Critical thinking is defined as the focused and logical capacity to develop helpful ideas in life. In the classroom, critical thinking skills are important in achieving success.
One of the positive effects that result from critical thinking is the ability to develop excellent writing skills. The ability to approach problems from different angles is enhanced by appropriate application of critical thinking skills. Critical thinking also helps students to evaluate and organize arguments through logical and guided interpretation of various contexts.
There are different types of reasoning in critical thinking. There is deductive reasoning, which derives several concepts and uses them to make a conclusion. By use of type of critical thinking, the student has the ability to analyze and evaluate different concepts to come up with the best solution. Inductive reasoning is another category, which enables an individual to develop a convincing solution to a particular problem. These types of reasoning also enable students to make logical and informed decisions in class (Moore 66).
Critical thinking skills save a lot of time in class, as students find the shortest and most effective ways of dealing with the problems they encounter in class. Evaluation of alternatives is another benefit that students gain when they apply critical thinking skills.
Critical thinking skills also help in doing away with ambiguity and enhancing effectiveness (Ellis and Toft 279). Using comparison models in critical thinking, students use past events to project their expectations. Critical thinkers are able to differentiate between emotional and rational ideas. This attribute helps them to enhance the precision and accuracy of their arguments.
Rationality and logic help the students to improve their problem-solving skills and enhance the ability to solve classroom problems (Moore 61). Critical thinking skills enhance students’ communication skills, writing skills and learning skills, and as a result they become more confident and excellent in everything they do.
Importance in the Outside World
In the outside world, application of critical thinking skills is equally essential. At the workplace, critical thinking enhances the capacity and capability to make important decisions related to particular tasks. Taking my current work of a massage therapist as an example, critical thinking helps me appreciate the fact that every customer has his/her own preferences. Based on past activities, critical thinking skills help me to understand the needs of each client, without him telling me what to do.
These skills also help me in resolving and substantiating ambiguous issues that arise at the workplace. Rational thinking is another benefit of critical thinking skills that I use at the workplace. Critical thinking has enabled me to avoid being emotional and irrational, ensuring that a good relationship exists between the clients and the massage therapists has always remained my top priority.
Application of deductive and inductive reasoning skills in real life situations helps individuals to come up with informed decisions (Ellis and Toft 344). The ability to derive different ideas and weigh them to get the most credible enhances trust and loyalty among my clients. As a massage therapist, I apply efficient and cost-effective strategies to maintain good returns.
I am also able to narrow down to the best massage techniques that are not only time saving, but also satisfying to my clients. Critical thinking skills help me in saving time and creating more opportunities to earn money. Communication skills and job ethics are also enhanced through the application of critical thinking skills.
Critical thinking skills help an individual to derive new and surprising techniques that make the clients satisfied and loyal to the business. The skills are therefore very important in establishing a business culture that is both accommodative and sensitive to all the customers’ needs.
Realizing customers’ expectations and understanding the corporate world helps in developing the best strategy to deal with failure (Ellis 170). The skills are therefore very important in separating work and personal issues. Without critical thinking skills, one may apply personal feelings at the workplace and this has adverse effects on the business.
Works Cited
Ellis, Dave and Doug Toft. Becoming a Master Student. 13th ed. Boston, MA: Houghton Mifflin 2009. Print.
English language learners: For most students, English is their first language; however, for several pupils, English is the second language
Special needs: one child with mild hearing impairment (uses hearing aids at all times); no other special needs.
Socio-economic status: middle or lower middle class.
Ethnicity: about 4/5 – White (including mostly Caucasian, but also several Hispanic Whites), the rest – Black.
Gender: nearly 55% – male, nearly 45% – female.
Age: 4 to 5 years old (mostly aged 5).
Student behaviors
Students are energetic; sometimes find it difficult to listen to the teacher for long, so short activities are preferred by the educator (for instance, English lessons last for 10-15 minutes, but there are several such lessons a day). Pupils rarely participate in delinquent activities (only one angry argument which did not develop into fighting thanks to the teacher), although sometimes it is difficult to maintain total order in the classroom.
Teacher and student interactions
The teacher conducts various learning activities (e.g., reading words, plasticine modeling), engages students in games, prompts children interactions (e.g., playing in groups), maintains order in the classroom.
The student to student interactions
Students are mostly friendly with one another; talk; play in groups. Several arguments were observed due to egoistic behavior (e.g., no desire to share), although kids were able to resolve them, mostly with the teacher’s assistance. Only one angry argument occurred, which was resolved thanks to the teacher.
Other classroom dynamics
Children interacted with some new wall sheets/posters provided by the teacher; studied them during breaks, discussed the pictures with one another. Two children seemed to be loners to a greater extent than others, preferring to play alone; however, they also sometimes participated in group interactions, especially when deliberately approached by other kids or prompted by the teacher. Children whose first language was not English had some trouble communicating with others, although there were such interactions; however, they mostly communicated with one another.
Summary of Observations
On the whole, the classroom dynamics seemed rather healthy and free of any serious problems in the given group, even though the classroom was rather diverse – that is, it included children of several races, kids whose first language was not English, and even one child who had a mild hearing impairment. Although the fact that several kids used Spanish as their first language did seem to cause a reduced number of interactions between these kids and other children, Spanish-speaking kids played with one another, and still engaged in play with other children sometimes, even though in general, the language barrier may be a serious problem rather often (de Melendez & Beck, 2013).
It is noteworthy that all the kids seemed rather energetic, and often initialized interactions with one another; they played games, engaged in friendly arguments, and took part in the learning activities offered by the teacher. The educator also succeeded in engaging kids in learning, using the method of delivering short activities, but doing it several times, so that the children would not lose all their focus by the end of the activity. For example, the educator delivered several short lessons of English during the day, which allowed the learners to practice the necessary activities and not to become overly tired. Generally speaking, it should be possible to state that the classroom was very well-managed by the teacher (Gest, Madill, Zadzora, Miller, & Rodkin, 2014; Spodek & Saracho, 2013).
The Effect of Classroom Dynamics on Learning in the Classroom Environment
When it comes to discussing the influence of classroom dynamics on the learning that children gain while being part of the classroom, it is important to stress that in the given case, these dynamics which, as was previously noted, could be described as rather healthy, appeared to have a rather beneficial impact on the children’s learning. In particular, the teacher-student interaction during the lessons permitted kids to learn and practice their reading skills, whereas the short duration of the learning activities allowed for not accumulating a significant amount of fatigue, thus letting the learners quickly recover their energy and focus after a break. The mainly collaborative (rather than competitive or hostile) interactions of kids permitted the pupils to engage in play with different members of the group, which allows for concluding that their communicative skills were rather well-developed for their age, and were developing further thanks to such interactions. There was sometimes disorder in the classroom (such as noise), but this probably permitted the children to feel more natural in that environment.
It should be stressed, however, that the language barrier which existed between kids whose first language was English, and those whose first language was Spanish, did hinder the communication of these two groups; however, it was positive that the Spanish-speaking children intensively interacted with one another, and that they still engaged in communication with the children from the other group (Pinter, 2017). On the whole, diversity did not seem to have a profound negative effect on the quality or quantity of children’s communication.
It is also noteworthy that the teacher used visual aids to present some new materials for the kids, which can also be viewed as positive. Furthermore, the kids were interested in the materials and studied them additionally during breaks. Although it is recommended that there should not be too many materials in the classroom for young children (Fisher, Godwin, & Seltman, 2014), the wall posters provided by the teacher succeeded in capturing the students’ direct attention, most likely stimulating their learning process as a result.
References
De Melendez, W. R., & Beck, V. O. (2013). Teaching young children in multicultural classrooms: Issues, concepts, and strategies. Belmont, CA: Wadsworth Cengage Learning.
Fisher, A. V., Godwin, K. E., & Seltman, H. (2014). Visual environment, attention allocation, and learning in young children: When too much of a good thing may be bad. Psychological Science, 25(7), 1362-1370.
