Teaching methodologies in different classroom scenario with reference of five different academic journals

Running head: EDUCATIONAL LEADERSHIP
Educational Leadership
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EDUCATIONAL LEADERSHIP
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Introduction
The following paper intends to highlight teaching methodologies in different
classroom scenario with the reference of five different academic journals. In this due course,
the current classroom scenario will be discussed where cultural diversity is high. The
education system is rapidly changing itself to support educators in case of managing a diverse
classroom decorum. The next paper researches over practices of teachers and how they have
prepared themselves to engage culture within the curriculum in such a culturally
heterogeneous scenario. Moreover, supporting papers examine policies of enhancing
students’ critical thinking skills have been discussed as well within a classroom where
pedagogical strategies have been discussed to make students aware of Transgender
subjectivities in films. As such critical thinking skill develops from the early stage of student
life kindergarten practices are important in such cases. This are the ways applying which
diverse situations can be handled. It has been noticed that along with cultural diversity
students are coming from aboriginal community as well. Such tendency is influencing current
pedagogical structure as well. All these situations can be dealt with traits of leadership within
this dynamic classroom scenario.
Overview of academic resources
According to Schools (2013), schools of Ontario have opted for educational
framework called Equity and Inclusive Education to remove practices of discrimination based
on cultural and socio-economic background. The goal of such policy revision is to provide
equal learning opportunities to students irrespective of their strengths, varied requirements
and interests. Along with that it ensures their wellbeing across Ontario. Apart from applying
pedagogies addressing differences, culture is considered itself as a resource of learning. It

EDUCATIONAL LEADERSHIP
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does not mean cultural celebration only, developing interpersonal respect and maintaining a
hustle free relationship even within complexities helps to apply pedagogies properly.
These pedagogies have been proven to have three different dimension to approach
students. As per institutional dimension, it helps in developing policies within formal
procedure of that particular institution. Personal dimension is dependent on educators’ mind-
set regarding different culture and their knowledge regarding the need of culturally diverse
classroom scenario. On the other hand, instructional dimension states to develop an
environment where learners can communicate with the educators and both of them are
respectful to their different identities. In order to support such a classroom, there are certain
characteristics which are needed to accomplish the goals. An educator must have socio-
cultural consciousness to understand the impact over individual social experience and
obtaining opportunities. Educators, if perceive themselves as the catalyst of negotiating a
change within society, a changing attitude is going to make the classroom practices better in
future. No matter from which background a student belongs, an educator must hold neutral
views for all of them and motivate fellow students to do the same. Such pedagogies will
deliver successful results only if teaching practices have been aligned with such attitude,
through development of student knowledge and motivate learners to be involved with own
interests. In a nutshell, it can be rightfully stated that, the role of an educator is to contribute
towards making change by addressing all the differences within classroom positively. In
order to do that, not only they have to overcome their personal boundary of rigid perception,
but also exploring such attributes they need to enhance opportunities of learning for students
from diverse cultural background.