Running head: ENGAGING STUDENTS FROM DIVERSE BACKGROUNDS

Instructional Practices Teachers can use to Effectively

Engage Students from Diverse Backgrounds
Megan Hensiek
California State University Dominguez Hills
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Abstract
This paper explores four published articles and three published books that report on observations

from research in classroom settings. From the observations, researchers conclude several key

elements for educators to effectively teach students from diverse backgrounds. The first question

posed is what are some challenges or common errors teachers need to overcome in order to

effectively engage students from diverse backgrounds. Secondly, once the challenges have been

addressed, what instructional practices can teachers use to effectively engage students from

diverse backgrounds.

Keywords: effectively teaching students from diverse backgrounds, challenges teachers

face, instructional practices

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Instructional Practices Teachers can use to Effectively

Engage Students from Diverse Backgrounds
The United States being the cultural capital of the world, has a diverse population of

students who satisfy the vast majority of public schools. As noted by Brock (2007), over 85% of

the student population was comprised of children from ethnically and linguistically diverse

backgrounds. Comparably, as highlighted by et al Lalas (2016), as of 2011, 84% of educators in

the U.S. are white (p. 26). The distinct comparison between the diverse students and the

monolingual educators suggests that there is a greater possibility of cultural and linguistic

barriers that may arise between teachers and the children they serve in the classroom. As

indicated by Brock (2007), such barriers can be detrimental and can have a potentially negative

impact on students’ learning. Thus, as educators it is important to be culturally responsive and

use teaching strategies that have been researched and determined successful in implementing an

effective classroom environment that is cognizant of other cultures and ones’ own biases.

Key Issues in Classroom Management

Over referral and disciplinary problems. Prior to identifying key instructional

practices that teachers can use to effectively engage students from diverse backgrounds,
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researchers have identified important issues that have emerged in the classroom setting. These

issues address the negative connotations and errors teachers may make while delivering

instruction. Many educators argue that classroom management can be a constant battle, and with

a diverse student demographic it can be hard to meet each student’s individualistic needs. Milner

(2011), suggests that there are some inconsistencies between the rules and the culture of power

and how students acknowledge rules and conduct themselves. From a study identified by Milner

in Davis and Jordan’s (1994) research performed by the National Education Longitudinal Study

of 1988; whom identified a direct correlation between discipline, classroom management, and

Black male achievement. The research conducted took a random sample of 25,000 eighth graders

in middle school. The results stressed a common error many teachers made. Numerous teachers

spent a significant amount of time addressing disciplinary problems, while taking valuable time

away from important lessons. As a result, many students fell behind and focused their attention

on everything else except the lesson. In addition, Milner (2011), indicates that his research has

shown that more African American males were referred to the office for infractions that are more

subjective in interpretation (p. 563). These infractions such as “talking back” or “not listening”,

may be interpreted as intolerable and disrespectful, while the students may have conformed to

peer pressure to uphold a certain status quo among their peers.

Perceived behaviors and cultural misconceptions. It is not uncommon for teachers to

misinterpret students’ behavior when different cultural traditions are integrated into the

classroom environment. According to Pinto (2013), one teacher describes how in her new sixth

grade class, she noticed a lot of students avoided eye contact with her, which affected the way

she dealt with conflict because she was unaccustomed to it. Later on, this teacher asked questions

and learned that in many South Asian cultures avoiding eye contact is a form of respect.
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Instantly, this misinterpretation changed her understanding of the students’ behavior from

negative to neutral (p. 17). In the same instance, Milner (2011), shares an example of how a

Latino/a student jokes with the teacher after the teacher has attempted to correct some behavior.

The teacher may interpret this behavior as defiant or rude. The student, however may use jokes at

home to deflect the attention away from the problem and show their parents there are no hard

feelings on the students’ part (p. 563). This research is significant because as a teacher it is

important to build on other teachers experiences to become culturally responsive. Teachers who

view students’ behaviors as a correlation to their individual culture are more likely to remain

calm and approach each situation with sensitivity instead of projecting their biases onto their

students’. In doing so, teachers who are culturally responsive as noted by Pinto (2013),

recognize biases, values, and ways of handling situations from their own culture while being

aware that students are always evolving and may not share the same cultural understandings

(p.17).

Methods for Implementing a Culturally Responsive Classroom Management Plan

Recognizing one’s own biases. Part of connecting to a diverse student population starts with

recognizing one’s own biases. While previously stated the majority of teachers are typically

white. There is no doubt that the average white teacher shares completely different experiences

than that of their Hispanic, African American, Arab, etc., student. According to et al Weinstein

(2004), by bringing our implicit, unexamined cultural biases to a conscious level, we are less

likely to misinterpret the behaviors of our culturally different students, and treat them inequitably

(p. 29). In Weinstein’s observation one student teacher engaged her students in role-play

activities that highlighted issues of diversity within classroom management dilemmas. The
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outcomes of this research are fundamental because once teachers can recognize their own biases,

there is less room for misunderstandings which will create a safe environment for students to

learn and progress.

