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Diversity in the classroom defined. Having a diverse group of students simply means recognizing that all the people are unique in their own way. Their differences could consist of their reading level, athletic ability, cultural background, personality, religious beliefs, etc.

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A lesson plan is a step-by-step guide that provides a structure for an essential learning. Before planning a lesson, it is essential to classify the learning outcomes for the class. It is important because it helps the teacher in maintaining a standard teaching pattern and does not let the class deviate from the topic.

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Cultural diversity is important because our country, workplaces, and schools increasingly consist of various cultural, racial, and ethnic groups. ... Learning about other cultures helps us understand different perspectives within the world in which we live.

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Since diversity is something that needs to be fostered in the classroom, here are a few tips that teachers should keep in mind:

1. Understand your students.

2. Incorporate different teaching styles.

3. Equal Access to Opportunities.

4. Celebrate diversity.

5. Encourage Differing Perspectives.

6. Include diverse learning materials.

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Students are also taught about Retrieval Practice, in which they are encouraged to bring things back to mind after learning about them. While practicing retrieval, students are encouraged to make links between information they have learned, critically thinking about the relationships, which is another essential component of cultural competence. Students are developing the necessary skills to consider everything they know about a topic and how things are related.

When learning about Dual Coding, students are encouraged to create both visual and verbal representations of the material they are learning, but we explain the key to this strategy is to develop multiple ways of thinking about the same material or issue. This type of thinking is again necessary for understanding and appreciating other viewpoints or cultures. The final strategy is Concrete Examples; students are encouraged to develop real-world examples for abstract concepts that they learn in class. Here instructors are encouraged to provide (and students are encouraged to find) a wide variety of examples that match the criteria. The ability to recognize underlying similarities despite different surface details is a key component in acceptance of diverse opinions, ideals, and cultures.

In most of the strategies that we promote above, we encourage students to work in groups to develop additional examples, quiz each other, or think of other applications of their elaborations. Because students are talking about their own experiences with material, they have an opportunity to see diverse thinking, ideas, and personal histories. Through small group and whole-class discussions, we provide the opportunity for students to develop a broader understanding not only of the strategies, but each other.

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I teach at a small university in the middle of Kansas, where a lot of my students come to me having never been exposed to thoughts, ideas, or persons different from themselves. While our university has some amount of diversity, most of what I hope to accomplish...

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Usually, when people discuss diversity the conversation focuses on race. However, to accurately talk about diversity, especially in the classroom, you must consider race, ethnicity, gender, sexual orientation, religion, socio-economic status, being able-bodied and various learning styles

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Effective Teaching in Diverse Classrooms

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Over 60 years ago, on May 17, 1954, the Supreme Court ruled that segregated public schools, established by state law, were unconstitutional. Since then, integration and diversity in our school system has increased, though that isn't for a lack of difficulty along the way.

People have opposed teaching about different cultures, religions, etc in schools. Having diversity in the classroom not only helps children learn and think differently, but also prepares them for the real world and interacting with those of different cultures in the workplace and in daily life.

So what is the obstacle to classroom diversity? Why are some parents and schools resisting if integrating schools with those of different races, cultures, or socioeconomic backgrounds helps students learn?

Integration Isn't Easy

One of the driving factors to moving into a certain area, for many people, is to find a quality school system to send their children to. So some parents may move a little farther away from work, or pay a little bit more for a house in a specific area to be able to send their child to a better school. This kind of sacrifice is often where some hostility comes into play when schools change districting to pull students from different areas.

The goal of this is not to rob anyone of a quality education, but instead to be able to improve the education for everyone there. But parents who have given up something for their child to attend this school may feel that this is an unfair adjustment.

One great example of this is Eden Prairie. A growing community in Minnesota that recently got attention for trying to be inclusive of its increasing immigrant population. According to, "about 1,800 Eden Prairie residents claimed Somali ancestry on the latest U.S. Census survey, but city officials peg the number closer to 4,500 in a city of about 81,000."

This changing in demographics is not only felt in Minnesota, but all over the U.S. White students, according to the Department of Education as of the 2014-2015 school year, are now a minority. And it is projected that their numbers will steadily continue to decrease, while the number non-white students, such as those of Hispanic background are rapidly increasing.

Want to learn more about how to Build Next Level Talent Through Inclusive Recruiting? Check out our our sister organization at http://www.diversitycertification.org and download our FREE 14 page guide.

So for those in areas like Eden Prairie there is a growing need to readjust and include some of their fastest growing populations. But this wasn't some small task. Superintendent Kerr, in Eden Prairie, faced a lot of backlash when attempting to redraw school boundaries. Community meetings were filled with harsh and often racial remarks. Police officers were asked to be present at each meeting to make sure the hostility didn't move beyond words.

In the end the plan was approved by a narrow margin and "nearly three years later, the new boundaries remain in effect. The district says achievement has risen and that the achievement gap has shrunk."

If diversity in the classroom is so beneficial, why is it so difficult to initiate? What can we do be more inclusive of others?

Classroom Diversity Benefits All

Recently Patrick Kelly, a teacher at Blythewood High School in South Carolina, wrote on The U.S. Department of Education's blog, "of course the value of classroom diversity is not a new concept. Next week, my students will read Brown v. Board of Education, where the Supreme Court noted, "it is doubtful that any child may reasonably be expected to succeed in life," without a quality education."

Kelly points out that all students should have the right to a quality education and that, "both research and my experience show the link between quality and diversity in schools."

An article in The Edvocate, points out a few reasons why classrooms need diversity, such as, "the idea of "diversity" is not even that straightforward." This means that just because Chinese and Japanese students share a common Asian heritage, doesn't make their cultures are any less different that that of a student from Germany. Being able to understand that race, nationality, culture etc. are all a part of who we are and that we can learn from those differences.

It is not only important for the children to understand these differences, but the teachers as well. This way they are able to better facilitate learning in the classroom for all the students.

When we begin to understand that diversity is important and to celebrate our differences, we will be able to do much greater things and our children will be much better off.

Changing for the Future

While there is still a lot of hardship in diversifying our classrooms, people are beginning to change and be more open to working with those that are different.

According to an article by The Century Foundation, "New policies-emphasizing choice and socioeconomic status-are proving popular among a new generation of parents. Wells, Fox and Cordova-Cobo point, for example, to a remarkable change in attitudes in Louisville, Kentucky. In the early 1970s, compulsory busing for racial desegregation was opposed by 98 percent of parent. By 2011, a choice-based system emphasizing socioeconomic alongside racial integration was supported by 89 percent of parents."

Parents are beginning to see the benefits of educating their children alongside children from different countries, with different cultures, races, etc. As stories, like that of Louisville, Kentucky, begin to spread, more and more people will see the importance of diversity.

Now it is up to the policy makers, like Kerr in Eden Prairie to step up and make the changes. This may not be easy and will mostly likely come with some resistance, but the only way to move forward and improve our schools for the future is to take big steps toward diversity and inclusion. So parents, educators and anyone that understands the value of classroom diversity should make sure those policy makers hear you and work to do something about it.

When whole classrooms, communities, and cities begin to understand the importance of diversity and inclusion, our children have better educations, we have better workplaces, and everyone benefits from it.

The Society for Diversity is the largest organization for diversity and inclusion in the US. With members in 43 states, The Society for Diversity represents a highly specialized association of Fortune 500, nonprofit, government and education professionals throughout the U.S. The Society for Diversity is also the parent company of the Institute for Diversity Certification (IDC), which designates qualification credentials to diversity experts through their professional diversity certification program. By teaching diversity professionals and executives how to drive real-world results, the IDC helps individuals advance their careers as well as have a greater overall impact on diversity & inclusion within their organizations. Together, we can standardize and elevate the field.

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Importance of Diversity in the Classroom

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Over 60 years ago, on May 17, 1954, the Supreme Court ruled that segregated public schools, established by state law, were unconstitutional. Since then, integration and diversity in our school system has increased, though that isn't for a lack of difficulty along the way. People have opposed teaching about different cultures, religions, etc in schools.

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As educators, it's our duty to explain to our students that everyone has roots in other countries. But trying to explain the melting-pot concept to elementary-age children can be tough! My colleagues and I decided to add an entire multicultural theme to our curriculum in order to embrace diversity. Here are a few of my favorite activities for studying cultures in your classroom in a way that's educational and fun.
Further Reading: How Pen Pals Expanded the World for My Students
Say Hello

I like to begin every morning with a multicultural greeting to my students. Every month, I choose a simple phrase from a new language and greet my class with it. Repeating these phrases for the month is a fun way for students to learn a bit of a foreign language.

