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Education is a multifaceted endeavor, presenting teachers with the intricate challenge of catering to students with diverse experiences, cultures, interests, and abilities. The profound impact of this diversity on learning necessitates a flexible and individualized approach to teaching. In this comprehensive exploration, we delve into the significance of understanding and addressing learning styles, various approaches in the classroom, challenges faced by teachers, and derive insights from historical teaching methods, particularly those employed by Jesus. The overarching goal is to establish a balanced and holistic approach that considers both educational theories and Christian principles.
Teachers must recognize that students possess distinct preferences in how they receive, perceive, interact, and respond to information—commonly referred to as their "learning style." Howard Gardner's multiple intelligence theory categorizes learners into seven distinct categories, including visual/spatial, aural, verbal/linguistic, physical/kinesthetic, logical, social/interpersonal, and solitary/intrapersonal.
While most students have a preferred learning style, they can adapt to others, allowing for a versatile approach in the classroom (Howard Gardner, Multiple Intelligences and Education, 2007).
The diversity inherent in the classroom presents a complex landscape for teachers, demanding the formulation of adaptable learning and teaching models.
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Some researchers advocate for aligning instruction with the content being taught, emphasizing brain plasticity and the brain's ability to transform and increase its learning capacity (Walker, S. 2010). Conversely, others stress the importance of matching instruction with individual students' learning styles, recognizing the diversity within the student body. Striking a balance between these perspectives is crucial for effective teaching.
One compelling argument suggests that learning styles are important, but teachers should match instruction to the content rather than the preferred learning style of the student (Glenn, D. 2009).
This approach gains plausibility in light of research into brain plasticity, suggesting that the brain has the ability to transform and adapt, thereby increasing its capacity to learn (Walker, S. 2010).
However, the literature overwhelmingly suggests that a more individualized approach, aligning instruction with the learning styles of each student, is ideal for maximizing educational benefits. Nevertheless, in practice, theory and expectations often fall short of reality.
Implementing personalized learning styles in a classroom with 20 to 25 students poses significant resource challenges. Many teachers may lack the comprehensive knowledge needed to address every form of diversity, particularly in cases of students with special needs. Budgetary constraints often limit access to specialist aids, hindering the effective implementation of personalized learning approaches. High-stakes testing, such as NAPLAN, further complicates matters by pressuring schools to adhere to traditional core curriculum structures for reputational and financial reasons (Tomlinson et al., 2003).
With class sizes often ranging from 20 to 25 students, trying to cater to every student’s individual learning preference can be very resource intensive. Very few teachers will have the knowledge and understanding of every form of diversity within their classroom. Teaching students with special needs is a prime example, often requiring assistance from specialist aids. This is all good and well in principle, however, additional assistance usually comes at a financial cost, where often schools are restricted by budgetary constraints.
High stakes testing such as NAPLAN can also create conflicts between what is best for the students and what is best for the school. This may exacerbate the unwillingness of school hierarchy to deviate from traditional core curriculum/structures, as overall results can often be linked with a school’s reputation as well as government funding. (Tomlinson et al. 2003)
Examining historical teaching methods, Jesus stands out as a model for educators with diverse student bodies. His use of parables, grounded in the daily lives of his audience, illustrates the importance of adapting teaching to the experiences of the learners. Jesus, through his actions and teachings, exemplified the transformational impact a teacher can have on students, emphasizing the need for teachers to be adaptable and nurturing role models (The Role of the Christian Teacher, 2013).
Jesus was the epitome of what a teacher with a diverse student body needs to do. He taught in parables imbued with illustrations familiar to the daily lives of all the people in his audience, who had a diversity of experiences. By teaching through stories, of shepherds, fishermen, seasons of growth and harvest, rich men, servants, kings and slaves, he was able to impart the same message, to a diverse audience, so that all could relate to, and understand according to their own experiences.
Teaching methods of old sought to adapt the student to the material being presented. Jesus’ methods aptly illustrate that today’s teachers need to be able to adapt to the learning capacity of the students.
Jesus also differed in many ways to those around him but transformed the lives of others by the way he lived. By his example, he helped mold many into his own image (The Role of the Christian Teacher 2013).
As teachers who are Christian, our aim should not be to directly preach about Christianity. This can be left to the local church priest or pastor, and the willingness of the individual to accept such a direct approach. In a diverse classroom there will be students with vastly different beliefs and experiences that contrast our own, and that impact on their learning capabilities. The goal would then be, like Jesus, to subtly portray our Christian understanding by our own actions, therefore becoming a role model to students. Jesus taught:
“…everyone who is fully trained will be like his teacher” Luke 6:41 As role models, we should be aware that students may imitate and model their behaviour according to the way we as teachers act, speak and behave. Therefore, unless our behaviour is aligned with fundamental Christian
principles, it can do more harm than good. It would be wise to follow the encouragement given by the apostle Paul: “Imitate me as I imitate Christ” 1 Corinthians 11:1
…by living out our faith, we show our students the essence of God through our own words and deeds.
In conclusion, a balanced approach that integrates educational theories and Christian principles is essential for effective teaching in diverse classrooms. Acknowledging and addressing various learning styles is crucial, ensuring students develop attributes from all styles for future success. Inclusive teaching, flexible grouping, scaffolding, and engagement with parents and colleagues are strategies that can aid teachers in creating an environment that caters to diverse learners. By employing a variety of teaching methods, including technology, teachers can present material in multiple styles simultaneously, fostering interest and motivation for learning. Ultimately, the role of a teacher is to nurture students, expose them to diverse learning styles, and empower them to become independent learners, adapting teaching methods to stimulate each student's desire to learn.
Employing a balanced approach is no easy task, but can be aided in a number of ways:
Firstly, inclusive teaching, were students are not segregated or made to feel inferior due to differences in preferred learning styles or abilities. Aligned to this is the idea of flexible grouping where research shows that when students are put in small groups comprising varying learning preferences and abilities, weaker students attain better learning outcomes, without detriment to stronger students. (Tomlinson et al. 2003)
Secondly, Scaffolding where teachers, peers or teaching aids; support, assist and guide the student, particularly those who have difficulty. This is a more personalized approach to the flexible grouping.
Thirdly, Engagement with parents/carers and students enables the teacher to attain valuable information about the student, and engagement with colleagues can assist in gaining additional knowledge or formulating shared strategies.
Finally, Methods of presentation is at the heart of catering to diverse array of learners. Using technology enables a teacher to present material in multiple styles at the same time.
(Guidelines for responding to learner diversity in the classroom through curriculum and assessment policy statements 2011)
Ultimately, we as teachers need to nurture students, and expose them to a variety of learning styles, despite our own preferences, enabling them to become independent learners. Children are less flexible and cannot easily adapt to unfamiliar learning styles, so it is incumbent upon the teacher, to adapt and modify teaching methods, activities and environments in order to create interest, thereby stimulate and motivate a student’s desire to learn.
Nurturing Diverse Learners: A Holistic Approach. (2017, May 16). Retrieved from https://studymoose.com/diversity-in-the-classroom-2-essay
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