DIVERSITY

The concept of diversity focuses on the ways in which people differ. There are racial, ethnic, cultural, social and economical differences. Students also have differences in interests, abilities and learning styles. Consideration of all of these differences in the classroom ensures inclusion and an appreciation and respect for these differences, as opposed to exclusion, which results in frustration.

In the classroom, one of the ways by which diversity can be catered for and celebrated is to give students the opportunity to be heard, that is, to express their opinions in a non-threatening environment. This certainly strikes a chord for me, since I  believe that there is great intolerance within the Vincentian society for a different opinion and divergent thinking.  If we begin to cultivate in our students the willingness and courage to be different, as well as the ability to accept differences in others, then we can become catalysts of change.  

Prior to completing Activity Three, I had never given serious thought to how diversity and assessment are related.  Students come to us with a variety of interests, abilities and needs.  They have varying learning styles.  Including a wide range of assessment methods ensures that learners are given ample opportunities to show what they are capable of doing.  Hence, the child who is not a good writer, but who is an excellent artist should not be deprived of the opportunity to experience success and a sense of accomplishment.  By tailoring the assessment methods to students' learning styles and interests, the teacher is then able to gather data that accurately represents what each child can or cannot do.  This is crucial, since the goal of assessment should not only be to get a picture of students' weaknesses, but also of their strengths.  

In addressing the diversity of our students, the assessment techniques that we use should be varied, flexible and authentic.