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      "body": "Congratulations @teachbtec! You received a personal award!\n\n<table><tr><td>https://steemitimages.com/70x70/http://steemitboard.com/@teachbtec/birthday3.png</td><td>Happy Birthday! - You are on the Steem blockchain for 3 years!</td></tr></table>\n\n<sub>_You can view [your badges on your Steem Board](https://steemitboard.com/@teachbtec) and compare to others on the [Steem Ranking](https://steemitboard.com/ranking/index.php?name=teachbtec)_</sub>\n\n\n###### [Vote for @Steemitboard as a witness](https://v2.steemconnect.com/sign/account-witness-vote?witness=steemitboard&approve=1) to get one more award and increased upvotes!",
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      "parent_permlink": "education",
      "author": "teachbtec",
      "permlink": "ek-behatar-kaksha-anubhav-banaane-par-staiaimit-tips",
      "title": "ek behatar kaksha anubhav banaane par staiaimit tips",
      "body": "** teeching vividhata kaksha mein **\nvividhata shikshan kaksha mein\nmujhe yah bahut hee upayogee paaya to mainne socha ki main ise saajha karenge.\nhttp://www.teachthought.com/wp-content/uploads/2013/05/tumblr_mmckj7Tjlo1r8z539o1_500.gif\nsankaay aur sabhee chhaatron ke lie seekhane badhaane kee maang shikshan saathiyon kee sahaayata karane ke lie, ham saath aasha hai ki yah shikshakon ko sashakt banaane kee sthiti hai jisake tahat vividhata panapane kar sakate hain banaane ke lie mein is tip sheet daal diya hai.\napane aap ko shikshit - ke roop mein aap apane khud ke alaava any nasleey, jaateey aur saanskrtik samoohon ke lie kar sakate hain ke roop mein sanvedanasheel ho jaate hain.\nek hee samay par:\nkabhee ek vyakti jo karane ke lie vah ya vah sadasy banane ke lie prakat hota hai, nasleey, jaateey, saanskrtik ya samoohon ke aadhaar par ke baare mein dhaarana banaate hain. ek vyakti ke roop mein pahala aur sabase mahatvapoorn pratyek chhaatr ko samajho. vyaktigat roop se pratyek chhaatr ko jaanate hain.\n\njab ek bahusaanskrtik sandarbh mein adhyaapan, hamaara sujhaav hai ki ve khud ko kaee maayanon mein taiyaar:\n• par vichaar paathyakram, paathyakram kaary, udaaharan, kahaaniyon, aur sambhaavit kaksha gatisheelata se man mein bahusaanskrtik kaksha ke saath kors kee yojana hai.\n\n• vaastavik kaksha khula aur sabhee chhaatron ke lie surakshit banaane ke lie, aur saamagree ke sabhee chhaatron ke lie sulabh banaane ke lie tareeke khojen.\n\n• jaanen naslee aarop kaksha sthitiyon mein chaturaee aur prabhaavee dhang se hastakshep karane ke lie kaise aur garm kshanon ya garm vishayon ka prabandhan karane ke lie.\n\n• apane khud ke alaava any sanskrtiyon ke logon ke baare mein sachet aur behosh poorvaagrahon ka aakalan karen.\n\nhttp://meccawy.com/site/wp-content/uploads/2010/05/boy-girl.gif\n\n*** apane bona us vishay par ekaadhik drshtikon kee padataal ka vikaas karana. ***\n\n• bahusaanskrtik udaaharan, saamagree, aur drshy eds vyaakhyaan mein jitana sambhav ho utana shaamil.\n• sunishchit karen ki shaikshanik prakriya aur seekhane ke parinaamon ke lie ummeedon bona par spasht roop se kaha gaya hai kar rahe hain.\n• sanrachana pariyojana samoohon, painal, prayogashaala teemon, aur jaise itana hai ki sadasyata aur netrtv kee bhoomika nibhaane jaateey aur ling ke samoohon mein santulit kar rahe hain.\n• pepar vishay hai ki chhaatron ko vibhinn jaateey aur saanskrtik drshtikon ka pata lagaane ke lie protsaahit vikaas karana.\n\n*** dijain kaksha anudesh aur man mein chhaatron kee ek vividh samooh ke saath saamagree. ***\n• jameen niyamon ya maanadandon ki kaise chhaatron ko kaksha mein ek doosare ke saath baatacheet karane ke lie ummeed kar rahe hain maargadarshan karenge vikaas karana.\n• ek spasht sanrachana ke saath dijain vargon aur lacheelaapan (itanee kathor nahin hai ki samaayojan nahin kiya ja sakata hai) (vahaan ek tareeka hai aur kaise shikshan aur seekhane ke lie hote hai ko arth hai).\n• vichaar kaise sabhee chhaatron ko bona anubhav hoga.\n• gaur sabhee sanskrtiyon ke chhaatron saamagree mein ek prshthabhoomi hai kee sambhaavana hai ki kya.\n• vichaar karen ki kya seekhane ke lie alag alag drshtikon ke lie jimmedaar hain.\n• vishay mein sikhaaya ja raha hai sanvedanasheel kshetron aasha.