Unity in Diversity

Self confidence is vital to happiness and happiness is vital to a solid foundation in life. A foundation is the first step in building anything; everything needs a place to begin. With children, that foundation begins at a young and impressionable age and we hope that what we teach them makes the lasting impression that we are looking for. Unfortunately, there are usually always bubbles in the foundation that need to be shaken out and that holds true in developing the foundation of the students that we hope to reach. As a teacher, it is our job, our responsibility to get those bubbles, those obstacles, out of the way and build up the self esteem and self confidence of every student that passes through the classroom. Although, the diversity of today's society and the people in it, make this task more difficult, and more challenging with each day that passes.

Diversity in education is common in today's society and will continue to be a visible aspect in the education of each student that walks into the doors of a school. The difference can be as simple as race, religion or gender, but can be as difficult as a disability, language or emotional problems. Regardless, each student should be made to feel as though they matter and that they are given the best opportunity possible to achieve educational success from their teacher.

For instance, a student is transferred into the classroom from a self-contained class for students with emotional problems. The attempted purpose of the transfer is to mainstream the student into a regular education classroom, but the student, knowing the difference in the classes, may feel like an outsider, especially if the student has just transferred in from another school. The self-confidence of the student can take a huge hit and affect them academically. The student may be left out of activities and/or groups by classmates because of being the "new kid" or because they may know that he is from a "special class." Being that this student is already "labeled" as having emotional issues, these "labels", this treatment, may cause the student to withdraw into themselves to avoid an emotional display in the class, or possibly have that emotional outburst in class that will alienate them further from their classmates.

The student could suffer from depression from being mainstreamed into a regular education classroom, in addition to the treatment that is being received by classmates. These are just a few of the many things that can lead to the significant drop in the student's self-confidence. There are many other things that could possibly affect the student's self-confidence and self-esteem as well. Another could be the difference in the pace of the curriculum that is being introduced and taught. Many people do not realize that in special education classes, whether they are developmental or emotionally challenged classes, the curriculum is different in the methods of the introduction and implementation. This difference could easily cause the student large amounts of frustration and depression which could greatly impact the student's grades. In order to avoid problems as this, a student, any student, needs to feel secure, physically, emotionally and academically in the classroom.

A teacher can make the student feel comfortable in the classroom in a variety of ways, but this can be especially challenging with an emotionally problematic student. The first and foremost step for the teacher will be to establish a relationship to, and with, the student. This is important because the student will then know that the teacher is respectful of their thoughts, concerns, emotions and progress in the class. This should be done within the first week of the student joining the class in order to make the student feel comfortable with the teacher and how the class works. For instance, talk about the student expectations: what is expected of the student, well as what the student expects within the class. Another thing that could be done is to make sure that the lessons and directions are clearly explained, simple and concise, also allow that there is time for questions if needed. Doing this can make not just the problematic student, but all students, less frustrated because they can better understand what is expected out of them and the assignment. A different option is to provide the student with a capable classmate that is able to assist in getting around the school, making sure that they have the right book and/or assisting with directions that are unclear. This could be extremely beneficial if the teacher is busy with another student or unavailable. Sometimes a task could be daunting because it is large, so maybe the task could be broken down into smaller and manageable parts. This could be done through the assigning a few problems and then check the progress and then assign more. Enlist the support of the parents and the administration. The parents are the teacher's best resource when it comes to learning the possible triggers of the student's emotions and the best possible ways to diffuse the emotions as well. This can also help the teacher in observing occurrences in the classroom and the school and possibly try to avoid any incidents that may trigger the unwanted emotions. This could also help in designing a behavioral plan; a sort of reward and punishment system with the student, the parents and the administration. (Shore, 2005)

According to the works of Abraham Maslow, the hierarchy of needs is the order in which a person's basic needs are met. Maslow states that self esteem and self confidence are part of the deficiency needs(Wikipedia, 2007), needs that must be met in order for growth needs to begin At this level, problem solving and the ability to accept facts, or the ability to learn is established. The ability to meet a person's basic needs will increase the person's ability to meet the growth needs. This concept of Maslow's is accepted in many theories of learning from many different educational theorists as well. Many of these learning theories are implemented by educators. One such theory is the social learning theory. The social learning theory is applicable in the situation of the emotionally problematic student in that the teacher and the student are constantly observing others as well as one another. The social learning theory focuses on the initiation of thought for an action and the action itself. Through this learning theory, there are many aspects that can be considered; aspects like observational learning (observation and imitation), vicarious learning (observation of consequences) and even self-regulated learning (reward or punishment of own behavior). The student is observing their classmates and their classmates are observing them. They are learning the about one another and the others around them. The teacher is observing things as well; observing things like what can trigger certain emotional disturbances. The students interact with one another in order to determine if a reward or a consequence is in order by observation. (Smith, 1999) In observational learning, the emotional student may find that there is a student that is a positive role model in the class and begin to imitate them through mannerisms and actions. This could possibly even be the student that the teacher feels to be strong enough to assist the student through tough times in the class. Through vicarious learning, the emotional student can watch the praise and reinforcement of another student and hopefully learn to imitate that behavior. If the emotional student is consistently in the position to need, and observe, the reinforcing, praise or punishment of another student, then the acts of that emotional student could hopefully be modified through these observations. Through either of these methods the student and the teacher are both gaining the insight that they will need to change certain situations and possibly modify to avoid certain behaviors. Through this it is hoped that the student will realize that there are others that are working with them to succeed in their education, but in their behavior management.