September: "Hello" (English)

October: "Buenos dias" (Spanish)

November: "Bonjour" (French)

December: "Shalom" (Hebrew)

January: "Jambo" (Swahili)

February: "Huanying" (Chinese)

March: "Guten tag" (German)

April: "Konnichiwa" (Japanese)

May: "G'Day mate" (Australian English)

June: "Goed dag" (Dutch)

Travel around the World

Make daily use of a globe or flat map to help your class realize how big the world is. Take inspiration from Jules Verne's Around the World in Eighty Days and invite your class on a pretend trip to several places on the planet. Discuss the various landforms you'd have to travel across in order to reach each destination, and build a thematic unit around every country "visited." Because Around the World in Eighty Days is a long, advanced book, it may not be the most appropriate story for younger children, but your school's librarian can suggest a variety of age-appropriate travel books for your class. The important part is to get your students curious about exploring the world and its many cultures.

Indulge in Different Cuisines

To encourage cultural awareness and experimentation with food, consider serving different kinds of breads as a snack in your classroom. This is an easy beginning to global food study. As you munch on croissants, pitas, tortillas, matzo, and dark breads, have a class discussion about who eats these breads and the countries where they're most popular. Next, have parents assist you in putting together a globally influenced potluck lunch. Have students bring a food or dessert that represents their heritage. As you engage in this feast, discuss where each dish originated. After the potluck, collect the recipes from each family, compile them, and send a multicultural cookbook home with each child.

Make Diverse Art

Introduce your students to other cultures through hands-on, creative activities. Using my own Greek heritage for inspiration, I taught my class how to make worry beads. The Greek people traditionally used worry beads as a relaxation technique to diffuse their concerns; when they had a problem, they reached for their string of beads, placed it behind their back, and counted the beads two by two. To make our own worry beads, we took about 24 inches of yarn and folded it in half. Then we tied up five pieces of yarn (about four inches long) to make a fringe at the halfway mark on the long strand. Beginning at one end, students strung different colored plastic beads for about five inches, then tied the beads off with a knot. This process was repeated on the other side, and we finished by tying together the long strand to make a continuous loop.

My class also made tissue-paper flowers to honor Mexican culture. These flowers are traditionally used to decorate streets, houses, and churches during festivals and holidays. For this craft, each student needs tissue paper in a variety of colors and a green pipe cleaner. Have your class draw round scalloped flower shapes in different sizes on the paper. After cutting them out, have them stack the flowers from largest to smallest and help them punch a hole in the center. Then thread the pipe cleaner through the holes and twist it to form a stem. To give the flowers a natural look, fluff all the layers.
Further Reading: The 3 Cs for Creating an Engaged and Positive Classroom Culture
These are just a few ways to learn about cultures in your classroom. You can use specific holidays, music, games, and dances as inspiration for your lessons. Leverage your experience, research, and imagination to think of other authentic ways to introduce children to the magical diversity of our world's population.

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Exploring Cultures in Your Classroom: Fun Activities to Try

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You can celebrate diversity, and engage students in the study of different cultures, with these interactive activities.

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One of the reasons you love being a teacher is getting to help children explore the world around them. Your preschool classroom is a reflection of America-a melting pot of different ethnicities, languages and cultural beliefs. It's normal for children to be curious about people who look or act differently than they do, as this natural curiosity presents the perfect opportunity to bring the importance of diversity into your classroom.

"It is our responsibility to not only provide our children with early access to education, but also to prepare them to be responsible and caring citizens of the world," says Marc Carver, founder of educational technology company FutureSoBrite. "Creating that crucial spark of discovery and curiosity in our children at an early age can lead to a lifetime of embracing and celebrating diversity."

Teaching diversity may seem like an intimidating task in early childhood education, but it doesn't have to be. These hands-on multicultural activities for preschoolers are a fun way for you to introduce other cultures to the little ones in your care. Keep reading to find a multicultural activity for your next lesson plan.

5 Multicultural activities for preschoolers

1. School around the world

Children are interested in learning more about kids their own age, including what school looks like in other countries. Set up a "school" interest center in a portion of your classroom. Add photos, books, videos and other activities that feature students at school in another culture.

Encourage discussions about school in other countries by asking questions such as, "How do the children get to school?" and "What do they eat for lunch?" Rotate cultures throughout the year so students are exposed to many different school experiences from around the globe.

How it teaches diversity: "By focusing on school, children can automatically relate to experiences of children around the world," says Robin Leon, a 20-year ECE teacher and senior community counselor at Global Awareness. "Letting the children experience schools around the world through pretend play is a great way to tackle this important topic at a developmentally appropriate level."

2. Diversity dinner party

Food is at the center of community in many cultures, so it's a great way to introduce young children to cultural traditions that are different from their own. Ask your classroom families if there are any favorite traditional cuisines they'd like to share with the class, suggests Alison Kim Walker, educational consultant and owner of Hummingbird Learning Group.

Try to include healthy dishes from a variety of countries that may be different from what children have experienced at fast-food restaurants: fresh guacamole, Bánh mì, homemade hummus with pita chips or naan with mild curry.

How it teaches diversity: Some children may be afraid of new experiences, and that includes food. One of the best ways to introduce an unfamiliar culture is to sample the cuisine. This activity provides a safe way for children to try new foods from other cultures while also giving families a chance to share their personal food culture.

3. Hello, friend!

Greeting one another each morning is already an established part of your preschool routine. Make it a fun learning opportunity by introducing words and phrases in other languages at circle time, and encouraging children to practice by greeting their friends with their new vocabulary words.

Bilingual read-aloud books provide another opportunity to introduce children to new languages. Try by Pam Munoz Ryan (Spanish), by Linda Sue Park (Korean) and by Philipp Winterberg (Swahili).

How it teaches diversity: "One of the first steps in understanding cultural differences is recognizing that not everyone speaks the same language," Carver says. "Through this exercise, children begin to understand the many different ways people of the world communicate and that language is a bridge to understanding other cultures, not a barrier."

4. We all celebrate

Children love a good party! Teaching them about cultural and religious celebrations around the world is a great way to get children excited about diversity. You can easily add multicultural classroom celebrations throughout the year by choosing one event to celebrate each month.

Use books and online resources to teach children about the importance of each celebration, and incorporate relevant music and artwork into the learning experience. Children can decorate their own paper skulls for Dia de los Muertos, create Chinese lanterns and rattle drums for Chinese New Year and husk an ear of corn for Kwanzaa.

How it teaches diversity: A culture's celebrations can reveal a lot about its deeply held values and traditions. Children will look forward to their monthly party while gaining a deeper understanding of how people around the world celebrate with family and friends.

5. Passport travelers

This fun activity allows children to become world travelers and introduces them to their classmates' diverse backgrounds. First, talk to the parents and children in your class to gather information about their background and any cultural traditions that are important to them, recommends Diana Lee Santamaria, preschool teacher and children's author. Then, have the children create their own passports for their upcoming 'round-the-world trip.

Throughout the year, students will take turns sharing where they're from. Encourage children to bring props like photos, a favorite snack or their country's flag. Everyone in the class earns a new passport stamp for each country they "visit." If your class doesn't have a diverse group of children, Santamaria advises reading a book like by Latrecia Brown-Johnson, then letting children choose countries from a map.

How it teaches diversity: "It helps children to understand that although we all come from various backgrounds, we are all essentially the same," Santamaria says. "They also learn that diversity is all around them, even in the classroom."

Teaching global citizens

We can't overlook the importance of diversity, even for our littlest members of society. By incorporating these multicultural activities for preschoolers into your classroom, you're doing your part to raise the next generation of children who appreciates and respects people of all cultures.

Guiding children through the preschool years is a big job. For more tips and advice on how to keep your preschool classroom running smoothly, check out our article, " 10 Proven Classroom Management Tips for Preschool Teachers "

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5 Multicultural Activities for Preschoolers to Help Teach the Importance of Diversity

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One of the reasons you love being a teacher is getting to help children explore the world around them. Your preschool classroom is a reflection of America-a melting pot of different ethnicities, languages and cultural beliefs.

