Most instructors would like to see students of various ethnic groups establish a rapport with each other in class. Too often, however, we see a kind of instinctive self-segregation as students wander in on the first day of class and sit next to those they already know or those of their own group with whom they automatically feel more comfortable.
One simple way to counteract this habitual behavior is to have students sit alphabetically. At the start of the first class the instructor could ask students to stand up, introduce themselves, and arrange themselves in alphabetical order. The small amount of chaos thus engendered might put students more at ease with each other while enabling them (and the instructor) to learn the names—and the pronunciation of those names—of their classmates. In the end, the instructor will have an arrangement which will make it easier to remember students' names and one which will provide the possiblity of a small step toward intergroup understanding on a personal level.
In classes which will be doing small-group work, if the groups are
arbitrary and not based on the selection of topics by the students, the
alphabetically arranged classroom is more likely to result in diversity
within the small groups.
POWER OF THE FIRST EXAMPLE
The first unit taught can be a natural referent for all future ideas
presented. Thus, if the first assigned reading or the first class discussion
focuses even partially on an issue related to diversity, the basis will be laid
for such references later in the semester.
GUEST SPEAKERS
A fairly obvious way to add diversity is to invite speakers who represent
other points of view or speakers from minority groups who will speak on
traditional topics. It is important not to overlook the second point: speakers
who are members of minority groups should not always be equated with
minority interests.
To avoid the embarrassing silence when the speaker asks for questions,
the instructor can have students prepared ahead of time. Students can take
responsibility for orchestrating the entire session with the guest. Before
the speaker comes, they can discuss potential questions and decide together
which ones to ask the guest. In some cases it might work well to
form a student panel to ask the questions.
Alternatively, before announcing a guest speaker, the instructor can structure
class discussion around a question such as "If you could ask a person
who is Native American about this event, what would you ask?" or "How
would a description of this by a woman born in Japan vary from what we
have been discussing?" At the conclusion of the discussion, announce the
guest speaker. In any case, be sure that students are aware of the qualifications
of the speaker and, if possible, have read some of his or her works.
FILMS AND VIDEOS
One of the most effective ways to add diversity to a course is through
the use of appropriate films and videos. Although many instructors routinely
integrate films and videos into their courses, others do not. Reasons
for not doing so vary:
• Scheduling a film might be viewed by others as an excuse not to teach that day.
• The equipment is unfamiliar and the instructor is reluctant to deal with it.
• The instructor lacks information about suitable films.
• The instructor may not want to reinforce students' overuse of video.
Read More : Classroom Strategies: Activities and Resources to Add Diversity
