Student Diversity

Students have always had individual differences in learning preferences and strategies. These are influenced by socio-cultural factors such as ethnicity, culture,  educational background,  gender,  geographical location and; socioeconomic status.

Educators therefore need to respond to diversity in abilities, experiences, and learning strategies if they are to support students to become confident, self-directed, and independent learners (Venter, 2003).

The challenge, then, is how to achieve that goal? What changes can be made to the teaching and learning environments they provide to cater for these factors and ensure that all students have the optimum chance to succeed?

The following tips are given to teachers with:

                

                   A. International Students Related Teaching Tips

ØGet to know your students at the beginning of the semester and learn to pronounce their names correctly.

ØDo not single out the international student to "represent" his/her country.

ØWhen asking a student about his or her experience, stressing the student as an individual rather than as a representative of a country will encourage the student without making him or her feel alien.

ØDo not overlook the potential tensions between international students in your class due to traditional enmities or clashes of cultural values.

ØExpect international students to have different expectations regarding classroom practices and that it takes time for the students to adjust to “Filipino style" of teaching and learning.

ØEstablish a safe classroom atmosphere through the ground rules of discussion and keep channels of communication open in your office hours so as to give students the chance to adjust to your classroom more quickly. 

B. Regionalism Related Teaching Tips

ØAvoid assumptions and stereotypes based on students' geographic origins.

ØEstablish a class "code of conduct" or discussion guidelines to help prevent hurtful comments about others' geographical origin.

ØConfront any derogatory stereotypical comment about someone in the class explicitly to prevent it from happening again.

C. Religion and Political Beliefs Related Teaching Tips

ØAssume each student has his or her specific beliefs and rituals, and cannot "speak for" an entire religion.

ØDo not criticize political or traditional beliefs unless those beliefs are potentially hurtful to others in the class, or unless such criticism is part of the class content.

ØEstablish an initial "contract" with your students to show respect for others.

D. Age Related Teaching Tips

ØDo not make non-traditional and often older students feel excluded or singled out.

ØMake older students feel included in class discussions and in everything else.

ØAdmit it when you don't know the answer to something and then follow up on it -- this helps build trust particularly with non-traditional and older students.

ØKeep an open mind in the classroom and stop trying to keep their classroom molded into one entity.

As cited from the research entitled, The Adjustment Problems and Academic Performance of  the Children of OFWs by Alicia S. Agustin. She concluded that parents whose working abroad may affect in some ways in the students’ academic performance, motivation in learning and learning strategies.

As supported by Tina Monzon- Palma, program director of ABS-CBN Foundation's Bantay Bata 163, during her recent visit to the Netherlands to meet with a group of Pinoy professionals and nurses and Ambassador Romeo Arguelles. She said Bantay Bata has been receiving a lot of cases of children being heavily affected by the physical separation from parents working abroad. A growing number of children left behind in the Philippines by overseas Filipino workers are losing interest in education and many are dropping out of school.

           In response, educators should žbe aware of such differences that may exist inside the classroom, žfind necessary action to avoid problem in terms of their student class standing and žproperly addressing such diversity to avoid more serious problem like dropping out.