Among the differences that today's students bring to the classroom are differences in ethnicity, race, culture, family background, sexual identity, forms of intelligence, and learning styles. Many students today are also growing up in a technology rich world. They belong to a generation that differs widely from previous generations. These factors can powerfully impact the educational process of students, depending on the particular classroom environment in which they are immersed and the particular classroom management style of teachers.

ETHNICITY & RACE

In 2017, 48% of students enrolled in U.S. school systems were Caucasian and 52% were Latinx, African-American, Asian/Pacific Islander, or American Indian. In some states, such as Alaska, Arizona, California, Hawaii, and Texas, schools enroll very diverse student populations. Suburban and/or rural school districts, on the other hand, tend to be un-diverse, primarily enrolling Caucasian students. It is anticipated that, in the future, U.S. schools will continue to diversify.

Watch a video about the benefits of diversity in school:

CULTURE

Today's classrooms are also comprised of students from different cultural backgrounds. This impacts whether students are native English-speakers or English Language Learners (ELLs) and it shapes the learning styles and forms of intelligence that students demonstrate in school, as well as the communication style that they use.

LANGUAGE

Many of today's students are second language learners whose native language is other than English. In this group, a significant number of students are in the process of learning English (i.e., English language learners) and require special language services such as bilingual education or English-as-a-second-language instruction.

LEARNING STYLES 

Multicultural students typically demonstrate differences in the way that they prefer to learn. Based on the VARK model of learning styles developed by Neil Fleming, students may be dominant in one or two learning styles. The four learning styles are:

  • Visual  (learn best by watching)
  • Aural/auditory (learn best by listening)
  • Read/write learners (learn best by reading and writing information down)
  • Kinesthetic (learn best by doing)

Researchers have also found that many African American, Latinx, and American Indian students enjoy verbal tasks and group work whereas many Caucasian and Asian American students prefer analytical tasks and individual work.

FORMS OF INTELLIGENCE

Multicultural students also bring multiple forms of intelligence to the classroom. According to cognitive psychologist Howard Gardner, students can demonstrate up to nine forms of intelligence, including:

  • Linguistic intelligence - the ability to use words and language
  • Logical/Mathematical intelligence – the ability to use numbers and logic
  • Visual/Spatial intelligence – the ability to visualize information
  • Bodily/Kinesthetic intelligence – the ability to use body and hands with skill
  • Musical intelligence - the ability to appreciate, play, and compose music
  • Interpersonal intelligence – the ability to understand others and see things from their perspective
  • Intrapersonal intelligence – the ability to analyze and understand oneself
  • Naturalist intelligence - the ability to recognize and classify plants, animals, minerals, and/or cultural artefacts
  • Existential intelligence - the ability to think about and analyze philosophical issues

In Gardner's view, culture "defines the stages and fixes the limits of individual achievement". As an example, Mexican American culture places a strong emphasis on family and community. This explains why many Mexican American students demonstrate strong interpersonal intelligence.

Watch a video about multiple intelligences:

COMMUNICATION STYLES

Students who come from different cultural groups may demonstrate different ways of communicating through verbal language. Among native English-speakers, some students may speak standard American English; some may speak a dialect. Other students may be non-native English speakers who are fully English-proficient or in the process of learning English. Yet other students may present differences in the way that they communicate non-verbally (i.e., through facial expressions, gestures, and body language). For example, many students from Asian cultures tend to avoid eye contact with their teachers out of respect for adults. If teachers are unaware of this cultural pattern, they may attribute students' behavior to a sign of disrespect.

FAMILY BACKGROUND

Today's students also live in different types of families and socioeconomic conditions. Approximately 46% of students live in nuclear families with two parents and 54% are raised by single parents, grandparents, or other guardians.

14% of today's students also live in poverty. The major factors that are linked to poverty include single parent households, parental dropout from school, unemployment, unsteady employment, low income, and eligibility for welfare assistance. One in every three children in this country is raised by single parents, primarily mothers, who earn insufficient income to support the needs of their offspring.

COGNITIVE STYLES

Male and female students may also present differences in their cognitive styles (i.e., the way that they think and solve problems) as they tend to be lateralized in different parts of the brain. Male students tend to be right-brain dominant (the area of the brain associated with creativity and visual/spatial information). Female students, in contrast, are primarily left-brain dominant (the area of the brain associated with language, logic, and analytical thinking). This explains why females perform better on the National Assessment of Educational Progress (NAEP) reading tests and males on the NAEP math tests.

Nowadays, some psychologists view the left brain/right brain theory as a myth, believing that both hemispheres of the brain work together to perform tasks. Irrespective, teachers should always help students to develop their less strong skills on either side of the brain. 

