Re: Chapter 2 Sleeter/Grant

I'd like to start out by saying that the second chapter of this text is so helpful in providing ideas of how to handle diversity in a classroom. Last year in 255 we read a lot of interesting and informative texts, but very rarely did they give any suggestions as to how to remedy problems and challenges that come with diversity in the classroom. Streeter and Grant give examples of classrooms as well as criticisms of the teachers therein so that the reader can better understand what skills and methods are effective. They truly practice what they preach, that students learn more effectively when they can relate what they are being taught to something they are more familiar with. A concrete example is something I can relate to much better than information about a subject without any suggestions.

Streeter and Grant discuss two different cognitive styles: analytical and synergetic. Analytical learners are "competitive and independent, and they focus well on impersonal tasks" (48). While Synergetic learners "prefer to work cooperatively rather than independently.....[they] attempt to integrate personal relationships into learning tasks" (48). I have noticed both of these learning styles both in my own education and my professional experience. Personally, I tend to be more of an analytical learner. I often get frustrated with group work because I am not always satisfied with the standards of my peers. My school work is very important to me, and I take it very seriously. Sometimes with group work, students have different ideas of what or how much effort is appropriate, and these conflicting views sometimes lead me to be dissapointed with the final result of the project. So, when given the choice to work alone or with a partner, I will generally opt for doing work by myself so that I can meet my personal goals.

However, in my field observations I can see both analytical and synergetic learners in the classroom. While I did not realize this at first, I now can see that the children that seem to be disruptive by talking in class with their peers could in fact be synergetic learners. This may lead them to desire interpersonal experiences in order to supplement and enhance their learning. For students that are synergetic learners, it seems to me that they would do better if their desks were set up in small groups rather than in rows. This would make it easier for them to have interpersonal experiences without disrupting the entire class.