Institute Tackles Importance of Diverse Learning
The Morris Daily Herald
(Minooka, Illinois)
March 4, 2006By Christina Biggerstaff - Channahon Bureau Chief
MINOOKA- More than 300 teachers from the Minooka, Channahon and Troy school districts filled the gyms and auditoriums at Minooka Community High School Friday to tackle a sensitive subject — diversity.
The institute included a keynote speech from Dr. Otha Lang and a presentation on diversity from MWAH! Performing Arts Troupe, in addition to three sessions on how diversity affects discipline, instruction and the No Child Left Behind Act.
According to MCHS Assistant Principal Dr. Dan McDonnell, a survey was given which outlined different topics that teachers in the district were interested in learning.
Diversity was chosen for this particular institute because of the obvious fact that all schools are becoming more diverse.
The institute was necessary to ensure that students’ needs are being met, said McDonnell.
Lang’s speech, entitled “Educating the New Majority,” immediately captivated the crowd with a reading from Henry Wadsworth Longfellow.
Listen my children and you shall hear of the midnight ride of Paul Revere,” he began.
Lang outlined significant demographic trends, learning characteristics for different ethnic groups and tips for teachers and administrators to better handle a diverse learning community.
Change is imminent, said Lang. The number of Hispanics in the United States has surpassed the number of African Americans by 500,000 and statistics show that they are settling in the Midwest, primarily Illinois, he indicated.
The opportunity of fair housing by HUD, increased Section 8 housing in suburban communities and the uprooting of people from inner cities to the surrounding areas has and will continue to increase diversity in schools.
These changes, said Lang, require teachers and administrators to change themselves in order to provide a quality education to students.
According to research Lang presented, teachers are not well equipped to deal with the varied learning styles of the diverse learning communities.
He suggests first examining ourselves in terms of prejudices and biases. “How are my actions unconsciously discriminatory?” Lang asked.
Having an understanding of the minority student’s culture, promoting interracial contact, making sure all students have the opportunity to play a leadership role and using people from ethnic communities as classroom resources are all suggestions Lang provided to help create a positive learning environment.
He pointed out, however, that teachers who love kids, have the best practices in their teaching repertoire and understand cultural differences are the most successful. “It’s not as easy as it used to be,” said Lang, “but it can be done.”
To complement and reiterate Lang’s address on diversity, the MWAH! Performing Arts Troupe performed various skits, dances and songs to help the teachers better understand issues concerning students today.
The troupe consisted of artists ranging in age from 10 to 23 who live in or around the Chicagoland area.
Ray Moffit from the MWAH! troupe indicated that the group travels around Illinois performing to teachers, students and school events like Snowball and Snowflake.
The troupe did not hesitate to cover taboo issues such as bullying, racial discrimination, drinking, depression and suicide.
They integrated modern hip-hop, country and pop music as well as dance and drama into their routines which succinctly presented issues students deal with every day.
Most of the presentation encouraged inclusion and standing up for oneself.
Everyone has problems, the troupe indicated, but it is what is on the inside that counts.
Friday’s meeting was the only teacher’s institute all school year that includes teachers from MCHS and each of the feeder schools. Conflicting school calendars typically do not enable such an event to take place.
Superintendent Dr. David Middleton indicated, however, that all of the districts are setting their calendars for next year so that more institutes like this can take place.
McDonnell said the communication between the high school and feeder schools helps to provide a seamless transition from one school to the next.
From this point forward MCHS will continue ongoing articulation — especially in terms of curriculum — with the sender schools, McDonnell indicated.
“This is a beginning step,” said McDonnell, that will continue throughout the year, this summer and next year.