\n• kaise ek sanvedanasheel vishay ya visphotak kshanon ko sambhaal sakata hai ke baare mein pahale socho.\n*** ek vyakti / vyaktigat aadhaar par apane chhaatron ko pata paane ke lie avasaron ka srjan karana. ***\n\n• vyaktigat roop se pratyek chhaatr ko jaanate hain. unake naam jaanane aur unhen sahee dhang se uchchaaran kaise karane ke lie.\n• sabhee chhaatron ke saath upayog aankh se sampark; khule aur kaksha ke baahar ke anukool ho.\n• sulabh ho aur chhaatron ko kaaryaalay samay ke dauraan aap ke saath milane ke lie protsaahit karate hain.\n•, sammaan, chunauteepoorn aur sahayogaatmak tareeke mein apane chhaatron ke saath baatacheet.\n\nhttps://southbank.secure.media.ipcdigital.co.uk/11116/00008b933/f5b6/Classroom.gif\n\n*** chhaatron sammaanajanak aur saarthak tareeke mein ek doosare ke saath baatacheet karane ke lie dijain ke avasar. ***\n\n•, jab uchit chhote samoohon mein varg phoot daalo, aur chhote samooh ke kaam par riporting kee jimmedaaree ke saath ek vyakti ko aavantit.\n• adhyayan samoohon ke roop mein karane ke lie chhaatron ko protsaahit karen.\n• chhaatron ko ek doosare ke aur pooree kaksha ke lie apane kaam ko pesh karane ke lie avasaron ka srjan karana.\n\n\n*** sakriy chhaatr aavaaj ***\n\n• aapasee shikshak-chhaatr bhaageedaaree ke lie avasaron ka srjan karana, taaki har koee ek jimmedaaree aur khulepan yogadaan karane ke lie lagata hai.\n• jab uchit ho,, is vishay ke baare mein apane vichaaron ko saajha karane ke lie chhaatron ko protsaahit unake bayaan ko sveekaar karane ke roop mein ve bana rahe hain.\n• jab uchit ho, chhaatron ko apane itihaas se udaaharan ke saath paathyakram saamagree ko nijeekrt karane ke lie itana hai ki ve kaksha mein seekha vichaaron aur jeevan ke anubhavon ke maadhyam se seekha un logon ke beech kanekshan bana sakate hain avasaron ka srjan.\n• chhaatron ko bahut shuruaat hai ki unake vichaaron ko kaksha mein ek jagah hai se jaanate hain, ham sab adviteey drshtikon hai ki, aur in alag alag drshtikon seekhane kee prakriya ka ek mahatvapoorn ghatak hain ki chalo.\n• ise surakshit har kisee ko sabhee vichaaron ko sveekaar karane par vichaar ke roop mein yogy dvaara apane vichaar aavaaj karane ke lie karen. kisee bhee chhaatr ya kisee drshy kee schapaigoating anumati nahin dete. chhaatron ko akele ek ang par baahar mat chhodo.\n• sthitiyon mein, jahaan chhaatron ko unakee jaati ke pratinidhiyon hone kee sthiti mein rakha jaata hai banaane se bachen.\n\n*** ek vyakti / vyaktigat aadhaar par apane chhaatron ko pata paane ke lie avasaron ka srjan karana. ***\n\n• vyaktigat roop se pratyek chhaatr ko jaanate hain. unake naam jaanane aur unhen sahee dhang se uchchaaran kaise karane ke lie.\n• sabhee chhaatron ke saath upayog aankh se sampark; khule aur kaksha ke baahar ke anukool ho.\n• sulabh ho aur chhaatron ko kaaryaalay samay ke dauraan aap ke saath milane ke lie protsaahit karate hain.\n•, sammaan, chunauteepoorn aur sahayogaatmak tareeke mein apane chhaatron ke saath baatacheet.\n\n\n*** chhaatron sammaanajanak aur saarthak tareeke mein ek doosare ke saath baatacheet karane ke lie dijain ke avasar. ***\n\n•, jab uchit chhote samoohon mein varg phoot daalo, aur chhote samooh ke kaam par riporting kee jimmedaaree ke saath ek vyakti ko aavantit.\n• adhyayan samoohon ke roop mein karane ke lie chhaatron ko protsaahit karen.\n• chhaatron ko ek doosare ke aur pooree kaksha ke lie apane kaam ko pesh karane ke lie avasaron ka srjan karana.\n\n\n*** sakriy chhaatr aavaaj ***\n\n• aapasee shikshak-chhaatr bhaageedaaree ke lie avasaron ka srjan karana, taaki har koee ek jimmedaaree aur khulepan yogadaan karane ke lie lagata hai.\n• jab uchit ho,, is vishay ke baare mein apane vichaaron ko saajha karane ke lie chhaatron ko protsaahit unake bayaan ko sveekaar karane ke roop mein ve bana rahe hain.\n• jab uchit ho, chhaatron ko apane itihaas se udaaharan ke saath paathyakram saamagree ko nijeekrt karane ke lie itana hai ki ve kaksha mein seekha vichaaron aur jeevan ke anubhavon ke maadhyam se seekha un logon ke beech kanekshan bana sakate hain avasaron ka srjan.\n• chhaatron ko bahut shuruaat hai ki unake vichaaron ko kaksha mein ek jagah hai se jaanate hain, ham sab adviteey drshtikon hai ki, aur in alag alag drshtikon seekhane kee prakriya ka ek mahatvapoorn ghatak hain ki chalo.