Gest, S. D., Madill, R. A., Zadzora, K. M., Miller, A. M., & Rodkin, P. C. (2014). Teacher management of elementary classroom social dynamics: Associations with changes in student adjustment. Journal of Emotional and Behavioral Disorders, 22(2), 107-118.
Pinter, A. (2017). Teaching young language learners (2nd ed.). Oxford, UK: Oxford University Press.
Spodek, B., & Saracho, O. N. (Eds.). (2013). Handbook of research on the education of young children (2nd ed.). New York, NY: Routledge.
As I am a teacher in the University, I have to deal with a lot of techniques and strategies of teaching in order to make my classes interesting and useful for students. My aim as a teacher is to give knowledge to those who want to take it and convince those who do not want that study can be easy and interesting. That is why I use different methods in my practice and one of them is called Peer Practice.
Main text
The Peer Practice Strategy is directed at the increase of students’ work in class because it presupposes teacher’s work with small groups, namely pairs of students. If in a usual group the number of students is too large for the teacher to cope with them all, Peer Practice presents a good opportunity to involve all students in the process of studying.
On the whole, the Peer Practice consists of three stages – preparation of students, their joint work in pairs and, finally, discussion of results. My class starts with the introductory word in which it is necessary to introduce the students to the strategy. Then I will tell them about the use of Peer Practice and show them a video of such a class where students were busy with this very strategy. My next step will be defining the topic for the Peer Practice Class. The topic will be the practice of the text that we have read in class before – the play by Shakespeare titled “Romeo and Juliet”.
The second phase of the Peer Practice Strategy will be in dividing the students into pairs and letting them practice the strategy. The students will have to be separated into pairs and discuss the play, recollecting its plot and main topics raised in it. One member of each pair of students will be called “coach” as his or her role will be in asking questions and giving instructions, another one will be “player” or “doer” whose work will be to answer the “coach’s” question.
Thus, both students of the pair and, respectively, all pairs will improve their knowledge of the object of their work. The “coaches” will be given special cards with auxiliary questions and hints for “players” that will facilitate their work that will lie in recollecting such details of the play by William Shakespeare as the main characters of the play, its main idea, the major conflict and, maybe, even some special vocabulary from the Shakespeare’s masterpiece.
The third, and at the same time, the last phase of the Peer Practice Strategy will be the discussion of the results that we will get from this kind of work. At the beginning of the discussion the students will be reunited in a single class, and I will share my ideas of what the Peer Practice gave the students. The next step will be the discussion between the teacher and the students. They will express their thoughts as to whether this strategy is necessary or not and whether it is helpful.
Some of the students will support the strategy saying that it helps them to recollect the information that they have forgotten, makes them closer acquainted with their peers and allows them to study more freely, as they feel relaxed with peers, while with a teacher some of them can feel worried.
Summary
This practice has a considerable difference from usual methods of teaching. Usually a teacher has to face the whole class and is often unable to control the attention of all students during the class. This practice is helpful to teachers and for the students who plan to get as much knowledge as possible. Besides, this strategy will be of considerable use for all students outside the classroom as it develops one’s interpersonal communication skills and makes the process of making friends and communication with unfamiliar people easier.
Works Cited
Buehl, D. (2001). Classroom Strategies for Interactive Learning. International Reading Association; 2 edition.
Silver, H., Hanson, R., Strong, R., Schwartz, P. (1996). Teaching Styles and Strategies. Silver Strong & Associates; 3rd edition.
Silver, H. (2006). Getting Comfortable with New American Lecture. Silver Strong & Associates.
The learners’ profile and context of the learning environment
In the learners’ summary we consider obtaining all the necessary personal details about the targeted staff, who in this case are the new teachers from college. The teachers should provide their personal information for formality purposes, and for employers to understand their background information depending on where they come from. To begin with, they should be introduced both to the students and fellow tutors.
This will make them feel at home as the carrying on with their tasks, since these are the people we are planning to confer with the care and education of our children we must be able to develop a strong communication relationship with them.
This may range from a strong sense of responsibility, to a compact and stable interpersonal relationship that will ensures there is a stable flow of information in the institution. This is supported by the availability of modern forms of communication which are readily available to the students and teachers for use at their own convenient time.
Good interpersonal skills have many benefits to the individuals involved in the running of the school. The teachers should be introduced to the various rules and protocols of the school in carrying out some of the major duties. To begin with, we should be able to educate our new personnel on the benefits of strong interpersonal skills both to the institution and among our team of teachers. Through the smooth flow of information, it will facilitate easy operations in our daily duties.
For example, the teachers should be informed of the procedures for requesting offs in case of an emergency. The place of work relationships should be based on mutual respect and concern among the personnel, which are perfected by excellent communication. The theme of support in the work place helps to create a culture of team work among the teachers, by cultivating high levels of discipline and responsibility based on the values of reverence and integrity (Forsyth, 2010).
Considering the fact that our institution is a school, its orientation should be formulated in such a way that it can comfortably accommodate the multiple cultures from which the teachers come from. Some of them may have the idea of what they want in life; were they desire to build their career based on strong moral values that improve efficiency in their work and ensure complete satisfaction from the work.
On the other hand there are those who are pessimistic with life, they are unhappy and are not sure about their position in the society. All this individuals should be brought together through mutual love and care that is initiated by a common goal in their life at the institution. This may help to create a culture of hard work and commitment among the teachers as well as students.
With the context of the school in mind, the presence of the above environment in an educational institution assures that there are reliable role models and a good learning environment for the students to improve their knowledge. This facilitates each of the students and the teachers to open up their mind to a new erudition experience in life.
They should both take time once in a while to discuss with total autonomy and democracy, their opinion of the ideal environment in the school. This may help to create even better ideas than they were before, which should be carefully taken down without discriminating the wild and the unthinkable. The practice helps to bestow a sense of ownership and responsibility among individuals to the institution. Later, these ideas may be used to adjust the current school policies and place changes were necessary (Forsyth, 2010).
Objective of the training
In the current context of the school, although it may depend on the size of the school, we commence by familiarizing the new teachers with the physical environment of the school. The new teachers are taken through a walk around the school and its environment for 20 minutes.
The familiarity of the environment and the direct class room experience with the students can give the teachers a hint of what is expected of them. To streamline the whole session, the training aims at creating a resourceful personnel with integrity from the new teachers. These should be achieved through efficient communication, the development of a good introduction in the job, a supportive team from the colleagues at work and an excellent orientation (Fox, 1999).
Furthermore, the introduction is aimed at creating a good culture of commitment and success in both the teachers and the students. This is facilitated by the well cultured environment in the school among individuals. It is perfected by the well set up mission of the school to create a society of autonomous and independent students who are able to prevail in adversity and diversity.
This is propelled by instilling the culture of hard work, competence and success, through the assignment of tasks and constant evaluation of achievement based on the set standards.
After the teachers have been taken through the introduction phase of their new work place, a discussion group is set up involving all the new teachers and the head of the school. In the meeting all the teachers are given a minimum of 5 minutes to introduce themselves, and give their point of view of what they expect from the school and students.
The speeches of all the teachers are documented in their profiles while the session is expected to last for 45 minutes. Later, a tea break of 30 minutes is allowed then they come back for the introduction of 20 minutes to the principal, first with a speech from the deputy.
The standards of the school are upheld and achieved through evaluations carried out after every fortnight on the personal achievements of everyone. To motivate the students and the teachers, the end of every semester has a session of honoring those who have shown the greatest level of improvement and achievement.
This is done through the presentation of prizes to the best performing and improving individuals among the teachers and the students. This practice helps to challenge the observers, and appreciate the winners who feel respected for their effort in what they do. As a result, it builds a spirit of competition among both teachers and students, which creates a supportive environment and commitment to others and oneself (Fox, 1999).
Procedures and Complete description of the strategies in training session
The procedures used in the process are the tasks and techniques employed to achieve the objectives of the institution. One of the best and preferred methods is the participation in teamwork, which builds a strong relationship between the staff members that develops unity and togetherness. To ensure the smooth operation of the team, the head of the institution campaigns for good and strong relationship between the employees through consistent encouragement.
