Cultural, Socio-economic, and Linguistic Diversity

Teaching in Baltimore County provides a unique opportunity to work with a great diversity of students regardless of school. In my current position, a majority of my students come from a low-socioeconomic area. Chesapeake High School is located in an area that is a little more rural then other schools in the county, and the student body reflects that in some fashion. In terms of ethnicity, it is a pretty even mix of several different examples. The school features an even amount of African-American students and White/Caucasian students. A small percentage of Latino/Hispanic population is also present in the school. Due to only a small percentage of truly “foreign” students, I currently do not have any English language learners.

The main influence that my students background has on my teaching and instruction is the ability to relate material to them. One of the main theories I keep in mind when tailoring instruction is constructivism which allows students to call on prior experiences and knowledge. If I begin a lesson by discussing an example of an event or concept that may have happened outside of Baltimore County, there is a very good chance the students have little to no idea what I am talking about or simply do not care. Many of them have not traveled due to a low socio-economic background or lack of opportunity to do so.

Certain UDL strategies can also be implemented in my classroom to help even the gap between lacking factors. A lot of student choice comes in to play in terms of articles to read, grouping choices, and presentation methods. Due to some background experiences, some students are hesitant to work with others while others crave that type of work. By allowing them to choose, it allows for students to feel comfortable to maximize their learning environment. The other form of UDL framework that comes in to play is creating clear, concise goals and accessible feedback. A lot of the students here have a tendency to show a dislike for interaction with teachers/elders. They also feature a sense of communication issue with teachers for several different reasons. By appropriately assessing students and offering feedback we can break this barrier/trend here that students bring with them for whatever the reason may be.  

With all this diversity present, it is important to use it to my advantage as much as possible. Often class discussions or “debates” offer students the opportunity to hear and experience multiple perspectives and points of view. When students become fully engaged in these discussions, they expand their way of thinking and collaborating with others who differ from them. Content aside, this offers a unique and valuable skill that will be important for them regardless if they go directly in to the job force or on to a higher education institution.