Overview
Working in education means applying my understanding that learners come from different backgrounds wisely. I concur with various scholars that how a child feels within the immediate surroundings, specifically family, is very important and community. It is also important that I deal with each learner at a personal level. However, I must acknowledge the differences among learners from different origins to use these practices successfully, ensure precise and respectful conversations, and keep learning about the problem. Applying social-emotional aspects such as compassion and sensitivity is also essential. This paper shows my view on what it takes to work with learners whose homes are different.
Research-Based Solutions
Collaboration
Based on my research, I recommend using this strategy. The strategy involves ensuring that the parents do something, such as joining discussions to help with learning (Bryan et al., 2020). By so doing then, learners have the support it takes from essential figures in their lives to progress academically. Ideally, support results in good wellbeing and stability for learners. In the long run, performance issues arising from lack of support or stability are no more. For example, research shows that parents with more education and income are more active in the learning of their young ones, who perform better than learners from poorer backgrounds (Henry, 2020). Using this strategy in a class means ensuring that the parent of each learner equally takes part in the learning of the young one to ensure that children whose parents have less concern for education also partake in the long run dealing with the effect of the gaps that influence the levels of support that learners get from their parents.
On the other hand, community engagement comes in handy to ensure reasonable access to resources and learning materials(Bryan et al., 2020). Communication engagement can eliminate cultural limitations such as stereotypes and backward practices associated with socioeconomic gaps.
Individualization
Notably, this is one of the most important things to do when addressing social and economic gaps. An educator needs to understand each learner as per the needs, gaps, and strategies that are unique to all. By so doing, a comprehensive learning plan is born to ensure each learner thrives to the fullest (Shemshack & Spector, 2020). Individualization can work with smaller learners to ensure each gets adequate attention from the educator to ensure they grasp content along the way. It also means less distraction and more focus on learning. Notably, it is the study of a learner to understand their unique needs and develop teaching strategies as per those needs. This strategy addresses the achievement gaps that arise from learners having different social and economic gaps. Understanding where a learner comes from can shed light on the level of attention and strategies to use with them.
Personal And Professional Dispositions
First, sensitivity to diverse cultures involves understanding that people come from different backgrounds, affecting their way of life and thinking (Fuller et al., 2021). Even when a parent or a young one leans in a specific controversial direction, I can understand that the reason behind that involves the beliefs and values they have had growing up. For example, some communities prefer blue-collar jobs over creativity and art. I must recognize and discuss such preferences respectfully, even with different perspectives. In the learning environment, it is my goal that each learner and their different views and preferences feel welcome and exchanges are respectful. Another way to pay homage to differences is to ensure that I do not teach my learners from the point of presumptions or discrimination. By so doing, all of my learners will feel equal, whether from a poor or rich background, as they get similar treatment.
Moreover, when speaking to students, the communication should be clear, respectful, and sensitive (Jobirovna et al.,2023). As an educator, communication should arise from a study of the context and developing a message that aligns with and is sensitive. Even with language barriers, communication should be clear to ensure the recipient understands the message. Respect is also crucial, which involves the absence of insults or vulgar language.
Most importantly, during interactions, I must give whoever I am speaking to, a learner or a parent, an opportunity to voice their views. Doing so creates a good working relationship, with everyone equally participating in the learning and development. Children are more able to open up, and parents get a platform to share views, which could take the education of their young ones to the next level.
In my capacity, I must also pursue continuous learning. I will keep learning about the problems and ways to address the issues. So, one gets to apply relevant and practical education approaches and strategies. Significantly, one can keep up with topics and trends as they arise, ensuring learners get current systems to learning. Continuous learning can allow learners to express themselves and share their views so I can better understand them. Hence, learning aligns with their needs and preferences. This disposition involves giving parents a voice and learning from them. At the same time, I can educate parents on various strategies so we are better able to enhance performance.
Integrating Social -Emotional Aspects
The key is creating an environment where learners feel supported and can express themselves, which is very important. The rules and guidelines within the class should lean towards healthy and respectful interactions for learners despite differences. Moreover, a supportive environment needs a sensitive educator who can identify struggling learners and help them overcome challenges (Fuller et al., 2021). For example, if a child does not have learning materials, I should be able to take notes and provide some or work with parents. Another way to integrate social-emotional learning is to help learners improve their social and emotional wellbeing. Learners must learn how to address interactions and emotions to thrive in and out of the school, which is my duty as their teacher. Putting social-emotional skills to work can help identify and resolve social and economic gaps, such as when talking to students or parents. Notably, it is the key to being sensitive and considering the socioeconomic differences in conversations.
Conclusion
In conclusion, the issues in this discussion are critical. Among the things I do is work with families and communities from where my learners originate. I also seek to deal with each learner on a personal level. I also require sensitivity to social and economic issues or diversity, communication, and to keep learning. I must also pay attention to the effect of being kind and sensitive when dealing with all stakeholders.
References
Bryan, J., Williams, J. M., & Griffin, D. (2020). Fostering educational resilience and opportunities in urban schools through equity-focused school–family–community partnerships. Professional School Counseling, 23(1_part_2), 2156759X19899179. https://journals.sagepub.com/doi/abs/10.1177/2156759X19899179
Fuller, M., Kamans, E., van Vuuren, M., Wolfensberger, M., & de Jong, M. D. (2021). Conceptualizing empathy competence: A professional communication perspective. Journal of Business and Technical Communication, 35(3), 333-368. https://journals.sagepub.com/doi/pdf/10.1177/10506519211001125
Henry, D. A., Betancur Cortés, L., & Votruba-Drzal, E. (2020). Black–White achievement gaps differ by family socioeconomic status from early childhood through early adolescence. Journal of Educational Psychology, 112(8), 1471. https://www.lrdc.pitt.edu/BOV/documents/Henry%20Black-White_achievement_gaps.pdf
Jobirovna, A. J. (2023). Qualities of an Ideal Teacher. American Journal of Language, Literacy, and Learning in STEM Education (2993-2769), 1(10), 437-443. https://grnjournal.us/index.php/STEM/article/download/2132/1840
Shemshack, A., & Spector, J. M. (2020). A systematic literature review of personalized learning terms. Smart Learning Environments, 7(1), 1-20. https://slejournal.springeropen.com/articles/10.1186/s40561-020-00140-9
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