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Ability

Remembering the contributions of Louis Braille. One teacher combined children's literature, class discussions and a visit from a blind educator to break down stereotypes and fears about people with sensory disabilities. (from Teaching Tolerance)

In these lessons, students will work toward understanding what it means to have a learning disability. The goal is make them aware of prejudice and discrimination aimed at those with learning disabilities. (from Teaching Tolerance)

Cultural Diversity

In this art lesson, students create a collage that represents the different types of people found in North America. (from Alfy)

This lesson discusses the differences between common representations of Native Americans within the U.S. and a more differentiated view of historical and contemporary cultures of five American Indian tribes living in different geographical areas. Students will learn about customs and traditions such as housing, agriculture, and ceremonial dress for the Tlingit, Dinè, Lakota, Muscogee, and Iroquois peoples. (from EDSITEment)

Students study the interaction between environment and culture as they learn about three vastly different Native groups in a game-like activity that uses vintage photographs, traditional stories, photos of artifacts, and recipes. (from EDSITEment)

Website with 20 different multicultural activities for preschoolers and early elementary. Projects include passports, singing, fingerplays, making musical instruments, games etc. (from Gayle's Preschool Rainbow)

Human Rights and Social Justice

Designing a Social Action Project

Guidelines for getting young students involved in making change in their world. (from TeachPeaceNow.org)

Overcoming Discrimination/ Prejudice/Stereotypes

Students create calendars marking special days that celebrate peace and illustrate them with ways to apply peace in their own lives. (from TeachPeaceNow.org)

Students brainstorm ways to bring about peace and create peace doves to remind them of their ideas. (from TeachPeaceNow.org)

Discussion questions, writing assignments, and student activities for character education and life skills pertaining to prejudice. (from Good Character)

Race & Ethnicity

Activities and lesson plans for celebrating Black History Month. (collected by TeachPeaceNow.org)

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Ability Remembering the contributions of Louis Braille. One teacher combined children's literature, class discussions and a visit from a blind educator to break down stereotypes and fears about people with sensory disabilities. (from Teaching Tolerance) In these lessons, students will work toward understanding what it means to have a learning disability.

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Introduction

Why is appreciating diversity important for youth and adults?

The face of the United States and its workplace is changing. A growing number of neighborhoods and communities contain a complex mix of races, cultures, languages, and religious affiliations. At the same time, the widening gap between the rich and the poor is creating greater social class diversity. In addition, the U.S. population includes more than 43 million people with physical and mental challenges.

For these reasons, today's youth and adults are more likely to face the challenges of interacting and working with people different from themselves. The ability to relate well to all types of people in the workplace is a leadership skill that is becoming increasingly important. Understanding, accepting, and valuing diverse backgrounds can help young people and adults thrive in this ever-changing society.

How can these activities boost understanding of diversity?

Learning about diversity can be fun. The activities in this publication can help participants:

Recognize how we place self-imposed limits on the way we think.

Discover that, in many ways, people from different cultures and backgrounds hold similar values and beliefs.

Become more aware of our own cultural viewpoints and the stereotypes we may have inadvertently picked up.

Accept and respect the differences and similarities in people.

When and where should these activities be used?

The activities in this publication are appropriate for use by teachers, youth leaders, and child care professionals. While most of the activities are appropriate for older youth (middle school and above) and adults, some of the activities may be adapted for younger children. Decisions should be based on the facilitator's knowledge of the group's cognitive level and needs.

Some of the activities-including "Complimentary Round Table" and "Chocolate Milk and Shades of Skin Color"-can be used as discussion starters or icebreakers. Others such as "Is That a Fact?" may be the basis for an entire lesson. In either case, the facilitator should allow enough time for discussion at the end of each activity. Debriefing is important for dealing with unresolved feelings or misunderstandings. Conducting activities in an atmosphere of warmth, trust, and acceptance is equally as important.

Potato Activity

Goal

To help youth eliminate stereotyping and recognize the uniqueness of each individual.

Time

20-30 minutes

Materials

A brown paper bag, one potato for each student in the class, and one potato for the teacher.

Procedure

Select one potato for your demonstration and have a story in mind to describe your potato to the class. Hold up your potato in front of the class and say, "I have here a potato. I don't know about you, but I've never thought that much about potatoes. I've always taken them for granted. To me, potatoes are all pretty much alike. Sometimes I wonder if potatoes aren't a lot like people."

Pass around the bag of potatoes and ask each student to take one potato. Tell each student to "examine your potatoes, get to know its bumps, scars, and defects and make friends with it for about one minute or so in silence. Get to know your potato well enough to be able to introduce your 'friend' to the group."

After a few minutes, tell students that you'd like to start by introducing your "friend" to them. (Share a story about your potato and how it got its bumps.) Then tell students that the class would like to meet their friends. Ask who will introduce their friend first. (Ask for several, if not all, to tell the group about their potatoes.)

When enough students have introduced their "friends" to the class, take the bag around to each person. Ask them to please put their "friends" back into the bag.

Ask the class, "Would you agree with the statement 'all potatoes are the same'? Why or why not?"

Ask them to try to pick out their "friend." Mix up the potatoes and roll them out onto a table. Ask everyone to come up and pick out their potatoes.

After everyone has their potatoes and you have your "friend" back, say, "Well, perhaps potatoes are a little like people. Sometimes, we lump people of a group all together. When we think, 'They're all alike,' we are really saying that we haven't taken the time or thought it important enough to get to know the person. When we do, we find out everyone is different and special in some way, just like our potato friends."

Discussion

Ask students to think about groups at school or in the community that we tend to lump together. If they have trouble thinking of groups, you may want to prompt them with some of the following groups:

kids in band

kids who live in the trailer park

kids of a certain religion

kids in the gifted class

kids in special education classes

kids from a certain racial or ethnic group

kids who live in rural settings

kids who live in the city

all of the girls

all of the boys

Use groups that are relevant and meaningful for the school/community you are addressing.

Discuss answers to the following questions:

1. When we lump everyone from the same group together and assume they all have the same characteristics, what are we doing? What is this called?

2. Do you know a lot of people from the groups we tend to lump together? Do they all fit the stereotype?

3. Why are stereotypes dangerous?

Complimentary Round Table
Reprinted with permission of the author, Rose Guzauskas, of Gastonia.
Goal

To enhance social skills development by illustrating how our words affect people.

Time

15 minutes

Materials

Two apples and a knife

Procedure

Seat a group of six to eight participants at a round table. Take one apple, say something mean to it (for example, "I hate you." "I don't want to be around you."), and drop it to the floor. The next person picks up the apple, is mean to it, and drops it. This continues around the table a couple times as everyone takes turns being mean to it and dropping it. Cut that apple in half and lay it in the center of the table, allowing it to brown. Take the other apple and, as each participant takes a turn holding the apple, have everyone else in the group take turns complimenting or affirming the person holding the apple. Continue until everyone in the group has been complimented by everybody else.

Discussion

Lead the participants in a discussion of how being complimented feels. Were compliments easy to receive? Why or why not? Was it easier to be mean or to give compliments? Why?

Ask if anyone wants the brown, battered apple on the table. Of course, no one does. Discuss how a lot of people feel like that apple-all bruised and battered because they've heard mean things all their lives. They feel like no one cares about them and no one wants to be their friend. Explain that our words can make people feel like that apple.

Both youth and adults respond well to this activity. Youth and adults develop social skills as they become more sensitive to the feelings of others.

Unequal Resources

Goal

To examine people's attitudes toward and expectations of people with different economic backgrounds.

Time

30-35 minutes

Materials

Five large ziplock bags with the following art supplies for each of the five groups:

Group 1: Regular pencils and one colored pencil

Group 2: Regular pencils, colored pencils, crayons, assorted colored construction paper

Groups 3 and 4: Regular pencils, colored pencils, crayons, assorted colored construction paper, scissors, colored markers, glue.

Group 5: Regular pencils, colored pencils, crayons, assorted colored construction paper, scissors, rulers, colored markers, glue, tape, glitter, ribbons, stencils, and anything you can add to help this group

Procedure

Ask participants to form groups with three to five people in each. You want to have five groups. Tell participants that each group will make a poster to celebrate a holiday, season of the year, or other occasion (for example, Mother's Day, spring, fall, or Thanksgiving Day). All groups should make a poster about the same holiday or occasion. Tell them that each group will receive a bag of supplies to use in making their posters. They can use only the supplies given to their group; they may not borrow supplies from other groups. Tell them that their finished posters will be put on display and that they will have 15 or 20 minutes to complete their posters.