The constant use of groups in carrying out tasks forms a firm base for the development of a team spirit among the participants through collective achievement of objectives and targets. In the process, the new employees will learn from engaging with their colleagues. Other procedures may include observation, presentation and empowerment, watching videos, discussion and direct instructions from the seniors.
On the other hand, the firm may also make use of the charismatic and democratic forms of leadership. This is where the head of the institution uses the ideas from his juniors to carry out most of the decisions and other times he uses votes. In this form of leadership, the leader mainly uses his personal fascinating powers to make people do things his way. This type of leadership is usually practiced by individuals who are naturally charismatic.
At this point, the personnel are taken through a case study of one of the prominent institutions that are lead through charismatic leadership, for example, the use of charismatic form of leadership by the former president of US Bill Clinton to rule. They are shown a step to step guide of how the institution is able to achieve its goals and objectives using slide shows of the institutions’ strategic plans. The new employees will learn from the use and implementation of the strategic plans (Masson, 2011).
Besides, the personnel are encouraged through empowerment which is facilitated by delegation of authority and tasks by the senior to the junior teachers. Through direct instructions to carry out certain tasks, which functions as a challenge as well as training to the personnel, they will be able to learn.
As the juniors use the power and authority bestowed on them, they become independent and develop their decision making skills and experience in carrying out duties. In the beginning, the personnel will make minor mistakes but through more practice and assignments they will perfect. They will also be improved through monitoring and corrections by the senior teachers (Fox, 1999).
Furthermore, the appreciation of personnel based on their efforts can also work wonders on productivity and effort in the work place. The new employees will learn and master activities in the firm even faster through encouragement which improves their courage.
The use of prizes and recognition for well done tasks as a show of gratitude to personnel’s efforts may also result in great improvement in efficiency at work. Apart from that, the motivation of personnel through encouragement by each other and the use of a guiding and counseling department may also act as a form of training to employees, all this may be achieved through mutual support (Masson, 2011).
Assessment to be employed to determine effectiveness
Assessment is the consistent evaluation of progress after the implementation of a certain operational plan in carrying out a project. The aim of carrying out assessment is to evaluate results, control progress and make necessary adjustments where necessary in the implementation of the initial plans.
This ensures that the initial plans are implemented specifically as planned and the company objectives are achieved. The firm should employ efficient and consistent methods of assessing the effectiveness of the training methods used on the new employees (Masson, 2011).
To begin with, the firm may make use of benchmarking to enable it to measure and monitor the level of effectiveness in the company. This is the use of standard preplanned targets and measures of goals achievement in an institution, based on the performance of other similar organizations in the industry.
In this case of the school, the achievement of objectives can be consistently compared to the set targets, and the performance of other similar schools in the neighborhood. In this process, the school through the departments where the new teachers will be posted will be able to monitor their performance at work (Gladding, 2008).
Secondly, the school will use the comparison of the performance of the other new teachers to evaluate and rank performance. In the assessment, the set targets to be achieved are compared against the actual achievement in reality.
This will be used to determine the effectiveness of the various training activities and methods used during the orientation process. Well trained teachers will always teach more students and produce better performing learners as well as results. This will always stand out when compared to the performance of the other new teachers.
The time to time assessment of the teachers helps the institution to determine the teachers’ level of efficiency and effectiveness in the institution. The comments of the students themselves on the teaching techniques used by their tutor can also be used to determine effectiveness of the methods used in their training based on how easy they understand. Besides, employment of performance contracts will also help in the assessment of the performance of the new teachers.
In this case, they will be requested to sign a contract where a certain minimum performance target is set through their own suggestions of the possible targets. At the end of each semester, the performances of the teachers are compared to their initial targets to evaluate effectiveness. Through this comparison, the efficiency of the individual may be evaluated and ranked to establish competence and efficacy (Gladding, 2008).
The general conduct of the teacher in following the school rules and protocol when discharging his duties may also be used to rank the teachers understanding during the training. This may include the ability of the teacher to be flexible enough to adopt and use the culture of the institution. The better the teacher adopts, the better the methods used. Furthermore, the activity level of the teacher in the organizing of the various learning activities in the school is another major indicator of the effectiveness of the process.
After the assessment and ranking have been done and the best method established, the school takes special note of the specific methods that may be applied during such training activities. The utility of effective training methods facilitates the development of the institution through better performance and employee development in their career.
It instills good working skills and psychological maturity such that the individual will be able to perfect their skills and perform better. It further boosts accountability and responsibility through the institution’s working culture. Making the most out of relevant training methods helps to save time and resources that should be used in other functions (Gladding, 2008).
References
Forsyth, D. R. (2010). The Context of Learning and Its Environment. Boston: Person Publishers
Fox, A. (1999). Indusrial Socialogy and Indusrial Relations. Boston: Advent Works Press.
Gladding, S.T. (2008). Training Professionals. Chicago: Linder Schrelber-Genster publishers.
Masson, R. L. (2011). Assesment of Effectiveness After Training. New York: Free Press Publishers.
A flipped classroom represents an educational model of passing information and knowledge in which conventional lectures and styles of homework administration take the reverse direction of traditional teaching. Before classes begin, lecturers and instructors give students and pupils short video lectures about the topics in questions. Notably, this exposure to new resources occurs outside the classrooms. During class sessions, more time is dedicated on exercises, projects, and discussions using knowledge assimilation process. Most instructors, teachers, and lecturers pass their tutorials through videos and short clips via mailing lists or online repositories. Increase in internet connectivity continues to revolutionize this model of education with more focus on soft-copy notes. Markedly, the theory of flipped classrooms induces inspiration from lively teaching structures, learner involvement, and hybrid modes of education. This paper seeks to analyze three research studies on the concepts of flipping classroom and develop merits and demerits of this mode of instruction from the outcomes of such researches. According to Strayer (2007), the key elements involved in a flipped classroom are as elaborated in the figure below.
The diagram below highlights the opportunities that accrue to learners and teachers in flipping classrooms.
Video clips and lecture notes come in soft copy. This makes the notes and guides easily editable and re-recordable. For that reason, the students can pose and replay the clips many times to understand a concept. Hills (2013) notes that these benefits coupled by the reliability in content and convenience of access make the learning process relatively comfortable thus are increasing the chances of success. Since the notes and questions arise on an online platform, lecturers and instructors can easily develop a matrix of frequently asked questions to assess areas that require improvement. Equally, lecturers and instructors have the opportunity to develop timelines based on areas that require strong emphasis. This helps in distributing time to the topics based on the demand among the students (Risku & Harding, 2013). From an online platform, it is possible for the course departments to help students develop synthesis and explore such synthesis during the group discussions in class. Similarly, group discussions encourage teamwork in classroom contrary to traditional models that encourage individual homework. In a setting of group discussions and peer reviews, students learn and get ideas from their fellows, hence eliminating difficulties associated with individualized thinking in problems solving situations (Bergmann & Sams, 2012).
Demerits of Flipped Classrooms
Excess Reliance on Student Motivation
The ability to pass knowledge at an individual base forms the basis of flipped classrooms. Even though this model does so by initiating individualized speed of learning, it highly depends on students’ intuitive drives (Hake, 1998). Notably, for this model to benefit learners, adequate self-motivation is mandatory. Since the level of motivation varies among students, this model of instruction impedes convenient learning among less motivated students.
Difficulty in keeping all the Students on the Same Subject
For effective learning, teachers assess individual students in relation to the performance of the class or group members. However, executing this task in a flipped classroom becomes an obstacle due to the individualized learning structures. Similarly, the relaxed nature of flipped classrooms enables students stay in different levels of their education even though movements in grade seem mandatory. The worst part of this demerit is that it results in a situation where all students in one class are at different levels, compelling the instructor to start lectures afresh
Difficulty in Testing
Instructors and lecturers administer tests and assessment examination to a class of students at the same time to gauge how much each student was able to grasp during a specific period. In addition, the tests enable lecturers and teachers to evaluate the ability of each students and reference accordingly. In the event that students operate in a flipped classroom setting, they take examinations at different times, compromising of comparative evaluation. On the same note, tests and examinations administered at different times compel students to excessive procrastination, and only resort to studies when examination times approach (Godwyn & Gittell, 2012).