\n• ise surakshit har kisee ko sabhee vichaaron ko sveekaar karane par vichaar ke roop mein yogy dvaara apane vichaar aavaaj karane ke lie karen. kisee bhee chhaatr ya kisee drshy kee schapaigoating anumati nahin dete. chhaatron ko akele ek ang par baahar mat chhodo.\n• sthitiyon mein, jahaan chhaatron ko unakee jaati ke pratinidhiyon hone kee sthiti mein rakha jaata hai banaane se bachen.\n\n*** ek chunautee hai lekin jeevant seekhane kee prakriya hai ki chhaatron ko unake rachanaatmak, mahatvapoorn hai, aur vishleshanaatmak soch kaushal vikasit karane ke lie protsaahit karatee hai utpann karata hai. ***\n\n• kaksha maanadandon spasht karen.\n• adhik ummeeden rakhen aur samarthan in apekshaon ko poora karane ke lie aavashyak pradaan karate hain.\n• chhaatron kee paathyapustakon ya any saamagree mein saanskrtik ya yahaan tak ​​ki bhedabhaavapoorn saamagree ka pata lagaane ke lie poochho.\n• sthiti mein ve kam se kam ke saath aaraam kar rahe hain anusandhaan ke lie aur kaha ki aasan kee ek raksha spasht karane ke lie taiyaar aane ke lie chhaatron se poochho.\n• ek mudde ke sabhee pakshon vartamaan. kam se kam lokapriy dekhane ke lie devils edavoket mein khelate hain\n• avasaron ka srjan chhaatron abhyaas ke saath siddhaant link karane ke lie - jo hai, unhen kya ve duniya mein kya ho raha hai ke saath seekh rahe hain laagoo karane ke lie protsaahit karate hain.\n• shiksha ka upayog kaee guna mod shailee hai ki chhaatron kee ek vividh samooh mein maujood ho sakata hai seekhane kee shrrnkhala ke lie khaate.\n• apane chhaatron ke lie seekhane ke lie apanee pratibaddhata pradarshit karane ke prayaas mein pratyaksh aur spasht pratikriya den.\n \n*** apane aap ko aur aise kshanon mein kaksha prabandhan ke lie agrim mein vyaktigat rananeeti vaseeyat. ***\n\n• apane khud ke garm batan / poorvaagrahon jaanate hain aur aapake man mein kya kaam karana band kar dega.\n• poorvaanumaan karane ke lie kya vishayon visphotak aur dijain shaikshanik rananeetiyon (jaise chhote samoohon, mukt likhate hain, aur pratibimb pratikriyaen) ki sanvedanasheel vishayon ke prabandhan mein sahaayata kar sakate hain ho sakata hai kee koshish karen.\n• kaksha kee shuruaat mein sthaapit spasht kaksha maanadandon.\n\n*** shor machaate hue naslavaadee aur bhedabhaavapoorn vyavahaar beech mein jab ve kaksha mein ubharega. ***\n\n•\tapanee prakrti par vishvaas rakhen. aapako lagata hai kisee ko bhedabhaavapoorn vyavahaar mein vyast hai to aap sahee ho sakata hai. haanikaarak vyavahaar unaddraissaid jaane mat dena - apane chhaatron ko ek anaupachaarik bechaan ke roop mein apanee chuppee lag sakata hai.\n• chhaatron ko vyaktigat maamale mein any chhaatron par hamala mat karo; unhen vyaktigat band aur daanv par is mudde par milata hai.\n• jaane kee koshish nahin khud ghatana se pareshaan ho; ya kam se kam, yah dekhane ke roop mein yadi aap pareshaan kar rahe hain jaane ke lie koshish nahin kee. aap ke roop mein shikshak khud sthir pakad kar sakate hain, to aap ek holding maahaul jisamen logon ke muddon hai ki paida huee hai baahar kaam kar sakate hain paida karega.\n• mat dena apane aap vyakti jo kuchh bhee apriy tippanee kee gaee hai ke lie ek nijee pratikriya mein pakade gae.\n• akela gair (hamala ya hamalaavar) ko surakshit rakhen, usake ya usakee sthiti kee paravaah kie bina.\n\n*** chhaatron vaapas kadam aur sthiti par chintan hone se haanikaarak kshanon ko shaant. ***\nhttp://i.dailymail.co.uk/i/pix/2008/11/27/article-1089786-029C90CA000005DC-569_468x307.jpg\n• kaksha band karo aur is ghatana par ek pratibimb pratikriya likhane ke lie chhaatron se poochho. yah chhaatron ke baare mein sochate hain aur is mudde ke saath shabdon ke kuchh prakaar ke lie aate hain aur isake baare mein aage kee charcha ke lie saksham kar sakate karane ke lie saksham banaata hai.\n• sthagit. chhaatron ko bataana hai ki yah ek mahatvapoorn mudda hai aur kaha ki aap is varg ya agale samay mein baad mein ise le jaega. samay lagata hai aur ek rananeeti kee yojana banaane ka prayog karen. yakeen hai ki vaade ke anusaar aap is mudde ko baad mein vaapas banao.\n• kamare mein chaaron or jaana hai aur pratyek chhaatr jo baat kee hai (aur any agar ve chaahen to) poochhana apane ya apane drshy sthiti ko aur isake peechhe vichaar kee vyaakhya. rukaavat kee anumati aur pratyek chhaatr kee tippanee ko sveekaar karate hain, koee phark nahin padata ki kaise aap isake baare mein vyaktigat roop se mahasoos nahin karate.