Give each group a large sheet of poster paper. Have the bags of supplies in view for all to see. Then give each group one of the bags. Hold up the bag (in an inconspicuous manner) so that all groups see the bag that is being given to each group. You need not comment on the contents of the bag. If participants ask why the contents are different, just say that these are the supplies available for your group. That's the way it is.

Give participants a five-minute warning. When the allotted time is up, ask participants to put their unused supplies back into their bags. One at a time, call each group to come up to the front of the room to display and explain their poster. After each presentation, applaud the group. When all groups have completed their presentations, engage the group in a discussion about this activity.

Discussion

1. How did you feel when you noticed that some people had more materials than you did?

2. How did you feel when you noticed that some people had fewer materials than you did?

3. In what ways did resources affect your project?

4. How would you have felt if I had judged your final products for a prize or for a grade? Would that be fair? Why or why not?

5. If other people saw your posters and were asked to pick the most talented students in the room, whom would they say? Would these posters necessarily be a fair assessment of what all of you can do?

6. Why do you think I set up this activity this way?

7. In what other situations do people have advantages over others? (Provide some examples to prompt the class.)

8. Is it important to consider individual circumstances and opportunities before judging a person's capabilities? Why or why not?

______________________________________________________

Adapted from: Byrnes, D. A. (1995). "Teacher, They Call Me a _____!" Confronting Prejudice and Discrimination in the Classroom. Logan: Utah State Office of Education.

Chocolate Milk and Shades of Skin Colors

Goal

To understand why people have different skin colors.

Time

5-10 minutes

Materials

one glass of white milk, a spoon, a package of powdered chocolate drink mix

Procedure

State that one way people differ is in their skin colors. Ask if anyone knows why people have different skin colors.

Pour a glass of milk and hold it up for the class to see. Ask if anyone in the room has skin as white as the milk in the glass. (The answer should be, "No," unless there is an albino in the class.)

Inform students that this is because all of us have something in our skin called "melanin," which is a black substance.

Hold up the package of chocolate powder. Ask students to pretend the chocolate is melanin. Make the following statements as you add chocolate to the glass:

White people have a small amount of melanin in their skin. (Put a little chocolate in the glass and stir.)

Brown people, such as those from India, have more melanin in their skin. (Put more chocolate in the glass and stir.)

Darker people, such as many African Americans, have even more melanin in their skin. (Put more chocolate in and stir.)

Ask students why we have different amounts of melanin in our skin. Inform then that melanin is like a curtain in our skin-it protects our skin from the sun's rays. We need some sun to help our bodies make and use vitamins, but too much sun will burn our skin. What color we are depends on our ancestry. White people originated in western European parts of the world, where it was colder; that area did not have much bright sunlight. So, people in that area developed skin with less melanin to take advantage of the smaller amount of available sunlight.

People who lived, let's say, in India, where it is hot and had a lot of sunlight, developed skin with more melanin to protect them from too much sun. And people who lived in Africa, where it is very hot, developed skin with even more melanin to protect them from the sun's hot rays.

Ask students which skin color burns faster in the summer sun. The answer is that people with lighter skin burn more and faster than people with darker skin.

Discussion

1. Does the color of people's skin make them good or bad, more intelligent or less intelligent, pretty or ugly?

2. What does the color of a person's skin tell you about the person?

______________________________________________

Adapted from: Byrnes, D. A. (1995). "Teacher, They Call Me a _____!" Confronting Prejudice and Discrimination in the Classroom. Logan: Utah State Office of Education.

People with Disabilities

Goal

To experience a condition similar to what some people with learning disabilities deal with regularly.

Time

15-20 minutes

Materials

One Reading Sheet for each student

Procedure-Part I

Hand out one Reading Sheet to each student. Ask for volunteers to read the sheet aloud in small sections. After students have struggled with this, read the passages from the answer sheet.

Discussion Ask students how trying to read this felt.

Tell students that this is an example of what reading might be like for people who have learning disabilities. People who have learning disabilities might have similar feelings to the ones you experienced.

Inform students that experts estimate that 6 to 10 percent of school-aged people in this country have learning disabilities. For people with learning disabilities, reading can be especially difficult, but that does not affect their intelligence. People with learning disabilities have average or above-average intelligence.

Procedure-Part II

Ask students which of the following people has/had a learning disability:

After they guess, read the description of each of these people. Emphasize that all of these people were very successful despite their learning disabilities.

Celebrities with Disabilities

Tom Cruise
He is a famous movie star. He learns his lines by listening to a tape because he suffers from dyslexia.

Walt Disney
He was slow in school work and did not have a successful school experience but later became a well-known movie producer and cartoonist.

Albert Einstein
As a child, he could not talk until the age of three. He did not learn to read until he was nine. His teachers considered him to be mentally slow, unsociable, and a dreamer. He failed the entrance examination for college. Ultimately, he developed the Theory of Relativity.

George Patton
When he was twelve years old he could not read, and he remained deficient in reading throughout his life. However, he could memorize entire lectures-this was how he got through school. He became a famous general during World War II.

_____________________________________________

Adapted from: Office of Affirmative Action (1996). Take a Walk in My Shoes. Oakland: Division of Agriculture and Natural Resources, University of California.
Discussion

1. Should we judge people based on their learning disabilities?

2. Can people with learning disabilities make important contributions to society?

3. Can you think of other famous people who have disabilities

Answer sheet for "Reading":

It is difficult to learn to read when
the words don't stand still. Can you
imagine what it is like to read when the
words and letters move up and down
on the page? Reading is not my favorite
school activity. It helps to use my finger
or a ruler to keep my place so I can
read.

Answer Sheet for "Changes":

Changes are all around us.
Changes are a part of life.
Changes are a part of growing.
Just look how a sapling becomes a tree.
And in the fall, the leaves turn all different
colors.
Red, gold, amber, brown, orange, and
yellow.
Even though they're different colors,
They are all part of one tree,
And beautiful together.
And so, too, it is with people.
We are born, and we grow into adults
Who are different, but we are all part of
the same family.
If only we could just blend harmoniously
Like the leaves on the tree.
Well, there's still time for change.
-Jane Brucker

Famous People with Disabilities

Ludwig Van Beethoven, 1770-1827 Famous German composer and considered one of the greatest musicians of all times.

The last 30 years of his life were shaped by a series of personal crises, the first of which was the onset of deafness.

Cher, 1946- American singer and Academy Award- winning actress and director.

Dyslexic

Albert Einstein, 1879-1955 Mathematician and physicist; he developed the Theory of Relativity

He had a learning disability and did not speak until the age of three. He had a difficult time doing math in school and expressing himself through writing.

Whoopee Goldberg, 1949- Oscar- and Golden Globe Award-winning actress

Dyslexic

Bruce Jenner, 1949- 1976 Olympic Gold Metal Decathlon Champion

Dyslexic

Helen Keller, 1880-1968 Blind and deaf

Juliette Gordon Low, 1860-1927 She had severe hearing loss and was deaf by the time she founded the Girl Scouts of America.

Marlee Matlin, 1965- 1987 Academy Award winner-Best Actress for role in Children of a Lesser God. She was the first hearing-impaired actress to win an Oscar.

John Milton, 1608-1674 English author and poet who wrote some of the greatest and longest poems-"Paradise Lost," "Paradise Regained," and "Samson Agonestes"- in his head and dictated them to his daughter. He went completely blind in 1641.

George Patton, 1885-1945 U.S. General. Learning disabled. Did not learn to read until he was twelve years old; yet, he had learned to read military topographic maps by age seven.

Franklin D. Roosevelt, 1882-1945 U.S. President four times Paralyzed by polio

Harriet Tubman, 1820(?)-1913 Abolitionist and rescuer of hundreds of slaves on the Underground Railroad. As a child, she was struck by an overseer. The blow fractured her skull and resulted in narcolepsy.

George Washington, 1732-1799 First U.S. President. He had a learning disability and could barely write; also had very poor grammar skills.

Woodrow Wilson, 1856-1924 U.S. President from 1913 to 1921; also governor, author, professor, and world statesman Severely dyslexic

Is That a Fact?

Goals

To articulate the difference= between fact and opinion and to identify ways to clarify or qualify statements of opinion.

Time

30 minutes

Materials

Sets of Fact/Opinion Statement Cards (see directions below)

Fact/Opinion Statement Cards

Create sets of Fact/Opinion Statement Cards by writing the following statements on blank index cards, one statement per card. Add or substitute statements of your choice.