Fluctuation in Internet Accessibility
Internet connectivity is a prerequisite for flipped classroom. For example, availability of internet outside the classroom setting is mandatory for students and teachers to access notes (Aaronsohn, 2003). This implies that the method works only in areas with adequate internet connectivity. For this reason, students from the less fortunate members of the society and areas with unstable internet connectivity cannot use this model of education. This is a great setback to the adoption of learner-centered system of learning in all regions.
Promotion of Lazy learning Environment
Even though human beings work under individual will circumstances, it is important to note that a relaxed system of education derails the level of urgency necessary for learning as Glover (2013) denotes. Flipped classroom encourages students to slow down their rates of engagement in classroom activities. Once students develop slow learning tendencies, their rate of knowledge intake goes down resulting in decrease in the amount of materials and skills learned within a period. In this aspect, teachers are also reduced to mere observers given the high rate of learners’ interaction with the learning materials.
Mode of Implementation
Even though no research has developed a comprehensive and universal mode of implementing this model, flipped classroom entails the administration of pre-recorded notes and clips to students. In class, discussions follow such notes with students enjoying the opportunity to develop solutions to the problems and concepts sent via online platforms. The model gives students the opportunity to view a variety of lecture notes. Majority of lecturers and instructors using this model develop notes and clips running for an average of six minutes (Koch, 2013). During the interactive segments, students raise and pass questions to colleagues. As a of feedback analysis, instructors use the questions to gauge and test concept grasp levels among students. Equally, questions that fail to receive answers from students form the topic for class discussions.
In classroom discussions, some researchers lead and moderate the group discussions while others let student create, develop, and discuss solutions to the problems arising in concept grasps. In other settings, implantation of class discussion level of flipped classrooms entails development of ad hoc working groups that develop solutions to major problems within the course concepts. Instructors in such settings suggest different methods of problem solving, and, then, leave execution plans to the students. At this point, instructors’ roles are monitoring the progress and clarifying the contents developed from the ideas raised. Given the complexity of this model of instruction, several lecturers and instructors use it only on specific topics in order to ensure students stay together at all learning levels (Strobino, 2013).
Dr. Andrew Fairbairn’s Integrated Approach
Driven by the belief that traditional lecture tutorials fail in developing a formidable knowledge passage structure, Fairbairn undertook this study to explore the benefits of the flipped classroom in archeology. In his studies, Fairbairn argues that students need to engage in hands-on and practical designs in order to maximize knowledge acquisition. Additionally, he claims that key lecture contents need thorough practical analysis with students. Therefore, he developed a unique system of passing lecture topics and elements to his students. Through an online platform, Fairbairn placed lecture notes and short video clips on focused topics. He aimed at targeting maximum utilization of students’ own times. Markedly, this platform encourages problem-based learning in which students developed different ways of handling classroom problems. In his execution of the model, Fairbairn believed that less formal instructional arrangements unlocked prospects for improved peer reviews, thus developing adequate identification, tackling of misunderstandings, and direct learning as evident in traditional educational models. He also maintained that students within the flipped classroom structures developed a close rapport with the instructors at higher levels than those in conventional learning models (Fairbairn, n.d.).
Integrated Approach in the Study
In order to develop a comprehensive conclusion on the topic, Fairbairn developed a systematic method of analyzing the outcomes of the different models of instructions. His study began with an intricate study of the traditional structures in educational institutions. Under this study, he developed a yardstick for success factors based on the interactional characters, test scores, behaviors, and overall social orientation of the students. In the second group of study, Fairbairn focused on students under the flipped classroom structures. A hybrid group of students using traditional and flipped classroom structures represented the third group of students under study (Fairbairn, n.d.).
Findings
Traditional Models
Traditional models of instructions also known as contact sessions often begin with a recap of the previous lectures. Free-form questions and answers follow the first session. After the questions and answers session, students form groups, and engage in activities such as puzzles or games. This is to help analyze and deliberate on main queries arising from the second level of the lectures. In this group, Fairbairn ensured change of roles among the students based on class contributions. This group developed great problem-solving skills. However, their styles of developing solutions depended on the teacher’s guide based on the previous lectures (Fairbairn, n.d.).
Flipped Classes
The second group under flipped classes engaged the lecturer on issues and problems solving from individual opinions. Students get lectures and questions from an online platform then develop solutions to the problems. During the class sessions, instructors get different sets of ideas that students shoot in class discussion. The outcomes of this structure follow below.
Advantages
Appreciation
In this model of instruction, students acknowledge harboring chances to confirm their comprehension of the content both in formal and informal formative instructional undertakings. Developing a repository for instructional interaction between teachers and students provides the students with a platform to develop individual problem-solving skills. In many traditional educational models, such tendencies are absent given that teachers offer instructions before setting out tests and puzzles for students (Krueger, 2012).
High-test scores
The use of active learning models supports student-instructor engagements. For example, an increase in informal and formal interaction creates a beneficial relationship between instructors and students. The resulting multiplier effect of such effective relationship is increased online interactive sessions. Increase in time dedicated to classwork under teacher guidance improves students’ critical thinking, discussion, and skills in solution development. Quality critical thinking and problem-solving skills translate to high-test scores.
Flexibility
Flipped classroom models ensure flexible, active learning. Once students work under reliable and flexible circumstance, chances of missing lectures goes down. Students easily juggle between classwork, homework, and co-curricular activities with the surety of complete lectures. This offers students more time to act on other non-academic activities, hence improving chances of talent development.
Proper preparation
Use of online lecture notes and video clips to pass knowledge to students ensures proper and advance preparation. Likewise, students under this model have the ability to prepare to take posted notes at their convenience. This contradicts the contact sessions that confine students to routine systems of classwork with predictable break times. In essence, adequate preparation from both parties ensures maximum use of the resources, hence increasing chances of success. Similarly, use of online models to align assignment and review group-based discussions enables increased levels of engagement, widening further the scope of knowledge acquisition.
Demerits
Time consumption
Flipped classroom models require high investment in time and effort. In order to plan and design lectures and develop comprehensive online resources for every target groups, lecturers must dedicate adequate time and resources. Even though the material can last in the online platform for a lifetime, the time and dedication required to run and update an online database of lecture notes remains expensive.
Internet connectivity
Several learning institutions lack internet connectivity. Similarly, not all students hail from homes with internet connectivity. Since online platform requires adequate internet connectivity, its employment in areas without such structures remains impossible. It is very difficult to implement a flipped model in areas and community occupied by the low-income populations. In order to institute a flipped classroom in areas with less technology, adequate resources are necessary (Godwyn & Gittell, 2012).
Flipped classroom take up social times
Even though many scholars argue that flipped classroom helps regulate the amount of homework students take home, it is vital to note that flipped assignments remains homework. For proper social development, students need adequate time to pursue personal interest, connect with family members and friends, as well as engage in play and other physical activities. However, flipped homework denies learners such opportunities. Many students remain glued to the internet following up on flipped homework. This deprives the students of adequate social and bonding time with family members and friends.
Hybrid Models
This model represents the problem associated with excessive academic work. Despite offering students opportunities to complement contact lessons with flipped classwork, the resultant effects of this model remain excessive learning, which harms knowledge intake. Students in this group exhibit character of excess bookwork. Playing and other physical activity had the minimal time allocation in this group of study. Fairbairn argues that this type of model encourages drilling.
Strayer Jeremy’s Comparison
As technological advancement continues to revolutionize the world, several sectors of the economy become affected. Education structures are some of the leading casualties with great advancements in instructional arrangements. Several instructors use technology in college and school classrooms, making flipped classrooms become the most trending model. In this model, Strayer (2007) argues that flip classrooms enable lecturers to explore systems outside the classroom structures to pass knowledge. In this research, he develops a comprehensive comparison between classroom flip and conventional contact instructional models. In the flip classroom, Strayer uses an intelligent tutoring system to convey suitable concepts to his learners. In this system, learners developed lively learning activities that necessitated the use of computer spreadsheet suites to understand the study contents. In the conventional classroom, on the other hand, students enjoy contact lectures using slides on power point presentations as well as lecture notes delivered in hard copies.