\n• ek chhaatr mool visphot ka ek parinaam ke roop mein toot jaatee hai, yah sveekaar karate hain aur yadi vah / vah kaksha mein rah sakata hai ya use ya khud ko ek saath kheenchane ke lie ek brek lena chaahate hain chhaatr se poochho.\n\n *** shaktishaalee seekhane ke anubhav mein sambhaavit garm kshanon muden. ***\n http://cdn2.hubspot.net/hub/239103/file-2637427748-jpg/flipped-classroom.jpg\n\n• charcha ya praarambhik ghatana ke tahat is mudde ka vishleshan karane ke lie ek avasar ke roop mein vyavadhaan ka prayog karen.\n• garm kshan hai ki aage kee charcha ke lie istemaal kiya ja sakata hai mein hissa mil.\n• chhaatron se poochho vaapas kadam aur dekhen ki ve kaise kar sakata hai kuchh is mudra ke sakaaraatmak hai, kya ve ise se seekh sakate hain.\n• ke baare mein kaise apanee pratikriyaon haath mein is vishay darpan mein sochane ke lie chhaatron se poochho, aur kya ve apane svayan ke vyavahaar ya anubhav se is vishay ke baare mein seekh sakate hain.\n• prakaar ke aur pravachan ke star mein matabhed ke baare mein baat karane ke lie ek vaahan ke roop mein junoon ka prayog karen.\njo bolate hain aur jo nahin karata hai, jo sahayogee dalon use ya khud kise, kaun kya bhoomika nibhaata hai ke saath - - aur kaise samooh kaam karana chaahata hai ke baare mein sochane ke lie • kaise samooh kee gatisheelata kaam ko dekhane ke lie junoon aur tark ka prayog karen.",
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      "author": "teachbtec",
      "permlink": "consejos-steemit-sobre-la-creacion-de-una-mejor-experiencia-en-el-aula",
      "title": "Consejos Steemit sobre la creación de una mejor experiencia en el aula",
      "body": "**Teaching Diversity In The Classroom**\nhttp://www.teachthought.com/wp-content/uploads/2013/05/tumblr_mmckj7Tjlo1r8z539o1_500.gif\n\nPara ayudar a los profesores y compañeros de enseñanza que buscan mejorar el aprendizaje de todos los estudiantes , hemos preparado esta hoja de consejos , con la esperanza de que va a facultar a los maestros para crear las condiciones en las que la diversidad pueda florecer .\nEducarse a sí mismo - llegar a ser tan sensible como sea posible a los grupos raciales , étnicos y culturales distintas a la suya .\nAl mismo tiempo:\nNunca hacer suposiciones acerca de un individuo sobre la base de los grupos raciales , étnicos o culturales a los que él o ella parece pertenecer . Tratar a cada estudiante , ante todo, como un individuo . Llegar a conocer a cada estudiante individualmente.\n\nCuando se enseña en un contexto multicultural , sugerimos que se preparan de diferentes maneras:\n\nhttp://meccawy.com/site/wp-content/uploads/2010/05/boy-girl.gif\n• Planificar el curso con el aula multicultural en cuenta por los programas de estudio, teniendo en cuenta las tareas del curso, ejemplos, historias y dinámicas posibles en el aula.\n\n• Busque maneras de hacer la clase abierta real y seguro para todos los estudiantes, y para hacer que el material accesible a todos los estudiantes.\n\n• Aprender cómo intervenir con tacto y eficacia en situaciones de aula contenido racial y para gestionar los momentos calientes o temas de actualidad.\n\n• Evaluar los sesgos conscientes e inconscientes de la gente de culturas distintas a la suya.\n\n\n*** Desarrollar su Declaración de trabajo que explora las múltiples perspectivas sobre el tema. ***\n\n• Incorporar ejemplos multiculturales, materiales y ayudas visuales tanto como sea posible en las clases.\n• Asegúrese de que las expectativas de los resultados del proceso de aprendizaje y pedagógicos están claramente establecidos en la Declaración de trabajo.\n• Estructura de los grupos de proyecto, paneles, equipos de laboratorio, y similares de modo que las funciones de pertenencia y liderazgo equilibrados entre los grupos étnicos y de género.\n• Desarrollar temas de papel que alientan a los estudiantes a explorar diferentes perspectivas raciales y culturales.\n\n*** Diseño instrucción en el aula y los materiales con un grupo diverso de estudiantes en mente. ***\nhttps://southbank.secure.media.ipcdigital.co.uk/11116/00008b933/f5b6/Classroom.gif\n\n• Desarrollar reglas o normas que guiarán la forma en que los alumnos deben interactuar entre sí en el aula.