Girls are smarter than boys.

Americans are friendly.

Some boys are good at sports.

Utah is a state in the United States.

The world is a better place now than it was 100 years ago.

Wheelchair users feel sorry for themselves.

The Nile is the longest river in the world.

Women make better teachers than men.

People with accents are not smart.

Most people in Africa live in urban areas.

The United States is the richest country in the world.

Americans love French fries.

Some rich people are stuck up.

There is more farmland in the United States than in any other country.

Homeless people are lazy.

In the United States, the sun comes up every day.

Men are usually taller than women.

This is the best school in the whole town. n Judaism is a religion.

China is the most populous country in the world.

Most people in Honduras are unhappy.

Introduction

Understanding the difference between fact and opinion is critical to our ability to examine our reactions to events and people. Stereotypes and prejudices are often based on opinions that are perceived as facts.

Procedure

Write three examples of facts on one side of the board and three examples of opinions on the other side of the board

Examples of facts:

George has blue eyes.

This room has four windows.

There are 50 states in the United States.

Examples of opinions:

This room is too warm.

Math class is boring.

The best cars are made in the United States.

Ask participants to identify the statements of fact and the statements of opinion. Label each group.

Have participants work with partners to come up with definitions for the words "fact" and "opinion." Choose a group definition (use a dictionary if necessary).

Divide participants into small groups of four to five people each. Provide each group with a set of Fact/Opinion Statement cards. Ask one person in each group to "deal" the cards out to the group members until all cards have been distributed.

Have each small group divide its work space into three areas, one labeled "Facts," another "Opinions," and the third "Need More Information." Have participants work together to place the statements in the appropriate areas according to the definitions they agreed on earlier.

Ask participants to examine the statements in the "Need More Information" category. Have them work together to identify sources of information that would prove or disprove the statements.

Discussion

When the small groups have completed their work, bring the whole group back together to discuss the process. Use the following questions to check the students' understanding of the difference between fact and opinion.

How can you tell whether something is a fact or an opinion?

What makes deciding if something is a fact or an opinion difficult?

When you were working in small groups, did everyone agree on which statements were fact and which were opinion? Could any of the opinion statements be considered facts if we had more information or if the statements were more specific?

If you're not sure whether something is a fact, what can you do?

Why is knowing whether something is a fact or an opinion important?

_____________________________________________

Used with permission from the Peace Corps.

Label Activity

Goal

To experience the effects of inclusion and exclusion in a simulated activity.

Time

15 minutes

Materials

Blank mailing labels or blank name tags, cut in half. Make as many labels as you have students. On the labels, write, "Smile at me," "Say, 'Hi,'" "Pat me on the back," "Shake my hand," "Give me five," and "Give me an "okay" sign." Use other responses that are typical for the group. On 10 percent of the labels, write, "Turn away from me."

Procedure

Begin the lesson by asking students if they think we sometimes label people because they belong to different groups. Tell them that the labels we put on people often limit their participation in groups.

Tell students that you are going to give them each a sticker. Tell them that you will put it on their foreheads so that they cannot see what it says. Distribute the labels randomly. Ask everyone to remain quiet and not reveal to each other what their labels say.

When everyone has a label, ask students to get up and mill around as if they were in the lunch room at school or at a party. Remind them that they should not reveal what is on anyone else's label. Let students mingle for 4 to 5 minutes, then ask them to return to their seats without looking at their labels.

Discussion

Ask students the following questions:

1. How were you feeling?

2. Without looking at your label, do you know what it says? How do you know?

3. All of you who think you have the "Turn away from me" label, please come and stand together in front of the room. How did you feel?

Allow students to look at their labels now. Explain that all of us have experienced times when we felt like we were wearing a "Turn away from me" label - when we felt left out or targeted. However, some groups experience this more than others, even regularly. What are some groups in your school that get targeted or left out? What groups in society seem to have a "Turn away from me" label on them? (Some examples include people with disabilities, people of a different religion, people of a different race, people who speak with an accent, and underprivileged people.)

Remind them that no one said anything negative to them; it was just in our nonverbal communication-our body language and our expressions. Without words, they got the message. Point out that 94 percent of all communication is nonverbal. We need to pay close attention to our body language and nonverbal expressions as well as our words.

End with the following additional questions:

What can we do to change our nonverbal behavior to help everyone feel included?

What do people from groups that are left out or excluded sometimes do? (Sometimes they get together and form their own groups and isolate themselves; perhaps this happened during this activity.)

Any new thoughts about why members of excluded groups act in society the way they do?

Any new insights on how being in an oppressed group feels?

_____________________________________________

Adapted from: O'Malley, Marion, and Tiffany Davis (1994). Dealing with Differences. Carrboro, N.C.: The Center for Peace Education.

Walk Apart--Walk Together

This activity is appropriate for a wide variety of ages, ranging from elementary school to adult. Since it requires no special materials, it can be conducted in almost any setting. It is a particularly good activity for groups that are just forming.

Goal

To help participants recognize the differences among people, as well as the many similarities people share.

Time

10-15 minutes

Materials

Open space large enough for two people to take a short walk

Procedure

Two "volunteers" come forward and stand with backs together. Ask the "audience" to call out things about these two volunteers that are different. Differences sometimes pull us apart. As each difference is called, the volunteers take one step apart. When they reach the end of the available space, have them turn and face each other. Now, ask the audience to call out similarities of the volunteers. As each similarity is called out, the volunteers take one step toward each other.

Discussion

1. Think about the things that were noted as differences. How many were things that we can easily see (gender, size, hair color, skin color, dress, wearing glasses or not, etc.)?

2. What were some of the similarities? While certain physical characteristics are similar, many other similarities are not so visible. Perhaps both "volunteers" are enthusiastic or both have similar interests or goals in life.

3. Talk about the importance of the differences and of the similarities among members of the group. Be sure to talk about the importance of accepting and welcoming all members into the group.

_____________________________________________

Adapted from the Scouting Web pages. Permission to reprint was granted by Kathie Little, Volunteer Girl Scouts of the Old 96 Council.

Lookism

When the word "diversity" is mentioned, several terms are likely to come to mind. Among these include race, ethnicity, gender, age, religion, physical and mental abilities, income, education, and sexual orientation. One dimension of diversity that does not always immediately come to mind is appearance. Bias based on appearance may be referred to as "lookism." Consciously or unconsciously, we often make judgments about people based on the way they look.

Goal

To help participants think about the concept of lookism and to identify how appearance affects bias.

Time

Approx. 45 minutes

Materials

Markers and one flipchart for each group

Procedure

Divide the class into small groups (four learners to a group) and issue each group a flipchart and markers. Each group will make two flipcharts-one will be titled "How prejudice and bias focus on the physical characteristics of people" and the other will be titled "How prejudices and bias focus on the dress and makeup of people." Under each title they will list how people are hindered for not meeting a group's or organization's standards (norms). Coach the groups as they work their way through the exercise. Some items that could be listed include:
Physical Characteristics

Too short

Overweight

Too light or too dark

Too young or too old

Disfigured

Not graced with "good looks"

Features that are less desirable than social or cultural norms

Dress and Makeup

Dresses out of fashion

Body piercing

Hair length

Informal dress

Impression of informality

Expression of cultural, ethnic, religion, generational, or personal standards

After the small groups have worked on the activity for about 25 minutes, bring the groups together and have them present their findings.

Discussion

Discuss what is fair and legitimate to ask of people about physical characteristics and appearance when it comes to workplace norms.

Ability to do the job

Loss of customers and money due to how an organization's employees look

Safety requirements

Loss of personnel because of bias about appearance

This activity is appropriate for adults and older youth. It can also be adapted so that the discussion focuses on inclusion in school, social groups, and other settings more relevant to the participant group.

_____________________________________________

Created by Donald R. Clark and reprinted with his permission.

Inclusion/Exclusion

Goal

To experience the frustrations of being left out of a group or being ignored by its members and to explore the factors associated with the behaviors of insiders and outsiders.

Time

15-20 minutes

Materials

One sheet of paper for each group of five or six students; each paper should have a large number on it (1, 2, 3, 4, 5, etc.).

Procedure

Determine the number of students in the group and how many groups you can form with six or seven students in each group.

Begin by telling the group that you will need some volunteers. Select enough volunteers to equal the number of groups you determined earlier. (For example, assume you have 30 students in the class. That would allow for five groups of six students in each group. Therefore, you will need to select five volunteers.)

