How can you help diverse teachers develop their own teaching style?

Be you. Students will only connect with you if you are real. That means embracing your quirkiness. Perhaps your authenticity will help them embrace their peculiarities. In the safety of that environment, we can learn math, design or what have you.

OK, I do want to comment on this matter. I don't like the phrase "diverse teacher." We get into all sorts of problems and questions. The Education Establishment has a genius for keeping everybody distracted. There is too much attention given to subordinate and secondary matters. What we want is skilled teachers. This requires two things: one, an ample knowledge of the subject you are teaching; and two, a warm enthusiasm for school in general, for your subject, and for your students. That's it. Here is Price's Pedagogy Rule #1. Make a list of 10 or 20 things that you want every student to know at the end of the year. Start off teaching the easiest and most fun items on the lists. Build up momentum.

Professional Development opportunity is necessary, where a teacher will learn more about cultural competence and diversity awareness. After knowing the learners' background and culture, in addition to challenges and aspirations, the teacher can easily create interest in the lesson for the students.

As a professor, self-reflection is powerful. When I am teaching a class, I pay attention to every interaction and see if I see patterns or things that stand out. From self-reflection, I learned that I am a student-focused teacher who crafts my lessons with storytelling and practical examples to resonate with the students in the class. So, the content may be the same, but I will tailor how I deliver it for understanding. Once I was aware of this I then worked to perfect my delivery and style.

This is an important piece of background information. 30 years ago Rita Kramer wrote her book titled Ed School Follies. Her thesis was that ed schools were a big part of our problem. In other words, that's where the dumbing down started. Lots of Mickey Mouse that no adult should bother with. Lots of tinkering with the obvious. So just because somebody learned an idea in ed school does not mean it's a good idea. I finally confirmed that Rita Kramer died several months ago. Now I can write an article about her book and her thoughts as she interviewed her way around the country. A charming woman from what I can tell, and very smart. .....to be continued

Self-reflection is the most significant one. Encourage teachers to engage in reflective practices involving regular reflection on their teaching methods, interactions with students, and the impact of their teaching style.

Establishing mentorship programs where experienced educators can guide diverse teachers. Mentors can share their own teaching experiences, provide feedback, and offer support in navigating challenges related to diverse classrooms.

Fostering professional learning communities where teachers can collaborate and share ideas. Thus, collaborative environments can inspire new approaches and help teachers refine their own styles.

A lot of notes here suggest that you can keep adding on techniques and methods. An all old rock n roll song kept coming into my mind: working my way back to you, babe. I think that you want to get rid of the fluff, and cling ever more desperately to the essentials. I think the fundamental trick, if you want to call it that, is to keep focused on the wonderful information and knowledge contained in the course, and make sure that your students will never forget it. No teacher, diverse or otherwise, should feel that tinkering is what it's all about.

Recognizing that each teacher is unique, and their development should be tailored to their specific needs and strengths. Such a way we can foster their autonomy.