After contact classes, students in the conventional class models practiced their course concepts through assignment completions outside classrooms (Strayer, 2007). Even though there are great arrays of varieties in learning activities and arrangements in flipped classrooms, different styles of lecture presentation create a sense of unsettledness within students in this group. Equally, issues of comfortable learning remained questionable in the flip classrooms. Traditional learning structures failed to register any of the above problems (Strayer, 2007).
Pillars of Flipped Learning by Flipped Learning Network
In this study, a group of researchers from George Moson University sets out to explore the benefits and drivers of flipped learning. Even though this model remained relatively inactive in many parts of the world few decades ago, its use continue to gain ground in America’s elementary and post-secondary classrooms. The study articulates that the model uses videos clips, power points presentations, and lecture notes to present guides and directions to students. Remarkably, it shifts learning structures from teacher-centered modes to student-driven models. This study used rigorous qualitative data available from the Colorado Schools to develop a matrix for evaluating drivers of the two different models of education (Strobino, 2013). Flipped classroom allows high number of learning structures through liberalization of education designs. In this setting, instructors and teachers enjoy flexible abilities of rearranging learning space to accommodate lessons schemes and units within specified timeframes. This coupled with the ability to supervise group and individual work outputs simultaneously makes this model the most viable.
Strobino (2013) observes that in the conventional education model, teachers represent the main source of information; this is contrary to flipped classrooms. Once students receive notes and lectures from the online platform, they engage in individual evaluations. Such evaluations get in depth in classwork through the guidance of instructors during in focused group settings. From the student’s perspective and critical thinking skills, solutions to the course concept problems become achievable. The study findings, however, reiterates that flipped classroom cannot eliminate the role of professional educators. This becomes evident in classroom discussions when lecturers and instructors moderate and guide student engagements. Therefore, the implication is that flipped classroom still relies on the traditional models of education to take center-stage.
Conclusion
Despite the reliability that comes with implementation of flipped classroom, it is important to note that the demerits exceed the advantages. Proper measures are necessary to check the negative impacts associated with the implantation of flipped classrooms. Setting up adequate supervisory structures to controls the students’ enjoyment of learning-at-will are necessary for checking any form of laxity. Similarly, investment in internet infrastructure remains vital for the successful implementation of this model since developing a flipped classroom setting in an area with low or minimal internet connectivity exposes learning institutions to chances of failure. Therefore, it is important to stick to the traditional model of contact lessons. Conventional modes of instruction do not only increase the rate of interaction between lecturers and students, but also create a setting for adequate interaction among students from different backgrounds, thus improving social development among the students.
References
Aaronsohn, E. (2003). The exceptional teacher: Transforming traditional teaching through thoughtful practice. San Francisco, CA: Jossey-Bass.
Bergmann, J. & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC: International Society for Technology in Education.
Fairbairn, A. (n.d.). An integrated approach in designing and delivering courses using active learning pedagogies, engagement strategies, and technologies for the flipped classroom model. Sydney: University of Queensland Press.
Glover, R. (2013). Teaching politics beyond the book: Film, texts, and new media in the classroom. New York: Bloomsbury.
Godwyn, M., & Gittell, J. (2012). Sociology of organizations: Structures and relationships. Thousand Oaks: Pine Forge Press.
Hake, R.R. (1998). Interactive engagement vs. traditional methods: A six- thousand student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74.
Krueger, J. (2012). Five Reasons against the Flipped Classroom. Web.
Risku, M., & Harding, L. (2013). Education for tomorrow a biocentric, student-focused model for reconstructing education. Rotterdam: Sense.
Strayer, J. (2007). The effects of the classroom flip on the learning environment: A comparison of learning activity in a traditional classroom and flip classroom that used an intelligent tutoring system. Ohio: Ohio State University Press.
Strobino, C. (2013). The effectiveness of flipping classroom instruction with homework assignments so as to increase student understanding in algebra. Bozeman, Montana: Montana State University Press.
I am providing a recommendation report regarding the problem of the poor classroom learning environment that I have faced on campus. It has come to my attention that there are omissions in the educational process organization. For that reason, I see a need to find a way to improve the situation. Since I am concerned about the quality of education I acquire, I am asking you to draw your attention to the points discussed below.
Analysis
I have encountered a row of inconveniences in the class environment organization on campus. These inconveniences have a negative impact on my academic performance and my health. Moreover, I am not the only student who has experienced such difficulties. Other students from the course have expressed similar concerns regarding the constitutes of our classroom environment. Below, I will address each point independently.
Insufficient supply of computers / slow work of some computers. This problem is the key issue of classroom learning environment organization on campus. Since there are not enough computers for all the students in the group, those who have to wait to operate a computer, fall behind in academic performance and mastery of the material. In addition, their academic skills remain inadequate to the requirements of the educational schedule. The slow work of some of the computers is another problem. These computers are outdated and thus, they do not meet the requirements of the current educational process due to the inability to support a row of programs and applications. The slow work of computers is also associated with insufficient software. For instance, some computers are furnished with old versions of programs characterized by slow data processing. Also, some computers have no software for working with brochures, posters, and other common types of academic projects.
Busy printing machine. As a result of this inconvenience, it is difficult to meet the deadlines set by tutors and print out class reading materials at the right time. Students compete to use the printing machine, which creates tension among them. Thus, another issue occurs, which is deteriorating relationships between students. Furthermore, when others are busy doing something important in class, I spend precious time queuing to use the printing machine.
Insufficient supply of chairs. Due to this shortcoming, banal human comfort is impossible. Some students have to use chairs that are inappropriate for academic settings. Moreover, chairs do not meet students’ expectations at such variables as height conformity and orthopedic requirement compliance. On this account, I have a problem with my back. Needless to mention, the problem is getting worse because I spend a lot of time in class. Other students have similar concerns. I would not want to end up with undermined health after my studies at college. In addition, the country needs not only highly qualified but healthy specialists. Therefore, such a trivial point as sufficient chair supply is vital for the effective learning process.
Recommendation
To solve the above-mentioned issues, the following steps are recommended:
The purchase of an adequate amount of contemporary computers and upgrade of those outdated. An estimated number of new computers to be obtained is five. An estimated number of available computers needing modernization is six. The sum to be allocated for obtaining five new computers and updating six currently available at class that needs modernization is $3000 (Price machine, 2014).
The college IT administrator should monitor classroom computers to identify any possible omissions in the software supply and remove them. For instance, I have found that some computers do not have the latest version of Microsoft software such as Microsoft Word, Microsoft Excel, and Microsoft PowerPoint Presentation. All those omissions have to be liquidated. Otherwise, even modern machines do not meet contemporary requirements.
The purchase of a sufficient amount of printing machines. The sum to be allocated for obtaining two printing machines is $658 (Copier print ink toner equipment, 2014).
The purchase of a sufficient number of new chairs. The sum to be allocated for obtaining ten new chairs that correspond to the standards elaborated by the healthcare institutions for educational environments is $3300 (HON, 2014).
Univocally, the prices offered by the sellers at their trading sites are not final. It is known that vendors are ready to offer discounts to wholesale customers. As the needs of the college are quite sizable, we may negotiate to have better bargain conditions. Therefore, the college may have an economy of at least ten percent on this purchase, which will be equal to approximately $700.
Implementation
The implementation of the recommendation provided above is connected with the four important actions – adopting the decision to apply the recommendation, negotiating with suppliers regarding the total price and discount they may provide, allocation of financial funds, and final installation of the purchased equipment to facilitate a classroom learning environment.
With regards to the adoption of decisions concerning improving the classroom learning environment, such a decision should be made on the earliest date since the situation needs an urgent response. Our college has achieved excellence in educational strategies and methods. However, the management still necessitates improvement.