Ask the class to wait just a minute while you take the volunteers out into the hall. Tell the volunteers that you will be back to give them instructions in a minute.

Return to the large group and ask them to get into groups of five or six participants and form a circle. It is okay if a few groups have a smaller or larger number than five. Tell the students that the goal of each circle is to keep the volunteers from becoming a part of their group. They should pick any subject and talk to each other. The subject may be planning a party or some other special event; each group should appear to be having a good time. The groups can use any means possible, except violence, to keep the volunteer from becoming a part of the group. The group may chose to stand very close together so that the volunteer cannot get into the circle. The group members may simply ignore the volunteers and not talk to them. Give each group a sheet of paper with the number of their group on it.

Leave the larger group to form their circles and select their topics to talk about. Return to the volunteers in the hall. Tell the volunteers that their goal is to become a part of the circle that you will assign them to. Assign a number to each volunteer and remind then that their goal is to become a member of the group with that number. Bring the volunteers into the room and ask the circles to hold up their numbers. Allow the interaction to proceed for about three minutes. Then ask everyone to return to their seats.

Discussion

First, ask everyone to give the volunteers a round of applause for being brave enough to be volunteers for this activity. Thank them. Then lead them in a discussion of this activity. Ask volunteers:

1. How did you feel about being excluded by the group?

2. How hard did you try to become part of the group?

3. What did you do to try to get in?

4. What did the group say or do to you to keep you out?

Ask group members:

1. How did you feel about excluding the volunteer?

2. How far were you willing to go to keep the volunteer out?

Tell them that in this situation they were asked to keep the volunteers out of the group. But in real life people do get excluded from groups and a lot of the time it is because they are thought to be different from people in the group.

Can you think of a time when you felt different from everyone else? Maybe you were the only girl in a group that had all boys. Or maybe you were the only person who spoke English in a room full of people. Who can share a time when they felt different?

What is one word that best describes how you felt when you were the one who was different? (Write these on a blank overhead or wall sheet.)

Have you ever been excluded from some group that you wanted to join? Why did you want to join them, and how did they exclude you?

Think about some people at your school that you consider different from you or the kids you hang around with. I'm sure everyone can think of at least one person that you think of as being different. Do you have that person in mind? Raise your hand if you have that person in mind. Now, here comes the hard part: Think of at least two ways in which that person is the same as you. (Ask students to share.) So, as you can see, although we are all unique and are in many ways different from everyone else, we are also the same in many ways.

What is the most important thing you learned from this activity?

Based on your experience in this activity, would you change any of your behaviors at school?

How could we make it easier for outsiders to join our group?

Resources/References

The activities in this publication have been adapted from activities in a variety of resources. Information about specific sources will be provided upon request.

Byrnes, D. A. (1995). "Teacher, They Call Me a _______!" Confronting Prejudice and Discrimination in the Classroom. Logan: Utah State Office of Education.

Clark, Donald R. (1997-2000). Big Dog's Leadership Training and Development Outline.

Many Faces, One People: A Multicultural Training Guide (1993). Chevy Chase, Md.: Community CARES project funded by the W. K. Kellogg Foundation through National 4-H Council and the USDA Extension 4-H program.

Morita, Yuri (1996). Take a Walk in My Shoes: A Guide Book for Youth on Diversity Awareness Activities. Oakland: Office of Affirmative Action, Division of Agriculture and Natural Resources, University of California.

O'Malley, Marion, and Tiffany Davis (1994). Dealing with Differences. Carrboro, N.C.: The Center for Peace Education.

Prepared by Patreese D. Ingram, Assistant Dean of Multicultural Affairs, and professor of agricultural and extension education.

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More Diversity Activities for Youth and Adults

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The face of the United States and its workplace is changing. A growing number of neighborhoods and communities contain a complex mix of races, cultures, languages, and religious affiliations. At the same time, the widening gap between the rich and the poor is creating greater social class diversity. In addition, the U.S.

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Teach students to respect differences among people in their community and around the world by using the resources below for elementary, intermediate, or high school students. You'll find printables that promote tolerance and understanding, and lessons about immigrant families. Art, reading, and writing activities will help familiarize students with the history and traditions of different religions and ethnic groups.

Printables, Grades K-5

Use these printables to teach your students about the recipes, art and history of other cultures. These printables include puzzles, activities, teaching guides and more!

Printables, Grades 6-12

Create in-depth discussions about the importance of diversity with these printables for grades 6-12. Below you will find activities, discussion questions, teaching guides and much more relating to the significance and understanding of diversity.

Lesson Plans

Our lesson plans will help you begin to discuss diversity with your students. Included are activities about immigration and language differences that will provide students with a glimpse of the diversity throughout the world.

Art, Music, Drama, & Diversity Connected

Diversity is celebrated through many different forms, such as art and music. Help students celebrate their differences with these fun coloring pages, classroom activities, music lessons and much more!

Immigration Resources

Immigration is a significant part of U.S. culture and history. Use our discussion guides, activities and history lessons to help students experience the life of immigrants and the diversity they provide.

Literature & Diversity Connected

Diversity is a constant theme in literature. Help students' comprehend the readings with these discussion guides, reading warm-ups, journal exercises and much more!

Reading, Language Arts, & Diversity Connected

The resources below will help students understand the diversity present in their readings. Our vocabulary sheets, teaching guides, discussion guides and foreign language worksheets are all geared towards helping students comprehend and celebrate diversity.

Diversity Resources for History Class

Diversity has been treated differently throughout history. Our printables, teaching guides, immigration resources and more will teach students the history of different cultures and how diversity has been treated throughout the world during different time periods.

Religious Diversity Resources

Use our teaching guides, historical lessons and more to teach students about the different religions throughout the world and the history of each one.

Diversity Resources for Holidays

Enhance students' understanding of the various holidays different from their own with our teaching guides, worksheets, activities, crafts and more! These resources will help students understand the multiple holidays celebrated by different cultures throughout the year.

Cross-Cultural Resources

Guide students through a cross-cultural experience with the resources below. Our worksheets and lessons will enable students to see the point of view of others and appreciate diversity more.

Black History Month Resources

February is Black History Month. Explore the many contributions of African-Americans with our cross-curricular lessons, printables, quizzes, and activities below.

Asian-American History Resources

Asian American and Pacific Islander Heritage Month is celebrated in May. Use our lessons, printables, and activities to explore the art, food, music, and writing of these great cultures.

Hispanic Heritage Resources

The study of Hispanic heritage offers you the chance to explore many diverse and rich cultures with your class during Hispanic Heritage Month (September 15â€"October 15). These lesson plans, printables, activities, and references will enrich your classroom study.

Native-American Heritage Resources

Look below for lessons, activities, and printables on Native American life and culture. Use these resources to teach students of all ages about the colonization of America from a different perspective.

Equality Resources

Help students understand equality and what it means to be equal with our lesson plans, activities, worksheets and more!

Additional Diversity Resources

Continue the discussion and understanding of diversity with our additional resources. Below you will find teaching strategies, music resources, bilingual resources, resources for teaching students with learning disabilities and more!

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Diversity Printables, Lessons, and Resources - TeacherVision

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Teach students to respect differences among people in their community and around the world by using the resources below for elementary, intermediate, or high school students. You'll find printables that promote tolerance and understanding, and lessons about immigrant families. Art, reading, and writing activities will help familiarize students with the history and traditions of different religions and ethnic groups.

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Why cultural diversity matters | Michael Gavin | TEDxCSU

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Supporting cultural and linguistic diversity in early childhood

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"So Do I" - a children's diversity discussion video

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This 'diversity training' video is intended for K-2 children in a classroom environment. It was created as my 2006 Landmark SELP project from donated supplies and donated time and talents of incredible people!

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Jeanne L. Reid on why classroom diversity matters in early education

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Diversity in education matters, and it plays an important role in Pearson's mission of helping people make more of their lives through learning. Our differences give us unique perspectives that can enrich our learning, work, and lives. This blog post is part of our Diversity Matters series exploring different perspectives on why diversity matters in education. For more commentary and resources on the importance of diversity, visit our Diversity and Access website.
Why does diversity matter in education? It matters because it affects all of us and it's a topic that may be uncomfortable to talk about, but that's the great thing about diversity. It helps break down barriers and gets to the root of our problems. The more diverse a group is, the greater the potential for us to learn more about one another through these uncomfortable discussions.

