Yvonne Bunkley Ch.4 Reflections

Review

            Chapter 4 of “Developing Multicultural Educators”(Noel , 2008) examines teachers’ attitudes toward their students and how it affects the students’ classroom performance and relationship with peers. Chapter 4 outlines different learning styles and tests used to determine learning styles, and the implications for students in the classroom.

            A students’ perception of their ability to learn can be greatly impacted by how the teacher perceives that student. Some teachers believe that a child’s race, economic status, and family structure determine that students’ ability to learn. If the student comes from a background that the teacher considers “deficient” in some way, then the teacher may believe that something is lacking in that student that  is beyond the teachers’ ability to “fix”. This Deficiency orientation absolves the teacher of all responsibility for the students’ failure.

            Teachers who subscribe to the Difference Orientation approach to learning do not assume a child is wrong or “needs fixing”  because he or she may bring background knowledge or experiences to the classroom that are different from those of the teacher. The Difference orientation centered teacher is proactive in examining how his or her classroom practices can be improved upon to address the learning experiences of all of their students.

            Teachers who want to move from the teacher-centered Dificiency approach to the child-centered Difference orientation should begin by recognizing that all cultures are unique and just as valid as the dominant culture.

            One way to ensure that teachers can effectively reach all of their learners is by studying the learning styles and learning strategies that students use when approaching learning situations. Noel (p.133) asserts that individual patterns of learning behaviors are fairly established and consistent from 1 type of learning experience to another. Learning styles are an individuals’ consistent, stable pattern of learning, whereas, learning strategies refers to the techniques that a person uses in order to accomplish a learning task. Both types of learning have been shaped by our experiences.

            An individuals’ unique learning style includes factors such as the physical setting they prefer to learn in, as well as the social setting they prefer. The senses a person uses when learning can be visual, auditory, kinesthetic, tactile, or a combination of these.

            There are many instruments available to determine learning styles. Among these are the Edmonds Learning Style Identification Exercise (ELSIE), the Kolb Learning Style Inventory, the Hidden Figures Test, Learning Styles Inventory, the Paragraph Completion Method, and the Gregorc Learning Style Model. Chapter 4 described each test, giving detailed information about each.

            Chapter 4 describes how Howard Gardner’s (1983) theory of multiple forms of intelligence has allowed us to move beyond the traditional measures of intelligence, such as I.Q. 
The multiple forms of intelligence theory stresses that all of us have each of the seven levels of intelligence but the amount varies among individuals.

Reflect

            I agree with Noel (2008) that teachers tend to view students thru either a deficiency or a difference orientation. While reading this section of the chapter, I began to examine how I view my students’ learning difficulties. I believe that poverty can play a role in a child’s success or failure in school. If parents are struggling to  provide the basic necessities such as food and shelter, they are more than likely unable to provide their children with  the myriad of enrichment classes, learning materials, excursions, etc. that most middle class people take for granted with their children. If they are savvy enough, they probably could find some free or reduced cost activities, such as free days at the museum, Goodwill stores, etc., but not all parents have th time, energy or know how to pursue these things for their child. While I do believe poverty can affect a child’s learning, I do not believe it is the sole factor. Poor parenting skills can also cause some learning problems, as well. Although at times I have become angry at the parenting skills I have observed in some of my students’ parents, I do not view that as an excuse for them not succeeding. I hold high expectations for all of my students and am always examining my teaching style to help them learn.

            I found the section of the chapter that discussed differences in learning styles very helpful. I am intrigued by the ELSIE assessment tool and plan to learn more about it. I like that it allows the students to take ownership in their learning through allowing them to write their answers, score it themselves and receive immediate feedback.

Refine

            All students deserve to be taught in a classroom that addresses their learning style. While it is unlikely that each student will be taught in their preferred learning style all the time, it is important that I strive to teach in as many learning styles as possible so that each student can be taught through their strength while also developing other learning techniques.

            I will be researching the ELSIE program within the next couple of weeks. My students will enjoy having a measure of control over assessments, instead of it being primarily teacher-driven. Reading this chapter has sharpened my need to continuously examine my beliefs and practices. I won’t waste another moment lamenting the poor parenting skills exhibited by some of my students’ parents. I need to focus all of my time and energy in helping the students learn and grow despite what they walk into the classroom with or without.