Uploaded by Robinson JR Rubio

Unit 1 Marking 1

Students Acceptance
EDUC 5710 - Understanding Barriers to Learning
Dr. Lynn Chih-Ning Chang
11 April 2022
Currently, I’m teaching in Indonesia as Science Primary teachers. Students will be placed in class
levels based on their age. Our school year starts in July. Based on the government rules (Menteri
Pendidikan dan Kebudayaan Indonesia, 2021, as cited in Edz, 2021, p. 4) the school entry age for
primary 1 students is 7 years old or minimum 6 years old per July in a particular school year.
However, private schools are still allowed to accept grade 1 students below 5.5 years old per July
in a particular school year. The schools have to ensure that the students are mature enough
emotionally and ready in their cognitive skills for grade 1 level.
The practice in my school, we accept students based on their cognitive skills, there will be a
placement test given for the students. We do not accept special needs students since our teachers
are not adequately prepared or equipped to guide them.
The implications and consequences of accepting diversity in the classroom
Accepting differences in others is a necessary component of appreciating diversity. Children
must learn not to make judgment on others, to tolerate differences, and to respect themselves and
others. In many societies, the classroom represents people from various social classes, genders,
ages, abilities, ableness, sexuality, religious, racial, and/or ethnic backgrounds, as well as distinct
personalities (du Plessis & Bisschoff, 2007).
The implementations are schools will accept any students without seeing their religion, gender,
ethnic or abilities. Teachers can discover students from a variety of backgrounds who will give
color to our class in the diversity of religion, gender and ethnic. Students will exchange their
habits, traditions, and ways of life. Students have a more open-minded mindset as a result of this
implementation (Drexel, n.d). They are becoming accustomed to differences, which will develop
their minds to see and respond to differences. When they meet friends who are different from
them, they will not feel or act awkwardly. Students are more equipped to work in a diverse
environment (Drexel, n.d.). It also teaches students how to contribute in a diverse working
environment by harnessing their unique skills and perspectives. They will be a part of a more
diversified society, whether they like it or not. As a result, it is critical that they adapt to
diversity. Meanwhile, the students' ability diversity will assist them in working in an
organization. Students' ability will be reflected in how they complete a task. Leadership,
planning, coaching, and administration abilities will be developed in students.
In addition to the implementation, the teachers themselves add a variety of diverse classrooms.
The types of teaching methods teachers use can promote or obstruct a welcoming learning
environment for diverse students. Teaching practices can have an impact on student learning,
behavior, and achievement (Garibay, 2014). Students will learn how to listen to different
teachers’ accents, way of teaching and their culture too. It will strengthen students’ ability in
receiving information in many ways.
One of the most significant disadvantages of cultural variety is the tendency for linguistic
barriers to emerge (Button, 2018). Younger students might have difficulty in understanding a
different language or even accents. It can lead to misunderstandings and misinterpretations
among students. Teachers must handle these issues well.
Implications and consequences of the nonacceptance of diversity in a classroom
Implementation of nonacceptance of diversity will only accept a certain group of teachers and
students. The more specific the acceptance, the smaller scope of the group will be created. Single
gender school, religious school are some examples of nonacceptance of diversity in a classroom.
In single gender school practices consist of only one gender teachers, staff and students.
Students in same-gender classrooms are more likely to concentrate on their schoolwork while
exploring new educational opportunities (Hart, n.d.). When there are no boys in the room, girls
are more interested in giving their opinions on topics and responding to questions presented by
the teacher. Boys do better in same-gender classrooms and are more likely to finish classroom
activities too. Same-gender classes allow teachers to tailor their lessons to the interests and needs
of their students. Teachers can stimulate the interest of girls by reading books with strong female
characters. Additionally, teachers have the ability to develop new lesson ideas that will engage
and appeal to boys' more masculine attitudes. A single-gender setting fosters feelings of great
brotherhood or sisterhood (Grover, 2019). However, this implementation will limit students'
social skills interaction. Because they are inexperienced with the environment, they don't always
know how to react when they see the other opposite gender. They might feel hesitant or
uncomfortable meeting the opposing gender.
Button, A. (2018). The disadvantages of cultural diversity.
du Plessis, P., & Bisschoff, T. (2007). Diversity and complexity in the classroom: Valuing racial
and cultural diversity. Educational Research and Review, 2(9), 245-254.
Drexel. (n.d.). The importance of diversity & cultural awareness in the classroom.
Edz, M. (2021). Permendikbud nomor 1 tahun 2021 tentang penerimaan peserta didik baru
jenjang TK, SD, SMP, SMA dan SMK.
Garibay, J. C. (2014). Diversity in the classroom [Pamphlet]. UCLA Diversity & Faculty
Grover, S. (2019). Single-sex schools for children – Pros and cons that parents should
Hart, L. (n.d). The Advantages of Same-Sex Classrooms.