\n• clases de diseño con una estructura clara (hay un método y significado a la forma en la enseñanza y el aprendizaje es que se produzca) y flexibilidad (no tan rígida que los ajustes no se pueden hacer).\n• Tenga en cuenta cómo todos los estudiantes experimentarían la Declaración de trabajo.\n• Considere si los estudiantes de todas las culturas son propensos a tener un fondo en el material.\n• Considerar si los diferentes enfoques de aprendizaje se contabilizan.\n• Anticipar las zonas sensibles en la materia que se enseña.\n• Piense de antemano acerca de cómo se podría manejar temas delicados o momentos explosivos.\n\n\n*** Crear oportunidades para conocer a sus estudiantes de manera individual / personal. ***\n\n• Conocer a cada estudiante individualmente. Aprender sus nombres y cómo pronunciar correctamente.\n• Uso de contacto visual con todos los estudiantes; ser abierto y amistoso fuera de la clase.\n• Ser accesible y animar a los estudiantes para reunirse con usted en horario de oficina.\n• Interactuar con sus estudiantes de una manera respetuosa, desafiantes, y de colaboración.\n\n\n*** oportunidades de diseño para que los estudiantes interactúan entre sí de manera respetuosa y significativa. ***\n\n• Divida la clase en grupos más pequeños, y cuando sea apropiado, asignar a una persona con la responsabilidad de la presentación de informes sobre la labor del pequeño grupo.\n• Anime a los estudiantes a formar grupos de estudio.\n• Crear oportunidades para que los estudiantes presentan su trabajo entre sí y toda la clase.\n\n*** *** Activar voces de los estudiantes\n\n• Crear espacios de participación mutua profesor-alumno para que cada uno siente la responsabilidad y la apertura a contribuir.\n• Cuando sea apropiado, animar a los estudiantes a compartir sus ideas sobre el tema, el reconocimiento de sus declaraciones ya que están hechos.\n• Cuando sea apropiado, crear oportunidades a los estudiantes para personalizar el contenido del curso con ejemplos de su propia historia para que puedan hacer conexiones entre ideas aprendidas en el aula y las que se aprenden a través de experiencias de vida.\n• Comunica a los alumnos desde el primer momento que sus pensamientos tienen un lugar en el aula, que todos tenemos perspectivas únicas, y que estas diferentes perspectivas son un componente importante del proceso de aprendizaje.\n• Que sea seguro para todo el mundo para expresar sus puntos de vista mediante la aceptación de todos los puntos de vista como digno de consideración. No permita que un chivo expiatorio de cualquier estudiante o cualquier punto de vista. No deje solos a los estudiantes en una extremidad.\n• Evitar la creación de situaciones en las que los estudiantes se colocan en la posición de ser representantes de su raza.\n\n*** Generar un proceso de aprendizaje difícil pero vibrante que anima a los estudiantes a desarrollar sus habilidades de pensamiento creativo, crítico y analítico. ***\n\n• Hacer las normas del aula explícita.\n• Mantener expectativas altas y proporcionar el apoyo necesario para cumplir con estas expectativas.\n• Pida a los estudiantes para localizar contenido cultural o incluso discriminatoria en los libros de texto u otros materiales.\n• Pida a los estudiantes que investiguen la posición que son menos cómodos y venir preparado para articular una defensa de esa postura.\n• Presentar todos los lados de un problema. Hacer de abogado del diablo para la vista menos populares\n• Crear oportunidades para que los estudiantes vincular la teoría con la práctica - es decir, estimularán a aplicar lo que están aprendiendo con lo que está pasando en el mundo.\n• Use múltiples modos de instrucción para tener en cuenta la variedad de estilos de aprendizaje que pueden estar presentes en un grupo diverso de estudiantes.\n• Proporcionar retroalimentación directa y clara en un esfuerzo por demostrar su compromiso con el aprendizaje de sus alumnos.\n \n*** Elaborar estrategias personales de antemano por la gestión de uno mismo y la clase en estos momentos. ***\n\n• Conocer sus propios botones / sesgos calientes y lo que hará que su mente deje de funcionar.