Next, within the frames of the given recommendation implementation, it is necessary to connect suppliers to specify the information regarding prices. Since the planned procurement is wholesale, the equipment sellers may want to provide a discount to ensure future collaboration. This detail should be taken into account to economize the college funds.
Further, as the total amount of purchase is known, the bookkeeping office will need to allocate the sums to buy the needed equipment. At this point, the work should be done urgently because suppliers will need payments to ensure the promised discount.
Finally, the acquired computers, parts for computers, and printing machines have to be transported to the classroom and installed as well as chairs should be placed in the classroom. Besides, it is essential to make sure that the appliances operate well and have no defects. Lastly, you will need to verify that the obtained goods make their contribution to the facilitation of the classroom learning environment.
Decision Making
The importance of putting these recommendations into practice can be hardly underestimated. Our college is striving to provide high-quality education and create an efficient learning environment for all the students. To meet the requirements of the current situation in international education, the college management has to provide good equipment supply on campus. Without a sufficient amount of modern computers as well as without a sufficient amount of printing machines and chairs in all classrooms, exalted educational goals can not be turned into reality. As such, a positive decision concerning the recommendation provided in this letter needs to be adopted.
Respectfully, [Customer Inserts His/her Name].
References
Copier print ink toner equipment leasing business for sale. (2014). Web.
In both rural and urban settings, teachers are responsible for facilitating English Language Learners (ELLs) (Echevarria, Vogt, and Short, 2009). A study conducted by the California Department of Education (2010) notes that the approach used to educate ELLs determines the students’ outcomes. These strategies seek to help learners to be self-efficacious. Based on these findings, this essay discusses instructional strategies in Ell’s classrooms.
Strategies
First and foremost, Dahlman, Hoffman, and Brauhn (n.d.) note that teachers should make the lecture visual. This means that teachers can use visual representations when introducing new vocabularies and concepts. This may include charts, drawings, photographs, maps, and graphs. Also, teachers may illustrate new vocabularies using stories. For instance, they may use story maps and diagrams in their lessons California Department of Education, 2010).
Secondly, the teacher should link new information to the previous knowledge acquired (Echevarria, Vogt and Short, 2009). Therefore, they should take into account plans used by the ELLs in the learning environment. They should relate their teaching content to the learners’ cultural and personal experiences. This means that the teacher should understand how culture affects learning in the classroom. This will help them to adjust their strategies to reflect the cultural diversity in the class.
Thirdly, teachers should identify significant concepts in the content, define the language, and outline the content objectives to guide each lesson. These key concepts should be written in a student-friendly language. They can also start each lesson by outlining their objectives on the board.
Students ought to be assessed after the lesson to determine if the objectives have been achieved. For instance, language objectives may include applying grammar rules, determination of nouns, and the introduction of new vocabularies (Dolson and Burnham-Massey, 2011).
The fourth strategy is to adjust the vocabulary instructions (Dolson and Burnham-Massey, 2011). The ELLs need precise instructions at the beginning of new topics or terminologies. Therefore, teachers should help students to pronounce new words. In addition, ELLs should be introduced systematically to new phrases, idioms, words, and terms.
These vocabularies should be related to previous lessons and use visual reinforcement to enhance understanding. Furthermore, teachers should teach students new vocabularies that appear in the content. Moreover, teachers ought to make use of word walls while instructing learners in junior levels.
The fifth strategy is to use cooperative learning approach. This is because the lecture strategy excludes learners from the lesson, which undermines their ability of the learner. Therefore, small groups may be used for ELLs to facilitate the learning of new vocabularies and concepts. For instance, teachers may assign jobs to students in groups and monitor their participation (Echevarria, Vogt and Short, 2009).
Finally, teachers may modify homework and tests for ELLs (Dolson and Burnham-Massey, 2011). This suggests that the evaluation and homework of ELLs should be differentiated. For instance, educators should employ alternative evaluation methods such as physical response and drawings. Oral techniques can also be used in conducting evaluations. These styles should be modified to suit each learner. Furthermore, learners should be given learning guides that will assist them to organize information
Conclusion
Teachers should provide a supportive environment to ELLs to facilitate their potential to improve academically. The purpose of this essay is to highlight instructional strategies used in educating ELLs. Therefore, it requires a meaningful and clear focus in teaching new learners. In addition, teachers should be aware of cultural diversities in the classroom context to provide appropriate supportive tools to facilitate learning.
References
California Department of Education. (2010). Improving education for English learners: Research-based approaches. Sacramento, CA: California Department of Education.
Dahlman, A., Hoffman P. & Brauhn, S. (n.d.). Classroom Strategies and Tools for Differentiating Instruction in the ESL Classroom. Web.
Dolson, D. P. & Burnham-Massey, L. (2011). Redesigning English-medium classrooms: Using research to enhance English learner achievement. Covina, CA: California Association for Bilingual Education.
Echevarria, J., Vogt, M., & Short, D. J. (2009). Making content comprehensible for elementary English learners: The SIOP model. New York: Allyn & Bacon.
The effects of diversity in the classroom environment are not limited to only cultural identity but also include other aspects, such as race, social class, religion, gender, and language. Cultural identity is said to affect teaching, learning and home-school relationship in a variety of ways. Students from different cultural settings always face culture shock in a new class, which affects their ability to learn. In some cases, cultural identity can create physical and emotional upset, especially when students feel uncomfortable in the classroom. In extreme cases, when students feel that their cultural values are not considered, or their culture is put into question, teaching, learning as well as home-school relationship are affected, and the outcome of such a situation may include physical and emotional stresses as well as aggressive behaviour.
The issue of poverty has highly contributed to making classroom education extremely diverse. This issue is becoming a big problem for students as it affects their learning. It is also a challenge to teachers as it has an impact on teaching. The conditions and learning environment in which these students live may greatly influence their education. Due to the mobility of the families of these less fortunate children, making new friends becomes very difficult for them. In the academic and social aspect of school, it may be very difficult to improve their records or even involve these students in a classroom with additional activities from which their education may benefit.
In order to make the learning environment favourable to students faced with cultural identity issues, parents need to be directly connected and involved in managing these diverse background issues. This is because negative information caused by cultural differences may reach the parents and, in turn, greatly affect their relationship with the school. Hence, to enhance a positive relationship, the school needs to improve the involvement of parents by welcoming the last to participate in their children’s schooling, positively and respectfully communicate with them, be flexible in planning parents’ involvement activities and ensure there is a good and warm atmosphere to attend the various school events.
The way in which the school communicates with the parents determines if there will be a good relationship and partnership between the school and the parents. The most important thing to have in mind is that the message to be addressed to parents need not create any confusion that might bring the conflict between both sides involved. The goal to create a positive partnership may be achieved through respectful and positive communication. This is because most families are willing to ignore the language barrier when they get the feeling that they are respected. Enhancing good communication between parents and school needs to be done both in oral and written form, and in some instances, information should be provided in a home language.
The event details of parents’ involvement in the one-year plan include curriculum development, midterm meetings, and child welfare. The objectives of these events are to enhance the student’s development in class as well as social life both in school and at home, in order to improve their performance despite the cultural identity issues students face and to promote a good relationship between parents, students and school.
The chart below shows the detailed plan on the level of parents’ involvement in three major school activities, which include curriculum development, midterm meetings, and child welfare. Parents are seen to show a higher level of involvement in activities if the child welfare is concerned as compared to curriculum development and midterm meetings.
What is the effect of classroom climate on the development of interracial and intergroup relationships among students?
What are the effects of cultural diversity in the classroom on academic performance?
What are the effects of diversity in undergraduate institutions in influencing student outcomes?
What can Cafeteria seating patterns tell us about intergroup relationships in students?
How does racial discrimination affect African–American adolescents in schools?
How can diversity courses influence student attitudes towards racial discrimination?
Abstract
Racial discrimination is a challenge that affects several individuals all over the world. To minimize the problem, schools need to develop a classroom climate, which facilitates high interaction and establishment of interracial and intergroup relationships among students.
