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Cultural Diversity
In the SPE that I have had, Ive come across a lot of cultural diversity. This has come
in the form of cultural diversity that stemmed from having students from different
countries in the classroom, but also from the different cultures present within a
culture. I did my first two practicums at the Noosa Pengari Steiner School, which is
an alternative school. Many of the students that came to this school were from
families who were a part of the naturalist culture. Because of this, I had to
incorporate a lot of outdoor play and experiential learning into my teaching
strategies. The way I responded to this culture was to conduct many of my lessons
outside, either on the oval or in their play bush, and to incorporate nature into as
many activities as I could. One activity that I did was an alphabet scavenger hunt,
however rather than scatter things around the school, the students had to find
something in nature that started with the letter of the alphabet. By doing this, I made
The Noosa Pengari Steiner School have a different curriculum to state schools, and
my mentor asked me to do a Geography lesson that included an Indigenous
perspective. I chose to talk about the Glasshouse Mountains and to share the
Dreaming story about them. There was an Indigenous Student in the class and so I
had her read the story for the class. I wanted the students to understand the
importance of Indigenous culture and the importance of respecting this culture, and I
believe part of that is acknowledging how sacred it is. By having the Indigenous
student read out the story, I was acknowledging this sacredness. As a by-product,
the student who read the story was very happy, and said that she was proud to have
been able to read it to the class. According to Hyde (2016), classroom practices can
be improved through encouraging high levels of involvement by Indigenous people in
the management and delivery of content.
In my third practicum, I attended North Arm State School. I was doing a Geography
lesson on special and sacred places, and realised that there were students from
other countries and cultures who would view this topic very differently. I decided that
to start the lessons activities, I would start a class discussion on special places and
ask the students to share with the class their own special places. I am glad I started
this way as there was a lot of difference in the answers that were given from
students that had different cultural backgrounds. When I continued the lesson, I
made sure to include special and significant places from many different cultures,
such as the Glasshouse Mountains, the Sydney Opera House, The Great Wall of
Chine, The Giza Pyramids etc.
Linguistic Diversity
Linguistic diversity can come in the form of speaking different languages, but also
grammar and vocabulary. There is a lot of linguistic diversity that I have come across
At this same practicum, the students had pen pals, and so when the French student
came to the class, as she was unable to write in English, I paired her up with another
student to write a letter together. The French student wrote a letter in French, and
they joined them together and sent both. This strategy is supported by Vygotskys
Zone of Proximal Development Theory (Duchesne, McMaugh, Bochner, & Krause,
2013).
(The Hello Song we would sing every morning as part of our greeting)
My mentor teacher at North Arm primary was very good at giving me constructive
feedback, and I took this on whole heartedly. In my final report, she stated in her
Religious Diversity
In the SPE that I have had so far, I have not had to cater for religious diversity all that
much. I have not attended any religious schools for practicums or had any students
in my class that identified with any religious denomination. In other jobs that I have
had where I was working with students (as a teacher aide and in outside school
hours care) there have been incidences where I have had to cater for religious
diversity. These were usually special occasions and events, such as Christmas and
Birthdays, or Hanukah, Ramadan and Dussera. To do this, I have made a point to
celebrate all religious holidays across every religion that was represented. When it
was respectful to do so, I would try to include all students in every celebration and
activity and give some information and history about the respective holiday and
religion.
In my SPE, there have been numerous instances where I have had to cater for
socio-economic diversity. In my second year, I did a practicum at a North Arm State
School where their homework was to complete Mathletics levels each week. A
number of students did not have computers or access to the internet at home, which
presented issues for them completing their work. Rather than have them miss out on
a lunch time to complete their homework at school, I accessed the Mathletes pages
and created worksheets from the questions that I could send home with the students.
The students could take these sheets home and complete them as homework like all
of the other students. They did not miss out on their lunch time and were not singled
out or treated differently because they were of a lower socio-economic class. The
To do this, I have created several SMART goals. SMART goals consist of five
guidelines, they must be specific, measurable, attainable, realistic, and time-based.
My SMART goals are as follows:
Professional development plans help teachers to clearly identify their goals and the
actions they need to take to achieve them. My own professional development plan
has identified an area I would like to improve in, and outlined five SMART goals I
need to achieve to make this happen.
Duchesne, S., McMaugh, A., Bochner, S., & Krause, K. (2013). Educational Psychology For Learning
and Teaching. Cengage Learning: Melbourne.
Hyde, M., Carpenter, L., & Conway, R. (2016). Diversity, Inclusion & Engagement. Melbourne: Oxford
University Press.
Ministerial Council on Education, Employment, Training and Youth Affairs. (2008). Melbourne
Declaration on Educational Goals for Young Australians. Melbourne: Ministerial Council on
Education, Employment, Training and Youth Affairs.