\n• Trate de anticipar qué temas pueden ser estrategias de explosivos y diseño pedagógico (por ejemplo, grupos pequeños, escribe libres, y las respuestas de reflexión) que pueden ayudar en el manejo de temas sensibles.\n• Establecer las normas del aula claras al comienzo de la clase.\n\n\n*** Interrumpir comportamientos abiertamente racistas y discriminatorias cuando emergen en clase. ***\n\n•\tConfía en tus instintos. Si cree que alguien está adoptando un comportamiento discriminatorio a continuación, puede que tengas razón. No deje que el comportamiento potencialmente dañino Irene Khan - los estudiantes pueden tomar su silencio como una aprobación oficial.\n• No permita que los estudiantes atacan a otros estudiantes en términos personales; sacarlos de lo personal y en la que está en juego.\n• Trate de no dejarse sacudido por el evento; o, al menos, tratar de no dejar que se vea como si estuviera forcejeó. Si usted como el maestro puede usted celebrar constante, va a crear un entorno de explotación en la que las personas pueden trabajar en los problemas que han surgido.\n• No se deje atrapar por una reacción personal a la persona que haya hecho algún comentario desagradable.\n• Proteger el valor atípico en solitario (el atacado o atacante), independientemente de su posición.\n\n  *** Desactivar momentos potencialmente dañinos haciendo que los alumnos un paso atrás y reflexionar sobre la situación. ***\nhttp://i.dailymail.co.uk/i/pix/2008/11/27/article-1089786-029C90CA000005DC-569_468x307.jpg\n• Detener la clase y pedir a los estudiantes que escriban una respuesta reflexión sobre el incidente. Esto permite a los estudiantes para reflexionar y llegar a algún tipo de acuerdo con el tema y pueden permitir el debate de la misma.\n• Aplazar. Diga a los estudiantes que se trata de una cuestión importante y que va a tomarla más adelante en esta clase o la próxima vez. Utilizar el tiempo para pensar y planear una estrategia. Asegúrese de que vuelva a la cuestión más adelante según lo prometido.\n• Camine por el salón y pida a cada estudiante que ha hablado (y otros si lo desean) para exponer su punto de vista y explicar la vista detrás de ella. No permita que las interrupciones y reconocer los comentarios de cada estudiante, no importa cómo se siente sobre él personalmente.\n• Si un estudiante rompe como consecuencia de la explosión original, reconocerlo y pedir al estudiante si él / ella le gustaría permanecer en el aula o tomar un descanso para tirar de él o ella misma en conjunto.\n\n *** Gira momentos potencialmente caliente en experiencias de aprendizaje de gran alcance. ***\nhttp://cdn2.hubspot.net/hub/239103/file-2637427748-jpg/flipped-classroom.jpg\n• Use la interrupción como una oportunidad para analizar el tema en discusión o el evento inicial .\n• Encontrar la pieza en el momento caliente que se puede utilizar para continuar el debate .\n• Pida a los estudiantes dar un paso atrás y ver cómo puede ser que hagan algo positivo de este intercambio , lo que pueden aprender de él .\n• Pida a los estudiantes a pensar acerca de cómo sus reacciones reflejan el tema en cuestión , y lo que podrían aprender sobre el tema de su propia conducta o la experiencia .\n• Use la pasión como un vehículo para hablar de las diferencias en los tipos y niveles de discurso .\n• Use la pasión y argumentos para mirar cómo funcionan las dinámicas de grupo - que habla y quién no , quién aliados de él o ella con quien , que interpreta el papel que - y pensar en la forma en que el grupo quiere trabajar .",
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      "body": "**Teaching Diversity In The Classroom**\nI found this very useful  so I thought I would share it.\nhttp://www.teachthought.com/wp-content/uploads/2013/05/tumblr_mmckj7Tjlo1r8z539o1_500.gif\nTo assist faculty and teaching fellows seeking to enhance learning for all students, we have put together this Tip Sheet, in the hope that it will empower teachers to create the conditions under which diversity can flourish. \nEducate yourself -- become as sensitive as you can to racial, ethnic, and cultural groups other than your own. \nAt the same time:\nNever make assumptions about an individual based on the racial, ethnic, or cultural groups to which he or she appears to belong. Treat each student first and foremost as an individual. Get to know each student individually.