Diversity gives people a voice. Diversity empowers people to be expressive without feeling outnumbered. It allows us to raise a hand in disagreement with a majority of our peers while presenting the opportunity to see things from a different perspective. Diversity can alleviate pressure to follow the norm. A norm is a socially constructed concept which forces so many people to hide who they are so that they could blend in. Diversity matters in education because no one should have to feel embarrassed of who they are. Diversity gives people confidence and makes them proud to share who they are.

Children always have the wildest imaginations which make each child special. But what if tried to suppress that imagination? It would be like stripping away a part of their identity. And yet, that's precisely what we do when we try to suppress elements of others' identities-skin color, gender, age-when they're different from our own. No one was born to hate someone else simply because they don't look the same, so why do we let ourselves behave this way as we grow older? If we were taught to be nice and respect others as kids, why do these rules no longer apply as we enter adulthood? What benefit does one get from putting down others?

Diversity gives people the ability to hear. Diversity matters in education because it builds understanding and helps people make educated opinions and judgments. Being a part of a diverse group enhances everyone's potential to be successful. Diversity allows people to be creative. If we limit diversity in the classroom or anywhere in the world, then we limit the potentials and opportunities that could occur. The great thing about diversity is that not only does it make each individual special and unique, it also allows us to apply a different perspective to any situation. So if we can listen to what one another has to say and focus on the good that each of us has to contribute, we can tune out the negativity that so often comes from ignorance and misunderstanding.

Diversity lets people see the world. When people are more educated and embrace diversity, they learn to make judgments based on a person's actions and words and not by their appearance. By being open to learning about one another, we can reduce the fear and negativity in this world. People fear because they do not know and make the same mistakes because they do not learn. In a more diverse learning environment, we learn more from one another and the more people know, the fewer the problems that would occur. But not to forget, diversity does not mean that in order to uplift one group, we must push down another. Diversity is about seeing each other as equals but accepting each other's differences. After all, what would be the point of getting to know one another if we were all the same? What would be the point of traveling halfway across the world to find the same things you can find a block down your own street? What's the point of anyone remembering who you are, if there wasn't anything about you that made you different? That's why diversity matters.

About the Author

Mina Huang
Wilfrid Laurier University * Waterloo, ON

Mina is a student at Wilfrid Laurier University pursuing a degree in Business Administration. She is a self-motivated individual and is very excited to be a part of Pearson's Campus Ambassador program. As a PCA, she enjoys helping students and faculty on her campus. During her spare time, Mina loves to explore the city and check out all the local coffee shops in her area. She's not exactly sure what she wants to do in the future, but she's not afraid of trying new things.

Learn more about the Pearson Campus Ambassador program.

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Mina Huang, Third Year Student at Wilfrid Laurier University, Pearson Campus Ambassador

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Diversity Matters: The Beauty and Power of Difference | Pearson Blog

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Why does diversity matter in education? It matters because it affects all of us and it's a topic that may be uncomfortable to talk about, but that's the great thing about diversity. It helps break down barriers and gets to the root of our problems.

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I am in my eleventh year teaching but often find my greatest educational epiphanies as a parent. One such moment occurred last spring when my daughter's first grade class discussed de jure racial segregation of American society during the first half of the 20th century. When she came home, she shared what she had learned and asked this poignant and powerful question, "Daddy, does that mean I couldn't have gone to school with my best friend?" At that moment, as she contextualized the reality of segregation in her head and heart, the power of classroom diversity became crystal clear.

However, the value of diversity is currently being unrealized at a rate unseen in the last 50 years. Abundant data points to resegregation of America's schools, such as a 2012 report from The Civil Rights Project at UCLA that noted, "80% of Latino students and 74% of black students attend majority nonwhite schools." As an educator, these statistics are alarming, since I've seen the value of a diverse classroom in three key ways.

First, as my daughter experienced, classroom diversity promotes student growth and reflection. In the most recent edition of Educational Leadership, Peter Levine noted that, "by talking and listening to people different from ourselves, we learn and enlarge our understanding." This claim has proved true in my class numerous times, such as a recent discussion of an article on the demographic composition of Congress. The students' diverse backgrounds and experiences clearly enhanced conversation and analysis of the role of gender, race and life experience in representation.

Second, diverse classrooms play an essential role in career preparation. Students are entering job markets with diminishing concern for community or national boundaries. Integrated classroom environments are important in helping students learn to collaborate and communicate with the different cultures and backgrounds found in the 21st century work environment.

Finally, diversity prepares students for citizenship. My collegiate alma mater's motto is, " Emollit mores necsinit esse feros," which means, "Learning humanizes character and does not permit it to be cruel." In my classes, I have seen how diversity enhances this 'humanizing' effect of education as students learn to engage in civic discourse. My students routinely discuss politically charged issues ranging from wartime civil liberties to affirmative action, and diverse views enhance learning to defend and explain opinions in a civil fashion. In a recent op-ed, former Senate Majority Leaders Tom Daschle and Trent Lott stated democracy requires, "mindfulness and tolerance," and integrated classrooms enhance the ability to learn these essential traits.

Of course the value of classroom diversity is not a new concept. Next week, my students will read Brown v. Board of Education, where the Supreme Court noted, "it is doubtful that any child may reasonably be expected to succeed in life," without a quality education.

Both research and my experience show the link between quality and diversity in schools. Obviously, reversing racial and socioeconomic resegregation is a task without simple solutions. However, difficulty is not justification for failure to act, and that is why programs such as the Stronger Together Grants proposal in the President's budget are essential steps forward in providing diverse classrooms.

It has been more than sixty years since the Court decreed separate educational environments to be "inherently unequal;" it remains for us to ensure all students are receiving the full promise of a quality education.
Patrick Kelly teaches at Blythewood High School in Columbia, South Carolina, and is a Teaching Ambassador Fellow at the U.S. Department of Education. You can follow him on Twitter at @plkelly27.

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The Value of Classroom Diversity - ED.gov Blog

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I am in my eleventh year teaching but often find my greatest educational epiphanies as a parent. One such moment occurred last spring when my daughter's first grade class discussed de jure racial segregation of American society during the first half of the 20th century.

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Never has there been a better time to introduce children to racial and cultural diversity. We are fortunate to live in a country where so many ethnicities are represented, giving families plenty of wonderful opportunities to learn and appreciate how different cultures live without having to leave home to do so.

Grade-school children are developmentally able to put cultural and racial differences into perspective. They can either learn to appreciate or devalue traits that make others different from themselves, including understanding and being accepting of others who have physical disabilities. Today, I'm going to share 10 ways in which you can teach your kids about cultural diversity and the value of differences.

Tip #1: Examine Your Own Cultural Beliefs

The best way to teach your child about cultural diversity is to let them see you as accepting and tolerant. Our children imitate us, so in order to teach our children about cultural diversity, we as parents need to figure out what our beliefs are about this topic.

Ask yourself: How open are you to people from other cultures or races?

The goal is to introduce our children to the different ways people live. We do not want to cloud their judgment and give them biases, so if you do admittedly have any prejudices, you will need to resolve (or reserve) those so that your child will be open to new experiences and new people.

Tip #2: Purchase a Globe or a World Map

A great place to start is by having a globe or a world map available in your home. We have a large and colorful map which is framed and hanging in our family room. When something globally newsworthy happens, the kids can go right to the map and physically see that area of the world. This allows them opportunities to ask questions, engage in discussion, and creates teachable moments for the whole family.

Tip #3: Sample Cuisine From Other Countries

My family lives near a major university, so we have been very fortunate to meet families from all over the world, including China, India, Germany, and Spain. One year, our community organized an "Intercontinental Cuisine" dinner where everyone signed on to bring dishes from their country. Over 100 people dined on sushi, curries, Wiener Schnitzel, paella, and more. There was music playing from these different cultures as well. Some of us even got an instant foreign language lesson from some of the language professors who attended.

Thankfully, you don't have to have access to a university to accomplish this. Simply reach out to folks in your town, or maybe one of your child's friends comes from a different country, and have a pot luck. This is a delicious way to introduce kids to new cultures.

Tip #4: Encourage Questions

If your child has questions about differences in physical characteristics or cultural practices, discuss them openly. This teaches your child that it's okay to notice differences, and more importantly, it teaches him that it's good to talk about them. Learning to appreciate all kinds of differences-not just racial and cultural but differences in socioeconomic levels, gender, and even disabilities is an important skill in today's diverse society.