Furthermore, countries need to embrace and utilize the concept of racial and cultural diversity since it offers positive results and productive ideas. Diversity is also very important in undergraduate institutions as it provides a platform where students can exchange ideas and attain academic excellence. Some of the initiatives that are useful in curbing racial discrimination include engagement in diversity courses.
Classroom Climates and Students’ Intergroup Behavior
In relation to findings from past research, students, who study in informal classroom climates, have good intergroup and interracial relationships as opposed to those, who study in formal classrooms. The article focuses on the importance of employing a classroom climate that provides great interaction opportunities for the students. Evidently, the article is very practical in coining the aspect of an informal classroom climate as an important setting that augments the level of interaction among students (Serow & Solomon, 1979).
The article argues that formal classroom climates are teacher dominated, and thus, minimize interactions among students. Remarkably, the article explains that amplified student interaction helps develop good interracial and intergroup relationships.
In the hypothesis of the article, informal classroom environments are likely to yield positive interracial and intergroup relationships, unlike their formal counterparts. Some of the assumptions that the study made include the assumption that there were no changes before and after observations and that everything was the same before the research.
Some of the important details from the population studied comprised their varying levels of desegregation. The article sampled 13 schools that composed varying students from minority groups and 12 actively desegregated schools. By selecting the population and using it in the study, the article effectively acquired diverse levels of expertise in the concept of student behavior and classroom climates.
Serow and Solomon (1979) explain that the results of the research ascertain that positive interracial and intergroup relationships develop in classroom climates that facilitate increased interaction among students.
Moreover, the findings also indicate that teachers have a role to play in instilling the values that support and encourage good relationships among heterogeneous students. Conclusively, it is paramount to understand that informal classroom climates can yield positive results when combined with other factors that include encouragement of cooperation and friendship among students.
Cultural Diversity in the Classroom and its Effects on Academic Performance
In some places such as Switzerland and Germany, there is a belief that immigrant students lead to decreased academic performance and quality of education in schools. Evidently, some people in these countries believe that immigrant students initiate low-quality education and affect the overall performance of schools (Konan, Chatard, Selimbegović, & Mugny, 2010).
As a result, the article tries to ascertain the authenticity of the belief. Imperatively, the article elucidates that unlike the beliefs held by these individuals, the presence of diverse students in a school yields positive outcomes and high performances. The article asserts that the concept of diversity in culture and race leads to a wide spectrum of ideas, and hence, an overall increase in the performance of students in schools.
The important details on the population sampled include the high number of participants involved. According to Konan, Chatard, Selimbegović, and Mugny (2010), the article sampled almost 0.25 million students during the research, a factor that was very instrumental in expanding the level of knowledge concerning the issue. Moreover, the high number of respondents increases the credibility of results obtained as opposed to the use of a few respondents.
The research concluded that indeed, the belief held by some people in continents such as Europe is false since the presence of immigrant students in learning institutions increases the performance and quality of education. From the findings, it is clear that immigrant students demonstrate higher performance and do well as opposed to the belief that they are responsible for the poor performance experienced in various learning institutions.
Diversity at Undergraduate Institutions and their Influence on Student Outcomes
The article seeks to address findings from past researchers, who argue that diversity has a range of positive results in undergraduate institutions. From the article, it is apparent that several scholars used findings, which were not accurate and concise. As a result, some of the findings are erroneous and require corrections (Gottfredson et al., 2008). The presence of errors in past findings compelled the research in the quest to get authentic results that reflect the actual state of affairs.
Some of the assumptions that the article made include the notion that the findings reflect the overall state of affairs in all undergraduate institutions. The research assumes that the results will be useful and applicable in all undergraduate institutions all over the region. The article points out that, indeed, there is a significant influence related to the presence of diversity in undergraduate institutions.
To ascertain the relevance and credibility of findings, the article outlines two methods that were useful in data collection. The implication of two data collection methods is an increased amount of respondents and enhanced feedback. Moreover, by using a considerable amount of respondents, the research is practical and gives findings that are near perfect. Gottfredson et al. (2008) assert that the findings explain that there is a strong influence in undergraduate institutions that have pronounced diversities as opposed to homogeneous institutions.
From the findings, it is clear that institutions, which have heterogeneous students, demonstrate increased impacts concerning influences on outcomes that are associated with diversity. The article concludes by stating that the concept of influence and diversity requires more research so that the validity of diversity and its impact on the outcomes of students becomes achievable.
Same Spaces, Different Races: What can Cafeteria Seating Patterns Tell Us about Intergroup Relations in Middle School
Past studies have recorded that students demonstrate considerable segregation in their sitting arrangements at the cafeteria. Although the schools offer high levels of interaction and boost the chances of interracial relationships, students associate with members of their races. Therefore, the research sought to understand the causes of segregation and the authentic nature of the findings.
Notably, the findings highlight that students from marginalized communities can, at times, sit together in a cafeteria, whereas the majority cluster themselves in another location of the same room.
The article is certain that, indeed, segregation in school cafeterias is real and practical. Conversely, it elucidates that segregation is a result of marginalization and limited contact that takes place outside the school (Echols, Solomon, & Graham, 2014). As such, the research focused on ascertaining the level of truth in the hypothesis presented in the article.
Some of the important details pertaining to the population studied comprise its heterogeneous nature and small socio-economic diversities. In essence, the focus on heterogeneous population occasioned because of the need to understand the presence or absence of segregation in school cafeterias. Moreover, the use of a population that has minimal diversity in socioeconomic status was because the study wanted to obtain findings that had little influence related to socioeconomic backgrounds.
The results of the research outlined that there is some kind of segregation in schools. Echols, Solomon, and Graham (2014) highlight that students like associating with others, who are members of their race. Additionally, it was apparent that there are instances where marginalized students, such as Latinos and African–Americans, sit together in a cafeteria. The act of crossing boundaries between the Latinos and African–American students is due to their marginalization.
School Diversity and Racial Discrimination among African-American Adolescents
The research occasioned from the findings of past studies, which state that the level of diversity in schools leads to differences in the magnitude of racial discrimination among African–American adolescents. From the findings, many African–American students experience racial discrimination, a factor that seriously affects their mental health and performance in school.
According to Seaton and Douglass (2014), the article explains that several adolescents from African–American societies believe that the rate of discrimination is high in schools that have a pronounced a number of whites. The main hypothesis developed by the article is based on the concept that the higher the diversity, the higher the level of discrimination. The article highlights that the chances of racial discrimination are high if the school has a majority of individuals from a singular community or race.
The major factor that is dominant in the population sampled transpires from the level of objectiveness demonstrated by the article. In the article, African–American adolescents gave their responses concerning racial discrimination encounters and their backgrounds (Seaton & Douglass, 2014). The relevance of the population studied is evident since the use of African–American adolescents is practical in the achievement of results that reflect the reality in various schools around the country.
Principally, the adolescents gave an account of the instances that they have experienced racial injustices and by doing so, increased the level of understanding of the concept of research. In the article, the research found out that although African–Americans advanced high levels of racial discrimination, other communities, such as Latinos and Asians, had different experiences based on diversity.
Understanding What Students Bring to the Classroom: Moderators of the Effects of Diversity Courses on Student Attitudes
In response to research based on the interactions among students in schools and the level of racial discrimination that students experience, the study sought to establish the relevance of diversity courses in resolving the challenge. Cole, Case, Rios, and Curtin (2011) elucidate that the article explains that the courses focused on reducing the attitudes and actions that triggered racial discrimination in schools.
Notably, the article states that schools are places that witness high levels of racial discrimination, and hence, by ensuring that the students go through the process, the challenge diminishes. In its hypothesis, the study highlights that diversity courses are very important in curbing the challenges associated with racial discrimination and segregation in schools.
The most outstanding factor that concerns the studied population is the use of a sample that comprised students. The use of students in the category of respondents is very suitable since schools are places characterized by frequent interactions and high chances of racial disparities (Cole, Case, Rios, & Curtin, 2011).
The implication of the chosen sample population is increased credibility and practical nature of the findings. Fundamentally, the results from the study affirmed the hypothesis, and the article elucidates that the courses had a positive impact on the level of racial discrimination. The positive results transpired as those who went through the program understood the importance of respecting individuals in society regardless of their race.
