Scholar-Practitioner Model

Improved Essays
1. As a scholar-practitioner, where is the courage, will, and skill to accept responsibility for the diverse individuals in the class setting? Is there evidence of being willing to continually strive for equity, justice, fairness, democracy and community? Scholar practitioners are responsible for the ensuring the success of each diverse student within a classroom. Educators who differentiate curriculums to meet the needs of diverse students, are self-reflective of their strategies and willing to modify curriculums to “work” for individual students (Tomlinson et al., 2006). No matter the socioeconomic or societal drawbacks a community possess, an educator who, effectively differentiates their classroom, provides an equal, fair, and democratic …show more content…
Students in a classroom are as diverse and unique as the individual stars in the galaxy. With such various student abilities, how fast or well a student learn depends on the student’s ability, instructional techniques utilized, and the relationship between the pupil and teacher. The relationships a teacher develops with their students greatly impacts the amount of knowledge they impart on students. Teachers with a good sense of communication skills and respects all stakeholders within a classroom establish a positive relationship in the classroom (The Positive Teacher – Student Relationship, …show more content…
When developing a curriculum’s activities, an educator should always attempt to incorporate the cultural, socio-economic, and personal interests of the students. In doing so, an educator shares their vison of power in high – quality teaching and learning (Tomlinson et al., 2006). Exposing students to authentic experiences develops a deeper understanding and connection to the curriculum’s content. Building stronger student – teacher relationships requires an educator to put forth an extra effort in learning as many of their individual students’ strengths and deficiencies as possible. Yes this is an extremely difficult task for educators; however, developing flexible strategies and routines routed in Tomlinson’s UDi and differentiated instructional strategies bridge the possibilities between what is taught and the diverse learners being taught (Tomlinson et al., 2006, page

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