Funds of knowledge. An integral part of connecting to a wide range of cultural backgrounds is

using a theory called funds of knowledge. As identified by et al Lalas (2016), teachers can study

the skills, experiences, and family dynamics of their students and later apply their findings into

curriculum, and instruction (p. 27). Teachers play an enormous role in how students conduct

themselves in urban classrooms. As noted by Milner (2011), in an ethnographic survey of thirty-

one culturally diverse students identified by the school as potential dropouts, Schlosser (1992)

discovered that teachers must avoid distancing themselves from their students by developing

knowledge about the students’ home lives and cultural backgrounds and by developing

knowledge about adolescents’ developmental needs (p. 566). This research is significant because

by getting to know each student individually and taking the time to find out their interests, home

life, and daily struggles teachers can develop a better understanding of how to create successful

curriculum. By using the funds of knowledge, teachers can engage students and make learning

fun, relatable, and safe.

Applications

Self- reflection. Taking the time to self-reflect can be beneficial for many reasons. Not

only does it uncover our own truths, privileges, and beliefs, but it also helps us to understand our

own behaviors. The same is true for uncovering how students self-identify culture through their

own personal experiences. Pinto (2016), suggests teachers can accomplish student based

exploration through classroom-based exercises. Such exercises might include written or oral
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personal biographies (p. 24). Through Pinto’s research, once teachers have uncovered the basis

on how students self-identify culturally, the next step is to gain a better understanding of what

cultural issues shape their lives in school. To do these teachers may speak with student’s parents

to get a better understanding of their home life. Another resource is to observe the community

the students live and develop an ethnography report. Lastly, teachers can take the time to

casually talk to students one on one or in groups to find out more about deeper cultural patterns

and values. These strategies are a significant part of developing a classroom that engages

students from diverse backgrounds because with this cultural knowledge of ourselves and

students teachers can come to a detailed understanding of how to respond to the needs of all

students (Pinto, 2016).

Student Knowledge and Inquiry. According to Grassroots Curriculum (2014), every

teacher that has been interviewed in an extensive research has emphasized the need to include

student voice in curriculum (p.13). Students should feel like their opinions matter, and by

incorporating their ideas into the curriculum this will generate an active classroom by welcoming

new ideas. Grassroots curriculum (2014) suggests to, ‘bring students’ lives and experiences into

the classroom, and to connect students’ learning to the world(s) outside. Adds Relucio Hensler,

“Children naturally have a curiosity to want to learn more about critical issues and injustices”’

(p.14). One way to accomplish this, while sending the message early on that student inquiry is

highly regarded, is to engage in a critical topic that students find interesting and relatable. It may

help to brainstorm different ideas (p. 13). Topics should relate, directly or indirectly, to the

subject area at hand. Although, students may touch on any topic, issue, concern, wondering, or

interest they may have. This research is significant because if teachers are able to creatively
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incorporate student centered inquiry into lessons that are fun, in turn students will be more

engaged because they were actively involved and helped create the lesson or activity.

Conclusions and Future Studies

In order to gain a complete understanding of how to effectively engage students from

diverse backgrounds, it is necessary to recognize our own biases, become culturally competent,

and identify common cultural misconceptions. Drawing from research, teachers are able to

effectively boost engagement from students of diverse backgrounds by exploring funds of

knowledge, getting to know the students at a deeper level, and by using student knowledge and

inquiry to develop exciting lessons. It is important to examine the impact teachers make on

students. By implementing passion, having respect for others, showing acceptance of all

diversities and giving positive affirmation, teachers can transcend these difficulties of engaging

students from diverse backgrounds. This research validates the importance of culture and the

many reasons why teachers should implement lessons that are realistic and align with real life

situations, struggles, and celebrations students demonstrate.

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References

Brock, Moore, & Parks. (2007). Exploring pre-service teachers’ literacy practices with children

from diverse backgrounds: Implications for teacher educators. Teaching and Teacher

Education, 23(6), 898-915.

Grassroots curriculum toolkit 4.0: a critical urban praxis collection. (2014). Chicago, IL:

Chicago Grassroots Curriculum Taskforce (CGCT).

Lalas, J., Macias, A., Fortner, K., Flores, N., Blackmon-Balogun, A., & Vance, M. (2016). Who

we are and how we learn: Educational engagement and justice for diverse learners (First

ed.).

Milner, Henry. Culturally Relevant Pedagogy in a Diverse Urban Classroom . Department of

Teaching and Learning, Peabody College, Vanderbilt University, 230 Appleton Place

Nashville 37203-5721 USA, Mar. 2011. Accessed 20 Sept. 2017

Pinto, L., Pinto, L., Ebrary, Inc, & Ebooks Corporation. (2013). From discipline to culturally

responsive engagement: 45 classroom management strategies. Thousand Oaks, CA:

CORWIN A SAGE COMPANY.

Schlosser, L. K. (1992). Teacher distance and student disengagement: School lives on the

margin. Journal of Teacher Education, 43(2), 128-140.

Weinstein, C., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a Conception of Culturally
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Responsive Classroom Management. Journal of Teacher Education, 55(1), 25-38.