Read a selection of your colleagues postings. As you read their responses, note those to which you would like to respond with advice, questions, comments, and/or encouragement.
Respond to two or more of your colleagues who chose a different scenario than you. Suggest alternative strategies for dealing with the scenario(s).
Return to this Discussion in a few days to read the responses to your initial posting. Reflect on what you learned in this activity and/or insights you gained this week.
here is my first colleague Educator A
When I started at my current University in 2019, this scenario was a true event that happened in one of my classes. The student was from Laos, spoke with a heavy accent, but I understood her English at a minimum. I noticed during my classroom lectures and interactive discussions, she hardly spoke, and when and If she did her head was down and I couldn’t hear her. The first thing I thought about was how do I need to engage her more with a combination of motivation and active learning that made sense to her as an individual (Barkley, 2010). I automatically thought about my reading this week. As educators, we should treat our students as individuals but also keep in mind that all students are not created equal when it comes to how they learn (Davis, 2009). As a minority woman, I know what it feels like to be offended and isolated. Once I noticed the student’s behavior, after class I conducted one-on-one with her and I asked her what was going on. The student said she felt left out from her group, she missed her family, and she was struggling to understand the content/material.
I shared my personal story with her about how I left my family and comfort zone to come to a place that struggles with diversity and culture, and how I was the first black woman in my positions and the only black woman on campus. At that moment, I could tell she realized we here one and the same. I asked her would she be open to me speaking with her group and if she and I did weekly check-ins. She agreed to both and the group was happy to help and realized why the other student felt the way she did. During our weekly check-ins in my office, we had lunch, talked about the course material, family, and life.
Long story short, Covid19 happened and she had to go back to her home country, so we decided to keep in touch via social media, and we’re still doing our weekly check-ins.
Barkley, E. F. (2010). Student engagement techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
and her is my second colllegue It looks like we picked the same scenario. I am ccurious about your response. I see that you would engage specific student’s parents in the conversation, but I wonder till what age would that be effective. I have high school students in my class, and I am never sure whether its appropriate to engage with parents.
I like how you highlighted building a positive rapport for the student to feel appreciated. Although you highlighted a technique from a different resource, I believe your approach is an example of Demonstrating Responsiveness from The Skillful Teacher, pg 51.
i need two paragraphs with it on reference with colleagues
here is summary assignment Diversity Scenarios
Consider how the resources this week have increased your understanding of influences that contribute to differences among adult learners. By anticipating the mix of experiences, attitudes, and abilities you will likely find among the adults with whom you work, you will be better prepared to provide each learner with the appropriate support to encourage maximum success.
Educating diverse groups of adult learners is no easy task. That applies to learners and to you as an adult educator as well. Be aware of your own experiences, attitudes, and expectations that might cloud your judgment about individual learners, and draw on knowledge and strategies to help you make accurate and informed responses to “diversity scenarios.”
Test yourself with the diversity scenarios that follow. Read each one and reflect on your understanding of the situation and the adult learners involved. Consider information from the Resources this week that would provide guidance for responding most appropriately to each.
Educator A: In a community college classroom, a student stands out to you, even though he seems to be doing his utmost to be inconspicuous. He never volunteers an answer and when you call on him, he mumbles his response. He speaks in a deeply accented voice and although you have some difficulty catching his every word, what you understand indicates that he is thinking critically about the course content. That impression is confirmed by his first written assignment. You wonder about his potential, what may be influencing his classroom demeanor, and how best to support him.
Educator B: You are leading a two-day orientation of new caseworkers in child protective services from across a wide region. As the associates enter the room, you see two women in wheelchairs among the group. You plan to cover requirements as well as “dos and donts” of home visits. You wonder about the womens physical limitations and if all of the material that you have planned is appropriate for them. You are also concerned about whether you, the women, and/or other members of the group will feel self-conscious when you discuss aspects of the job that involve/require mobility.
Educator C: You are reviewing evaluations from a corporate training session with Human Resources associates at a large company. Your focus was hiring, layoff, and firing practices, with special attention to questioning techniques and termination statements to avoid charges of age discrimination. You followed your preferred format: using a PowerPoint presentation as a visual, discussing key points, and providing copies of the presentation as a handout. Many evaluations are positive and mention the value of the PowerPoint as a reference. However, there are a number of complaints along the lines of “I was expecting more than a lecture. It would help to try out techniques or observe situations to critique.” You wonder how much importance to give those criticisms, what would be involved in accommodating those suggestions, and whether doing so might raise other issues or challenges to consider.