References
Cole, E., Case, K., Rios, D., & Curtin, N. (2011). Understanding what Students Bring to the Classroom: Moderators of the Effects of Diversity Courses on Student Attitudes. Cultural Diversity and Ethnic Minority Psychology, 17(4), 397-405.
Echols, L., Solomon, B., & Graham, S. (2014). Same Spaces, Different Races: What can Cafeteria Seating Patterns tell Us about Intergroup Relations in Middle School? Cultural Diversity and Ethnic Minority Psychology, 20(4), 611-620.
Gottfredson et al. (2008). Does Diversity at Undergraduate Institutions Influence Student Outcomes? Journal of Diversity In Higher Education, 1(2), 80-94.
Konan, P., Chatard, A., Selimbegović, L., & Mugny, G. (2010). Cultural Diversity in the Classroom and its Effects on Academic Performance: A Cross-National Perspective. Social Psychology, 41(4), 230-237.
Seaton, E., & Douglass, S. (2014). School Diversity and Racial Discrimination among African-American Adolescents. Cultural Diversity and Ethnic Minority Psychology, 20(2), 156-165.
Serow, R., & Solomon, D. (1979). Classroom Climates and Students’ Intergroup Behavior. Journal of Educational Psychology, 71(5), 669-676.
Addenda
Classroom Climates and Students’ Intergroup Behavior
Robert C. Serow
North Carolina State University
Daniel Solomon
U.S. Bureau of Census
Washington, D.C.
Cultural Diversity in the Classroom and its Effects on Academic Performance: A Cross-National Perspective
By: Paul N’Dri Konan
University of Geneva, Switzerland
Armand Chatard
University of Geneva, Switzerland;
Leila Selimbegović
University of Geneva, Switzerland
Gabriel Mugny
University of Geneva, Switzerland
Does Diversity at Undergraduate Institutions Influence Student Outcomes?
By: Nisha C. Gottfredson
Department of Psychology, University of North Carolina, Chapel Hill;
A. T. Panter
Department of Psychology, University of North Carolina, Chapel Hill
Charles E. Daye
Department of Psychology, University of North Carolina, Chapel Hill
Walter A. Allen
University of California, Los Angeles
Linda F. Wightman
University of North Carolina, Greensboro
Meera E. Deo
University of California, Los Angeles
Acknowledgement: This study received funding from the Law School Admission Council (LSAC). The opinions and conclusions contained in this article are those of the authors and do not necessarily reflect the position or policy of LSAC.
Same Spaces, Different Races: What Can Cafeteria Seating Patterns Tell Us About Intergroup Relations in Middle School?
By: Leslie Echols
Department of Education, University of California, Los Angeles;
Brett J. Solomon
Department of Liberal Studies, Santa Clara University
Sandra Graham
Department of Education, University of California, Los Angeles
Acknowledgement: The third author was supported by grants from the National Science Foundation and the National Institute of Child Health and Human Development. Special thanks to Jeffrey Gornbein, Department of Biostatistics, University of California, Los Angeles, for help with the analysis.
School Diversity and Racial Discrimination Among African-American Adolescents
By: Eleanor K. Seaton
Department of Psychology, University of North Carolina–Chapel Hill;
Sara Douglass
Department of Psychology, Fordham University
Acknowledgement: This project was partially funded by the generous support of the GlaxoSmithKline Foundation to the University of North Carolina–Chapel Hill Program on Ethnicity, Culture, and Health Outcomes (ECHO). The authors gratefully acknowledge all members of the Racial Experiences of Youth Laboratory (REYLAB) for their assistance.
Understanding What Students Bring to the Classroom: Moderators of the Effects of Diversity Courses on Student Attitudes
By: Elizabeth R. Cole
Departments of Psychology and Women’s Studies, University of Michigan;
Kim A. Case
Psychology and Women’s Studies, University of Houston-Clear Lake
Desdamona Rios
Psychology and Gender and Women’s Studies, Bowdoin College
Nicola Curtin
Department of Psychology, Clark University
Acknowledgement: This research was supported by a grant from the National Center for Institutional Diversity, University of Michigan. We are grateful to Mei Guan for research assistance and Trey Williams for helpful feedback on the manuscript.
The classroom learning environment is crucial to promote effective learning and ensure positive behavior of students. According to Guardino and Antia (2012), “The physical arrangement and features of the classroom environment, such as seating arrangements, lighting, and organization, can influence students’ behavior and attention to academic tasks” (p. 518). For younger students, the classroom environment is of primary importance, as students spend the vast part of their day in one classroom. The two classroom plans produced as part of the assignment fulfill the requirements defined by research studies, thus enabling students to learn more effectively.
The first plan is for a pre-K stage classroom (Figure 1). As seen from the labels, the classroom is separated into various learning and activity centers, such as a dramatic play center, arts center, and more. According to Rohrer and Samson (2014), ensuring that the classroom is separated into several sections used for different purposes enhances the learning environment. Each learning center in the classroom is equipped with the necessary materials to promote learning. For instance, the art learning center is located close to the sink and storage area, which allows students to have access to the necessary supplies, such as paper, paint, and other materials. The literacy learning center is located near the shelves and the teacher’s desk.
According to research ensuring the availability of reading and writing materials, as well as instructional support, is significantly associated with the development of alphabet knowledge and name-writing ability in preschool children (Guo, Justice, Kaderavek, & McGinty, 2012). The group work area, on the other hand, has comfortable seating. Individual chairs can be used by students who are shyer to reduce the anxiety of participating in a shared activity, whereas the sofa and beanbag chairs will be useful for more relaxed students. The group work area can also be used for rest and play; the presence of a comfortable area that is suitable for different activities contributes to a positive learning environment (Bautista & Borges, 2013). Overall, the constructed pre-K classroom enables students to collaborate and learn in a positive and comfortable environment.
The second floorplan was designed for children in the first grade of school (Figure 2) and represents a transition from a highly diverse classroom used mainly for academic play to a more traditional learning setting that is still equipped with all the necessary tools to ensure comfortable and efficient learning. Similarly to the pre-K classroom, it is separated into different activity areas. According to Rohrer and Samson (2014), distinctive classroom areas convey the teacher’s expectations about appropriate behavior to students, thus aiding them in entering the desired mindset for the activity.
The classroom plan contains a general learning area, designed for students to receive instruction and work on individual or paired task. The science learning and group work area use two kidney tables to form a large round learning space, allowing all students to see one another, which is crucial to engage in group work or discussion. Lastly, there is a rest and play area that is separated from the general learning area by a set of shelves. The rest and play area feature all the necessary components to provide students with a comfortable environment in-between activities. According to Bautista and Borges (2013), carpets, pillows, sofas, and other attributes designed to improve comfort promote student well-being.
Finally, maintaining the cleanliness and organization of learning and rest areas can help to ensure that the condition of the classroom is perceived as excellent both by parents and students, as student perception of classroom condition was found to be an important predictor of motivation and learning outcomes (Asiyai, 2014). Overall, both classroom floorplans exhibit features that help to establish a positive learning environment, thus allowing students to achieve their full learning potential.
References
Asiyai, R. (2014). Students’ perception of the condition of their classroom physical learning environment and its impact on their learning and motivation. College Student Journal, 48(4), 714-723.
Bautista, G., & Borges, F. (2013). Smart classrooms: Innovation in formal learning spaces to transform learning experiences. Bulletin of the IEEE Technical Committee on Learning Technology, 15(3), 18-21.
Guardino, C., & Antia, S. D. (2012). Modifying the classroom environment to increase engagement and decrease disruption with students who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 17(4), 518-533.
Guo, Y., Justice, L. M., Kaderavek, J. N., & McGinty, A. (2012). The literacy environment of preschool classrooms: Contributions to children’s emergent literacy growth. Journal of Research in Reading, 35(3), 308-327.
Rohrer, M., & Samson, N. (2014). 10 critical components for success in the special education classroom. Thousand Oaks, CA: Corwin Press.