EDF 2085 Reflection Paper #4

Jackie Lawrence
Reflection Paper #4
EDF 2085

In Chapter 1 of our textbook, Human Diversity in Education, it sounds like Samantha got a lot out of her diversity course. She imagined many possible scenarios that might surface once she becomes a teacher. Consequently, she wondered if she would be as effective as she initially thought. As our country is becoming more and more diverse, so are our classrooms. Differences in religions, race, culture, as well as handicaps and gifted learners, pose as enormous challenges for educators and administrators to overcome. Furthermore, education itself is changing. The No Child Left Behind Act, signed in 2002 by the federal government, raises many hardships and a lot of anxiety for teachers. It seems absolutely impossible to be a successful teacher in a classroom with 25-30 very different students, all with unique learning styles and capabilities.
For me personally, as a young adult, my curious personality has led me to get to know all different walks of life. My high school education was the complete opposite. I attended a 97% white Catholic High School, with 126 students in my graduating class. The nuns were tough, Saturday detentions were miserable, and it was their way or no way. Even though I placed second academically of those 126 kids at graduation, I had no clue what the real world was all about. All I really learned in high school concerning diversity was that some people are good, and a lot are not.
It is in my nature to trust that humans, no matter what color, religion, intelligence, or handicap, have good-hearted, pure, beautiful souls. Because of this, I’ve been pretty disappointed and hurt more than once. Concerning adults and diversity, I am still learning and sometimes demonstrate terrible judgment. However, I will always adamantly believe that children are blank canvases, no matter what hardships they may have undergone already in life. Teachers, administrators, and counselors are primary influences, and must understand that they have the power to change someone’s life for the better. As a matter of fact, it’s their job. It doesn’t matter how obnoxious that little boy is, or how the Jewish girl can’t seem to get along with the Italian girl. There are underlying reasons behind the obvious problems, and it is our responsibility to assess, transform, and move on. For instance, if the slightly overweight, not so smart 5th-grader named Tommy is being harassed throughout his day, we need to notice. It is then necessary to teach his classmates the beauty of acceptance, as well as provide Tommy with some kind of extra care. I might be living in somewhat of a fantasy world, but I truly trust that diversity will no longer be an issue if administrators make it a priority early in the game. Racism is taught, it is not innate. Additionally, learning styles are unique, and not every child is born with the same capabilities. However, teaching in these conditions is not impossible. Every child has the right to experience equality, success, and social mobility in the classroom. Thus, multicultural education is essential and will revolutionize the future of America if we can make it work.