, 14(3), 8-16.

McFalls, E. L., & Cobb-Roberts, D. (2001). Reducing resistance to diversity through cognitive dissonance instruction: Implications for teacher education. Journal of Teacher Education, 52 , 164-172

Melnick, S. L., & Zeichner, K. M. (1998). Teacher educations responsibility to address diversity issues: Enhancing institutional capacity. Theory into Practice, 37(2), 88-95.

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