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Classroom Diversity

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Improving On the Performance of Linguistically Diversified Students
Introduction
Vernon-Feagans, Kainz, Amendum, Ginsberg, Wood, and Bock (2012) assert that: looking at an American classroom today, significant changes are notable. The number of students coming from different linguistic backgrounds and cultures has tremendously increased in most public schools. This has posed challenges to classroom a teacher as the bulk of teaching has increased with the accommodation of linguistic and culture diversified students (Gilbert, Compton, Fuchs, Fuchs, Bouton, Barquero and Cho, 2013). This therefore directly affects the performance of such a classroom in respect to methods of teaching applied. Henry, Castek, OʼByrne and Zawilinski (2012) states that: for an efficient and effective teaching of such a classroom, individual needs of each student in such a class need to be successfully met. This then calls for a thorough research on the incorporation of such diversity with an aim of improving on classroom performance (Utley, 2011). This research article being based on this need tries to give precise and easy implementable strategies to help in such a situation. It seeks to assist the teaching fraternity of diversified institutions manage to deliver effectively and with ease on their core mandate.
This paper contains strategies for improving on performance in a linguistically diversified classroom. The outline of these pillars appear in this sequential order: acknowledgement of the diversity, connection with the students, establishment of cultural collaborations throughout the school, adoption of culturally responsive teaching and provision of mentorship support to the students. The outline of these strategies contains inclusions of literature reviews to depict the effectiveness of these policies.
Strategies for Improving On Performance of a Diversified Classroom
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