\n\nWhen teaching in a multicultural context, we suggest that they prepare themselves in several ways:\nhttp://meccawy.com/site/wp-content/uploads/2010/05/boy-girl.gif\n•\tPlan the course with the multicultural classroom in mind by considering syllabi, course assignments, examples, stories, and potential classroom dynamics. \n\n•\tFind ways to make the actual classroom open and safe for all students, and to make the material accessible to all students.\n\n•\tLearn how to intervene tactfully and effectively in racially charged classroom situations and to manage hot moments or hot topics.\n\n•\tAssess conscious and unconscious biases about people of cultures other than your own.\n\n\n***Develop your SOW that explores multiple perspectives on the topic.***\n\n•\tIncorporate multicultural examples, materials, and visual aids as much as possible in lectures.\n•\tMake sure that the expectations for the pedagogical process and learning outcomes are stated clearly on the SOW.\n•\tStructure project groups, panels, laboratory teams, and the like so that membership and leadership roles are balanced across ethnic and gender groups.\n•\tDevelop paper topics that encourage students to explore different racial and cultural perspectives.\n\n***Design classroom instruction and materials with a diverse group of students in mind.***\nhttps://southbank.secure.media.ipcdigital.co.uk/11116/00008b933/f5b6/Classroom.gif\n•\tDevelop ground rules or norms that will guide how students are expected to interact with each other in the classroom.\n•\tDesign classes with a clear structure (there is a method and meaning to how teaching and learning is to occur) and flexibility (not so rigid that adjustments cannot be made).\n•\tConsider how all students would experience the SOW.\n•\tConsider whether students of all cultures are likely to have a background in the material.\n•\tConsider whether different approaches to learning are accounted for.\n•\tAnticipate sensitive areas in the subject matter being taught.\n•\tThink in advance about how one might handle sensitive topics or explosive moments.\n\n\n***Create opportunities to get to know your students on an individual/personal basis.***\n\n•\tGet to know each student individually. Learn their names and how to pronounce them correctly.\n•\tUse eye contact with all students; be open and friendly outside of class.\n•\tBe accessible and encourage students to meet with you during office hours.\n•\tInteract with your students in respectful, challenging, and collaborative ways.\n\n\n***Design opportunities for students to interact with each other in respectful and meaningful ways.***\n\n•\tDivide the class into smaller groups, and when appropriate, assign one person with the responsibility of reporting on the small group's work.\n•\tEncourage students to form study groups.\n•\tCreate opportunities for students to present their work to each other and the whole class.\n\n\n***Activate student voices***\n\n•\tCreate opportunities for mutual teacher-student participation so that everyone feels a responsibility and openness to contribute.\n•\tWhen appropriate, encourage students to share their thoughts about the subject, acknowledging their statements as they are made.\n•\tWhen appropriate, create opportunities for students to personalize course content with examples from their own history so that they can make connections between ideas learned in the classroom and those learned through life experiences.\n•\tLet students know from the very beginning that their thoughts have a place in the classroom, that we all have unique perspectives, and that these different perspectives are an important component of the learning process.\n•\tMake it safe for everyone to voice their views by accepting all views as worthy of consideration. Don't permit scapegoating of any student or any view. Don't leave students alone out on a limb.\n•\tAvoid creating situations where students are placed in the position of being representatives of their race.\n\n***Generate a challenging but vibrant learning process that encourages students to develop their creative, critical, and analytical thinking skills.