Another life situation that can affect the self confidence of a student is on the opposite side of the spectrum, the plight of the gifted student. Many gifted children are intense, sensitive, perfectionists that live for the challenges of daily life around them. These same traits that make them stand out as being gifted are also the same traits that make them stand out as being "different." They then become lonely because they are isolated by their peers. For instance, a student is out of the regular classroom a part of each day to participate in a class for the gifted and talented and part of the day in their regular education classroom. The student's classmates are confused as to why this one student is allowed to leave the classroom for several hours and then return as if is nothing out of the ordinary; yet they have to stay in the same classroom the entire school day. The classmates often exclude the student from groups and activities and may resort calling the student names like "nerd" or "goody-two-shoes," thus making the student feel different.

Name calling is the most common form of bullying for gifted students, this form of bullying in conjunction to teasing about the child's appearance, grades and even their "smarts" are preludes physical bullying of shoving and pushing. (Medaris. 2006) Regardless of the form of the bullying/abuse, the affects on the student are damaging to the self esteem and self confidence of the gifted student. The student will begin to struggle within themselves as to whether or not they want to be "smart" and may begin to "play dumb" to become acceptable to their peers, but at the same time that they are doing that, they are withdrawing their real self. The teasing has the hardest emotional affect on the self confidence of the gifted student. Their level of sensitivity is makes them emotionally vulnerable.

There are several things that can be done to increase the self-confidence and self-esteem of the gifted student. The primary goal is to have open and improved lines of communication. Gifted children are more verbally advanced and therefore should be able to articulate their feelings and emotions clearer. Although, the gifted child is also an intense child, making it seem them feel as if their feelings of low self esteem and self confidence are signs of weakness. As an educator, one thing that can be done as a level of prevention/intervention is to hold a class forum to answer any questions that the class, as a whole, may have about the situation as it is. Many times, the unknown is what causes the most trouble and confusion. Classmates that do not understand why the gifted student is sent to another class for part of the day are usually the ones that will be more likely to instigate the bullying. Another confidence booster of the gifted student is in class ability grouping for activities and assignments. These groups can be done in one of two ways, or even both, at different times based upon the needed situation. One group could be designed for all the above average/gifted students to work together. In this group, there is less of a chance for social comparison among group members. The goal is for the students in the group to feel equal to one another. In a second group, the group can be made up of the students of various abilities. This could be helpful to all the students in that group since it allows for the students to help one another and gain experience from one another at the same time. The gifted/advance students are more apt to feel more responsible, and confident, in their self because they are given the chance to help others. Also, other students are more receptive to assistance from peers in a smaller setting than from the adults.

The social learning theory once again applies. The interaction of the students is important in that the students are able to work together to understand their differences as well as the gifted child being able to change on their own. As gifted students are more independent, self regulated learning can be vital to their change and development. In self-regulated learning, the student has to work to meet their own goals and the gifted student is more apt to set higher standards for their self than an educator or a parent would and the student will also punish their self harder than others would. Self- regulated learning is when the student themselves modifies their own behaviors. In a case as the one when the gifted student is the object of the bullying and the isolation, the self-regulating theory is important. The student is the one that has to make them self realize that their abilities make them different, but in the scheme of things they also have to make themselves realize that they are still the same as the classmates that are isolating them. The determination of the student is so overpowering that outside intervention is almost impossible to correct the problems, it must come from within. To intervene with the bullying and isolation, social intervention is again important. This time though, the teacher and the class need to have a class forum top discuss the situation and answer the questions that are causing the problems within the class. Since many of the classmates do not understand that the gifted student attends an accelerated class that teaches advanced forms of the subjects that are being taught in the classroom with the regular education teacher. The regular education teacher needs to explain the difference to the students in the lessons that are being taught to the rest of the students in the room. Many students are not very receptive to the concept of more assignments, much less harder assignments, therefore once that difference is clarified to them, many of the students may feel lucky that they are being put through those additional "stressors" and relish the idea of having more free time to do other things. Also in that discussion, the teacher could also stress the fact that the gifted student is able to be of greater assistance to their classmates, especially when the teacher is out of the room or occupied with another task - without lending to the assumption that the gifted student is taking the place of the teacher, that the student is a second teacher or that the student is going to do anyone else's assignments for them.

There are many diversifications that can cause a rift within a classroom. The key, as the teacher, is to be able to identify the problem and find an agreeable and amicable intervention that will help everyone that is, and is not, involved in the problem to find a peaceful resolution. Not every method or theory is going to fit the situation, flexibility is the key and so is patience. Regardless of the method used, the teacher should be making sure that they are using any means necessary to resolve the issue, even if outside intervention from parents or administration is necessary.

REFERENCES:

Boodman, S.G. (2006). Gifted and Tormented. Retrieved April 25, 2007 from http://washingtonpost.com/wp_dyn/content/article/2006/05/15/AR2006051501103.html

Freedman, J. & Jensen, A. (1999). Joy and Loss: The Emotional Lives of Gifted Student Children. Retrieved April 25, 2007 from http://giftedkids.about.com/gi/dynamic/offsite.htm?zi=l/XJ/Ya&sdn=giftedkids&cdn

Maslow's hierarchy of needs. (2007). In Wikipedia, The Free Encyclopedia. Retrieved April 25 2007, from http://en.wikipedia.org/w/index.php?title=Maslow%27s_hierarchy_of_needs&oldid=127482209

Medaris, K. (2006). Gifted Children Especially Vulnerable to Effects of Bullying. Retrieved April 25, 2007 from http://news.uns.purdue.edu/html4ever/2006/060406.Peterson.bullies.html

Shore. Dr. K. (2005). Dr. Ken Shore's Classroom Problem Solver Ten Mainstreaming Strategies. Retrieved April 25, 2007 from http://www.education-world.com/a_curr/shore/shore064.shtml

Smith, Mark K. (1999). The Social/Situational Orientation to Learning. Retrieved April 25, 2007 from http://www.infed.org/biblio/learning-social.htm