Tip #5: Recommended Books on Culture, Race, and Disability

David's Drawings by Cathryn Falwell

Perfect for: Ages 7 - 10

What it's about: One wintry morning, David, a shy African-American boy, spies a beautiful tree on his way to school. Before class begins, he gets a paper and pencil and draws its trunk and bare branches. Soon, his schoolmates look on and make suggestions. In this gentle and appealing story, a boy figures out how to stay true to his own artistic vision while allowing his friends to express their own creativity.

Black, White, Just Right! by Marguerite W. Davol

Perfect for: Ages 2-5

What it's about: A mixed-race child celebrates the rich inclusiveness of her life in a joyful picture book. Mama's face is chestnut brown, Papa's face turns pink in the sun, the child's a little dark, a little light, and "Just right!"

Stinky the Bulldog by Jackie Valent

Perfect for: 3 and under

What it's about: Stinky is a lovable little bulldog who moves to a new neighborhood. The mama bulldog teaches Stinky a valuable lesson in not judging others in this colorful picture book..

Special People, Special Ways by Arlene Maguire

Perfect for: Grade 2 and up

Special People, Special Ways presents a positive image of persons with disabilities. It shares the message that even though each of us may have something different about us, we share many commonalities. Coupled with colorful illustrations, the book conveys the message that although painful at times, being different can also be wonderful.

My Sister is Special by Larry Jansen

Perfect for: 3 and up

What it's about: A little boy learns compassion and patience as he cares for his little sister, who has Down's Syndrome.

Tip #6: Use Various Cultures to Inspire Holiday Decorations

When you are decorating your home for the holidays, consider using various cultures as inspiration. For example, you could incorporate a piñata filled with Christmas candy in your celebration or let your kids paint chopsticks that you can use as colorful ornaments on your tree. Get your kids involved and see what ideas they can come up with. This also provides an opportunity to do some simple research on how other countries and cultures celebrate the holiday season.

Tip #7: Encourage Kids to Correspond with International Pen Pals

Find out about pen pals for your kids in other countries. Have kids pick a pen pal and start writing to or emailing them. Kids who build up relationships with people in other countries will end up being more globally aware. With the prevalence of email and social media these days, this is easier than ever. My kids' school has had great success with this in years past using Kid World Citizen , a great resource to locate international pen pals.

Tip #8: Attend Cultural Events

Most communities have free and low-cost cultural events hosted at places of worship, community centers, schools, and other organizations. Explore the calendar of events in your area to find kid-friendly events including interfaith gatherings, cultural festivals, art exhibits from foreign countries, and other activities.

Tip #9: Watch Movies That Introduce New Places

Watching movies that introduce new places to your children is a great way to raise their global awareness. Movies like Jungle Book, Dumbo, Aladdin, and Around the World in 80 Days, are wonderful kid-friendly films that let them get a peek at other cultures.

Tip # 10: Take a Stand Against Cultural Insensitivity

If you want your children to grow up without prejudice and with cross-cultural understanding, you can't show tolerance for racism or cultural insensitivity yourself. If someone says a rude comment or inappropriate joke - speak up and let your child know that this isn't acceptable. Kids need to understand that no matter where we are, people really are essentially the same. They have the same emotions, the same desires, and the same concerns. Teaching this to your kids now can keep them from fostering prejudice and help them grow into thoughtful, open-minded adults.

How do you teach your child about different cultures and physical characteristics? Let me know in Comments or post your ideas them on the Mighty Mommy Facebook page. You can also connect with me on Twitter @MightyMommy or e-mail me at mommy@quickanddirtytips.com

Check back next week for more parenting tips. Don't forget to check out my family-friendly boards at Pinterest.com/MightyMommyQDT .

I hope these tips will help you to bring various cultures into the lives of your children. By working to raise globally aware kids, we can make a positive difference in their future! Until next time, Happy Parenting!

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Never has there been a better time to introduce children to racial and cultural diversity. We are fortunate to live in a country where so many ethnicities are represented, giving families plenty of wonderful opportunities to learn and appreciate how different cultures live without having to l

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I once heard a story about a girl who went camping and hated every minute of it. She hated the hard ground, the bugs-basically the whole experience.

After this, she decided that she was never going camping again, but then...she fell in love with a boy and this boy loved camping. Since she loved the boy, she decided to give camping another shot. Much to her surprise, this time camping was amazing. She saw the beautiful scenery, the falling stars and many other wonderful things.

What made the difference? The difference was that someone who cared about her took the time to help her see the experience in a new light.

It is no secret that building relationships just like this with students is key to success in the classroom. We have students coming to us who have had bad experiences with school and now they hate it. It is our job to help them turn this around and see it in a different (and more positive) light. The ugly truth is that many times we do not know what they have been through or what they go home to, and we might be the only positive influence they have.

I once had a student who lost his mother the year before who was significantly below grade level. I was really able to connect with him and he showed tremendous growth on his end of year tests. I was so excited for him, but I also learned a huge lesson from the experience. The last day of school I had my students write down their favorite memory from the school year, and when I opened his it said, "The time Mrs. Shaw said that she loved me." I have saved that paper for more than ten years because it reminds me that students will remember how you made them feel much more that any subject you taught.

I also learned that academic growth is a natural effect of building relationships with students. It is a fact that students will work harder for teachers they know love them, but that is easier said than done. Making sure my students feel loved is a top priority in my classroom, and here are seven specific ways I try to do it.

1. I greet students at the door every morning. This is one small thing that speaks volumes-it lets my students know that they are important enough that I am going to stop whatever I am doing to speak to them before we even start.

2. I have a "family meeting" with my classroom. Several times a week for 10-15 minutes, I let students share what is going on in their life and I also share with them what is going on with me. This is one of my favorite parts of the day because their stories remind me that they are not a number or a score and they have real successes and struggles. I see this time as an investment and feel it pays in dividends in the end.

3. I use a class social media posting site through . This is a great place for students to share and post pictures and interact with each other. This is safe because it all goes through me before it makes the "wall." It gives everyone a chance to see the new puppy or game ball and builds relationships within the class as we celebrate with each other.

4. I write positive notes and make positive phone calls home. This may be one of the most powerful things I do. It takes just a minute and it will make a student's (and parent's) day. This lets a child know that I value and see the good in them.

5. I make a point to have personal conversations with my students. I know what is going on in their life because of the outlets I have for them to share, so it gives me something personal to talk about with them. I think this can significantly improve behavior as well. The 2×10 Strategy is great to try with your more difficult students.

6. I try to make a connection to my students. For example, I had a student added to my classroom mid-year who had some trouble transitioning. I knew this kid loved a particular basketball player, so I would seek out articles about this player and put them on his desk or find funny memes to share. The difference this made was amazing! His behavior improved and it was noticeable enough for my inclusion teacher to ask what had happened. This small connection went a long way.

7. I try to talk the talk and walk the walk. My goal is for all of my students to know that I love and care about them. I am not only going to tell them, I am going to make an effort to show them by taking time to really listen, get to know them and, in the words of J.M. Barrie, I am going to make an effort to "always be a little kinder than necessary."

Please know that I am a "work in progress" and I have not mastered student relationship building. But I assure you I have seen it's miracle working power over and over in my classroom.

For more, see:
Stephanie is Teacher of the Year at Mooresville Intermediate School in North Carolina, and a Digital Scholar with the DigiLEARN program. Follow her on Twitter: . Stay in-the-know with all things EdTech and innovations in learning by signing up to receive the weekly Smart Update . This post includes mentions of a Getting Smart partner. For a full list of partners, affiliate organizations and all other disclosures please see our Partner page

Stephanie Shaw is Teacher of the Year at Mooresville Intermediate School in North Carolina, and a Digital Scholar with the DigiLEARN program. Follow her on Twitter: @stephshaw413.

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7 Ways to Build Better Student Relationships

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I once heard a story about a girl who went camping and hated every minute of it. She hated the hard ground, the bugs-basically the whole experience. After this, she decided that she was never going camping again, but then...she fell in love with a boy and this boy loved camping.

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4 Reasons Why Classrooms Need Diversity Education

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Spread the loveSchool climate and school culture directly impact student success. As a result, it is particularly important for the school culture (and the classroom culture) to reflect, acknowledge, and celebrate diversity. Taking these feel-good ideals and making them a reality can be tough for educators, especially with so many other initiatives on their ever-tighter schedules.