SEXUAL ORIENTATION

Students also present differences with respect to their sexual orientation. Some identify as "straight" and others as LGBTQ+. Unfortunately, many among this group have negative experiences in school, often target to harassment, bullying, and/or discrimination. It is therefore imperative for teachers to create inclusive learning environments where students can thrive and feel safe, and to also orchestrate the conditions that support students' personal development and academic success.

ABILITY

Today's students also vary with respect to ability. At one end of the spectrum, some students are gifted and, at the other end of the spectrum, some students have disabilities. Approximately 14% of students enrolled in U.S. schools are exceptional students who require special services in the form of gifted/talented programs (e.g., accelerated programs); ESE (exceptional student education) programs in self-contained classrooms; or ESE services in general education classes.

GENERATION Z

Many of today's students belong to "Generation Z", also called iGen. Born after 1995, Gen Zers have always had access to the Internet and are very savvy at researching information online. They also are very "connected" via social media networks and  committed to social justice and equity.

Watch a video about Generation Z:

ADDRESSING ACADEMIC NEEDS

Picture of the world and different countries in color with people standing around the worldTo address the academic needs of today's students, it is necessary for teachers to provide students with motivational, cognitive, and behavioral supports.

MOTIVATIONAL SUPPORT

First and foremost, teachers should build student success and self-esteem into their classroom practices. They should embrace diversity, teach multicultural perspectives, and capitalize on students' cultural experiences. This will enrich students' educational experiences, boost their self-concept, and help them to be successful in school. It will also help to create a nurturing classroom environment by broadening students' understanding of other cultural groups, bringing about greater acceptance, and minimizing intercultural conflict. Teachers also need to engage students in interesting and meaningful classroom experiences that are relevant to students' lives. This will make learning more fun and meaningful to students.

COGNITIVE SUPPORT

Teachers should provide students with the appropriate cognitive frameworks upon which they can attach new information and skills. This can be achieved through the use of advanced organizers (e.g., outlines and concept maps), by slowly moving from concrete to more abstract levels of thinking using multimedia elements (e.g., images and video), and by relating teaching to prior knowledge and real-life situations. Teachers should also address students' cognitive and learning styles and multiple forms of intelligence, as well as individual academic needs in order to help students make sense of what is being taught. This can be achieved by using a variety of teaching and assessment methods, as well as instructional media.

For example, with auditory learners, teachers can use:

  • Audiotapes
  • Podcasts
  • Recorded books
  • Lectures
  • Whole class and small group discussions

With visual learners, they can use:

  • Charts
  • Flipcharts
  • Concept maps
  • Real-life examples
  • Pictures
  • Video 

With kinesthetic learners, teachers can use:

  • Hands-on projects
  • Computers
  • Games
  • Role-playing
  • Experiments

With read/write learners, they can use:

  • Textbooks
  • Flash cards
  • Handouts
  • Readings
  • Notes
  • Essays
  • Crossword puzzles

Using a variety of instructional media allows teachers to deliver instruction through different sensory channels (i.e., via text, audio, video, and hands-on activities) and to engage students in activities that require them to think critically, apply concepts, work collaboratively, and demonstrate learning through a variety of assessments, including authentic assessments.

Authentic assessments are tests and projects that allow students to demonstrate what they know in real-life contexts. Authentic assessments differ from traditional assessments in that they do not ask students to recall information rather to apply what they know. Examples of authentic assessments include:

  • Performance tests - tests that require students to apply specific knowledge and competencies in real-life tasks (e.g.,   performing a science experiment)
  • Portfolios - a collection of students' best work that demonstrates their effort, competencies, and academic growth over a period of time
  • Exhibitions - public performances that students have to render in front of an audience 

Watch a video on teaching to multiple intelligences: 

BEHAVIORAL SUPPORT

Teachers should structure their classroom practices to provide for maximum shaping of required behaviors. This can be achieved by using classroom management techniques that emphasize intrinsic motivation, student responsibility, self-reflection, and problem-solving, and build onto the cultural norms of students.

EXCEPTIONALITY

In the United States, approximately 14% of all students from age 3 to 21 are exceptional learners who receive special education services. Over the years, there has been a trend towards integrating exceptional students in general education  classrooms for a portion or the entire school day. This has subsequently placed new demands and challenges on teachers who teach general education classes. It is thus critical for pre-professional teachers to develop an understanding about exceptionality in order to effectively address the academic needs of exceptional students placed in general education classrooms. 

Picture of different human silhouettes in different colors with a hand holding a magnifierIn the context of school, exceptionality refers to students who differ from the norm in that they have a disability or are gifted and require special education services. 

There are different types of exceptionalities, including sensory impairments, physical disorders, speech and language impairments, intellectual disabilities, learning disabilities, attention deficit hyperactivity disorder, emotional and behavioral disorders, and giftedness.

