Education process is sometimes challenging, both for the students and for the professor. This is due to different factors, but one of the factors that make teaching more difficult is teaching in diverse classes. Children with different backgrounds and learning abilities can cope with the same tasks differently, depending on their motivation, skills, and health condition. However, diversity is important in an educational setting, as it allows to build a society based on equality.
In a globalized world, the number of classes with students with different backgrounds increases. According to Zhang et. al (2016), it is important to pay attention to the student’s linguistic skills and cultural background during the teaching process, Teaching diverse students demands not only a slight change in the exercises, when a teacher has different standards for able and for struggling students. It also means following certain principles that would make the teaching process more effective. A student-centered approach should be developed in mixed classes.
To my mind, learning in a diverse class is, first of all, a challenge for the struggling students. They can be motivated to learn as well as more able students. Besides, in the group activities students with better linguistic skills can share their experience and guide the struggling students during the learning process. Learning in a mixed class develops an inclusive vision, which makes the struggling students to discover their potential and to feel themselves to be an equal part of the society. The student-centered approach should foster the ability to cope with the problems and to learn new information in all students. Learning in a multicultural class helps the students to build a diverse world, which is the basis of an inclusive society, where there is a place for everyone.
Zhang, M. M., Jie Xia, Di Fan, & Zhu, J. C. (2016). Managing student diversity in business education: Incorporating campus diversity into the curriculum to foster inclusion and academic success of internationalsStudents. Academy of Management Learning & Education, 15(2), 366–380. Web.