***\n\n•\tMake the classroom norms explicit.\n•\tKeep expectations high and provide the support required to meet these expectations.\n•\tAsk students to locate cultural or even discriminatory content in textbooks or other materials.\n•\tAsk students to research the position they are least comfortable with and to come prepared to articulate a defense of that posture.\n•\tPresent all sides of an issue. Play the devil's advocate for the least popular view\n•\tCreate opportunities for students to link theory with practice -- that is, encourage them to apply what they are learning with what's going on in the world.\n•\tUse multiples modes of instruction to account for the range of learning styles that may be present in a diverse group of students.\n•\tProvide direct and clear feedback in an effort to demonstrate your commitment to your students' learning.\n \n***Devise personal strategies in advance for managing yourself and the class in such moments.***\n\n•\tKnow your own hot buttons/biases and what will make your mind stop working.\n•\tTry to anticipate what topics may be explosive and design pedagogical strategies (e.g. small groups, free writes, and reflection responses) that may assist in managing sensitive topics.\n•\tEstablish clear classroom norms at the beginning of the class.\n\n***Interrupt blatantly racist and discriminatory behaviors when they emerge in class.***\n\n•\tTrust your instincts. If you think someone is engaging in discriminatory behavior then you might be right. Don't let potentially harmful behavior go unaddressed -- your students may take your silence as an unofficial endorsement.\n•\tDon't let students attack other students in personal terms; get them off the personal and onto the issue at stake.\n•\tTry not to let yourself be rattled by the event; or at least, try not to let it look as if you are rattled. If you as the teacher can hold yourself steady, you will create a holding environment in which people can work out the issues that have arisen.\n•\tDon't let yourself get caught up in a personal reaction to the individual who has made some unpleasant remark.\n•\tProtect the lone outlier (the attacked or attacker), regardless of his or her position.\n\n  ***Defuse potentially harmful moments by having students step back and reflect on the situation.***\nhttp://i.dailymail.co.uk/i/pix/2008/11/27/article-1089786-029C90CA000005DC-569_468x307.jpg\n•\tStop the class and ask students to write a reflection response on the incident. This enables students to think about and come to some kind of terms with the issue and can enable further discussion of it.\n•\tDefer. Tell students that this is an important issue and that you will take it up later in this class or next time. Use the time to think and plan a strategy. Make sure you return to the issue later as promised.\n•\tGo around the room and ask each student who has spoken (and others if they wish) to state his or her view and explain the view behind it. Do not permit interruptions and acknowledge each student's comments, no matter how you feel about it personally.\n•\tIf a student breaks down as a result of the original outburst, acknowledge it and ask the student if he/she would like to remain in the classroom or take a break to pull him- or herself together.\n\n ***Turn potentially hot moments into powerful learning experiences.***\n http://cdn2.hubspot.net/hub/239103/file-2637427748-jpg/flipped-classroom.jpg\n•\tUse the disruption as an opportunity to analyze the issue under discussion or the initial event.\n•\tFind the part in the hot moment that can be used for further discussion.\n•\tAsk students to step back and see how they might make something positive of this exchange, what they can learn from it.\n•\tAsk students to think about how their reactions mirror the subject at hand, and what they might learn about the subject from their own behavior or experience.\n•\tUse the passion as a vehicle to talk about differences in kinds and levels of discourse.\n•\tUse the passion and arguments to look at how group dynamics work -- who speaks and who does not, who allies him or herself with whom, who plays what role -- and to think about how the group wants to work.",
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