Sensory Impairments

Sensory impairments are visual or hearing problems

Physical Disabilities

Physical disabilities include disabilities such as cerebral palsy and seizure disorders (e.g., epilepsy).

Speech and Language Impairments

Speech and language impairments involve stuttering, articulation problems, voice disorders, or difficulties with comprehension or expression.

Intellectual disability

Intellectual disability is a condition that involves low intelligence (e.g., Down syndrome or brain damage).

Learning disabilities

Learning disabilities include difficulties with concentration, information-processing, writing, reading, speaking, and/or memory.

Attention-Deficit/Hyperactivity Disorder

Attention-Deficit/Hyperactivity Disorder is a disability characterized by lack of attention or hyperactivity and impulsivity.

Emotional and behavioral disorders

Emotional and behavioral disorders involve aggressive or dangerous behaviors and/or intense depression, anxiety, and phobias. 

ACCOMMODATIONS FOR EXCEPTIONAL STUDENTS

The law, the Education for All Handicapped Children Act which was renamed the Individuals with Disabilities Education Act in 1990, requires that all exceptional students between the age of 3 and 21 receive a free and appropriate public education. It also requires that students be evaluated prior to placement in special education; that they be taught in the least restrictive environment; and that IEPs (Individual Education Plans) be developed for each student. Learn more about IEPs.

In inclusive, general education classes, both the general education teacher and special education teacher are responsible for delivering a quality education to exceptional students that follows their IEP and implements accommodations to address their particular learning needs. Accommodations may include the use of different instructional methods (e.g., differentiated instruction, one-on-one instruction, or cooperative learning); assessment methods (e.g., portfolios and hands-on projects); instructional media; and/or assistive technologies (ATs). They may also include extra time on task, as well as other interventions. 

Watch a video about how differentiated instruction can be used to reach diverse learners in general education classes:

Read more about assistive technologies.

Prior to working with exceptional students, teachers should always strive to:

  • Establish a positive and supportive learning environment by exhibiting positive attitudes towards exceptional students and taking steps to make exceptional students feel accepted
  • Treat exceptional students as normally as possible
  • Be aware of the unique needs of exceptional students
  • Help exceptional students strive for self-actualization (i.e., reach their fullest potential) by making sure that their basic needs are met
  • Never limit the range of experiences of exceptional students (e.g., a visually-impaired student can still go on a field trip and have other rich, sensory experiences
  • Communicate with exceptional students in an honest and caring manner
  • Give exceptional students the space and freedom to grow by allowing them to rely on themselves to do things
  • Involve exceptional students' parents/guardians in regular conferences to discuss intervention strategies and enlist parents' support at home by monitoring and reviewing homework and reinforcing desirable behavior

SECOND LANGUAGE LEARNERS

During the 1960s, a substantial body of legislation was passed to guarantee the educational rights of language minority students in the process of learning English as a second language. How does the law impact teachers who teach second language learners and what are some strategies that teachers can use to accommodate the needs of these students in general education settings? 

Picture of different human silhouettes with colorful flags of different countries

According to the law, U.S. schools must identify all students with limited proficiency in English via language proficiency assessments and place these students in appropriate language settings. This requirement became effective following the Bilingual Education Act of 1968, Lau vs. Nichols in 1974, and the Equal Educational Opportunities Act of 1974. In consequence, it is teachers' responsibility to recommend students who appear to have limited-English proficiency or who have difficulty speaking, reading, and writing the English language to counselors for English language proficiency testing.

In another respect, the No Child Left Behind Act of 2001 expects all students, including English Language Learners (ELLs), to attain the same state academic content standards and achievement standards and to be technologically literate by grade eight. In addition, ELLs are to be tested in English after three years of schooling in a U.S. school. Subsequently, teachers are also responsible for assuring that adaptations for second language learners are provided so that students can master academic content and be successful in school. It is therefore crucial for teachers who teach ELLs to use classroom strategies that will increase students' opportunities for success.

SUPPORTING ACADEMIC/LANGUAGE DEVELOPMENT

The following techniques can be implemented in all classes with ELLs in order to enrich students' educational experiences and support their learning:

  • Access students' prior knowledge on a topic
  • Make subject area content more understandable to students by using nonverbal clues such as pictures, graphic organizers, objects, demonstrations, hands-on activities, and cooperative learning activities
  • Incorporate students' cultural knowledge and experiences into teaching and learning
  • Create numerous opportunities for students to use their language skills by interacting and collaborating with classmates (e.g., group work, project-based learning, and buddy-pairing)
  • Develop more advanced, higher-order thinking skills in students as their language competencies increase
  • Use a variety of teaching methods 
  • Use a variety of classroom activities (e.g., journals, projects, group work, discussions)
  • Use a variety of instructional materials (e.g., visuals, video, hand-outs, and manipulatives)

Watch a video about teaching ELLs:

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