Diversity Management in Schools
The course provider sends the necessary information regarding the course materials to the beneficiary school. After the detailed information about accommodation, transportation and eating and drinking of the visiting teachers is sent to the schools, a preliminary information is given to the leading teachers about the content of the course.
Diversity among students in education directly impacts their performance. Studies show that students work better in a diverse environment, enabling them to concentrate and push themselves further when there are people of other backgrounds working alongside them. This promotes creativity, as well as better education, as those with differing viewpoints are able to collaborate to create solutions.
Promoting diversity in schools is more than just encouraging students of different backgrounds to attend certain schools. It requires administrators to think critically about the ways diversity impacts education. A school administration degree readies graduates for promoting and teaching diversity as a means of accepting it. Educators and administrative leaders can help students better understand that while everyone is different, in the most fundamental ways, everyone is the same and should be treated with respect. This will go far in helping students accept diversity and promote it in their daily lives.
Learning skills to build communities promoting diversity and employing human resource functions, such as recruitment and orientation, are essential for educators that have a desire to lead one day.
Warm Up-Ice Breaking Activities
Questıon - Answer Technıque
Braın Storm Technıque (Osborn)
Problem Based Learning
• To help teachers develop the characteristics of good teaching outlined
• To provide teachers with ongoing opportunities to improve their content knowledge,
• Instructional skills, knowledge about how students learn, and understanding of learning from a student point of view.
• To succeed in this endeavor, careful design of distance learning programs will need grounding in what we know to be best practices in teaching and learning: content that is linked to teachers’ everyday classroom practice, and distance instruction that focuses on promoting high-quality teaching.
• To provide ongoing professional development that is based on proven best practices; builds in continual support; and helps teachers become not just a community of learners, but a community of practitioners.
• To succeed in a distance environment through orientation, preparation, support, and leadership.
After the course, all trainees will be given copies of all course materials that can be shared with their colleagues in their institutions within the scope of dissemination activities. In addition, a self-assessment form will be provided to enable trainees to learn on their own. At the end of the course, participants will fill out an evaluation form regarding the content of the training.