Equality_and_Diversity

The meaning and benefits of diversity and the promotion of equality Diversity recognises and celebrates differences in learners. Valuing and respecting differences regardless of age, ability, circumstances or any other individual characteristics they may have; it supports equality by respecting rights, valuing talents and advocating that all learners skills are fully utilised. According to Ann Gravells “in the past, equality has often been described as everyone being the same or having the same opportunities although, nowadays it can be described as everyone being different, but having equal rights” (pg47:20011). Therefore in teaching classrooms having mixed ability groups of learners is never a disadvantage, but in fact always an advantage. Learners can share their wide range of knowledge and different levels of experiences giving them an opportunity to achieve the same level of qualification. As the teacher could then plan and prepare different activities and targets for different assessment criteria for the qualification, so each individual learner can achieve. Linda Wilson states “equality and diversity not only affect teachers’ practices, but require the teacher to advocate equality and diversity in their learners” (pg194:2009). This could be put in to practice by the teacher challenging learners if unfair comments or such behaviour arises. This will not only be good practice for teachers in the learning environment, but will help prepare learners for everyday life. Relevant legislation, employment regulations and policies and codes of practice relevant to the promotion of equality and valuing of diversity The legislation regarding equality and diversity is hugely covered under the Equality Act 2010. The Equality Act came into force on 1st October 2010 and bends together 116 separate pieces of legislation. Included in these acts are age, disabilities, gender, race, religion and belief and sexual orientation. The acts provide a framework to protect the rights of individuals and build good relations to ensure everyone has a fair chance to participate in society. Legislation affects what providers do to include learners as no matter of race, gender disability, religion or beliefs providers, should give every learner an equal opportunity to learn, with pre prepared lesson plans and schemes of work to suit all learners’ needs. Linda Wilson believes “an inclusive curriculum is one in which all staff and students feel valued, irrespective of age, gender, race and disability….. It is also one to which all staff and students need to be committed” (pg515:2009). Within my own organisation one of the legislation and codes of practice which have a direct impact to equality and diversity within my teaching role is the Children Act (2004): Every Child Matters. The term learner, adult or citizen is often used when teaching post sixteen learners instead of child. The act consists of five Every Child Matters outcomes which are, be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well- being. As a professional it is my job to ensure all the above out-comes are carried out throughout all my teaching sessions. Every Child Matters reminds us that all young people need to be supported no matter of any issues the learner may have. This support will then help the learner achieve their full potential. Following legislation and codes of practice makes teaching sessions equal, fair and achievable. Impact of own behaviour on individuals and their experience of the organisations culture and approach To be able to incorporate lofty and worthy principles into daily practice it is essential to have a clear understanding of negative effects of stereotyping, prejudice and discrimination. Being aware of this will help motivate to be more inclusive, promote equality and to emphasise the positive side of diversity. Teachers’ behaviour impacts on individuals hugely especially when the children are smaller, own attitude reflects on their development, ways they think speak and behave. This is the reason why taking inclusion, equality and diversity seriously is important. If teachers own behaviour doesn’t reflect positive equality and diversity then why should a learners' I as a teacher also believe acquiring resources is important especially within a classroom setting. As providing a welcoming environment and offering positive attitude helps encourage learners to learn skills for everyday life. The foundation stage forum say “it is worth the time and effort to get the right resources in place, but just acquiring a range of resources or relying on a multi-cultural resource pack will bring little in way of lasting benefits….. So, black dolls are not enough” http://eyfs.info/aboutus/whoarewe.php. Therefore involving learners and making them aware of equality and diversity will help learners acquire skills for everyday life. Following and keeping up to-date with new codes of practice and legislation, carrying out roles and responsibilities to the best of your ability will ensure an effective professional teacher. How actions by individuals can undermine equality and diversity and review strategies for dealing with these effectively, and strategies for dealing with systems and structures which do not promote equality and diversity Within an organisation poor and negative attitude towards equality and diversity can have a huge impact on everyone. Research in 2008 health needs; showed 6200 lesbian and bisexual women had reported a negative experience of healthcare. The problems ranged from inappropriate comments about their relationships, being assumed to be heterosexual, to not feeling their partners could accompany them to consultations. According to http://www.gponline.com/Medeconomics/article/1099598/Equality-Diversity---Consider-equality-sexual-orientation/ the research also found that half the women surveyed they were not open to their GP about their sexual orientation, which of course is worrying. Further research also showed a university once labelled learners ‘disabled’ because they were dyslexic. This had a horrendous effect on learners leading to further problems with confidence and self -worth. The learners stated “not everyone whom you see as disabled may identify as such and I think that for me the term disabled comes with too much baggage for me to accept that as part of my identity. It is not me. I might have a learning disability, but I am not that disability’. Try to spell dyslexia; you know that it isn’t a dyslexic person who has come up with that concept and I refuse to let that somebody put me in a box, whichever box that might be” http://blogs.lse.ac.uk/diversity/2011/08/on-being-labelled-%E2%80%98disabled%E2%80%99/ . Therefore this research clearly proves awareness and training of equality and diversity is needed to help with good practice whether it is for teachers, children, adults etc. Ways in which training can be implied according to http://www.equalityanddiversity.co.uk/seminars.htm is equality and diversity seminars, workshops, briefing, training programmes, information and advice and guidance which will support organisations to promote equality and diversity. Within a teaching context teachers could also promote to learners their experiences of equality and diversity whilst setting activities for learners to work around regarding equality and diversity; For example posters, leaflets, case studies and practical themes (I use this in my teaching practice hairdressing) where learners produce a cultured theme of hairstyles etc. Having equality and diversity training within organisations is vital and helps prevent any person being treated different from the next. Own strengths and areas for development in promoting equality and valuing diversity, using reflection and feedback from individuals My priorities for development when it comes to equality and diversity are to ensure whilst teaching learners I am; non- judgemental, to challenge any direct or indirect discrimination from my learners, challenge my own beliefs so they are not imposed upon my learners, ensure I do not have favourites or give one learner more attention than others, to use assessments which is pitched at correct level for my learners, treat all learners with respect and dignity and ensure particular groups are not offended for example faiths or religions. I believe having a diverse group of learners is a positive thing if the classroom/salon is prepared via schemes of work and lesson plans. Having diverse groups of learners then fulfils sessions with plenty of activities, experiences and learning levels which help learners achieve full potential within a controlled learning environment. The issue which I have experienced recently is violence amongst two learners and I have never experienced this before. The approach I used was to separate the fight between learners along with a colleague and speak to both learners regarding what had happened. The arising issue was that one particular learner made a racist comment to the other leading to confrontation and violence. My line manager contacted both learners parents to find only one parent was behind the colleges policy of equality and diversity. Therefore not having the sufficient support, lead to me as a teacher having to explain to both learners that there behaviour was not acceptable towards each other and racist remarks were certainly not either. Both learners were placed on their last warning and separated from lessons. I further researched this issue and came to find that often varied backgrounds can have a huge part in how learners react and deal with situations and although their beliefs are to be accommodated there is an extent to which myself as a teacher can allow this to happen. Research shows “the violent incidents were analysed to create general models of the sequence or pattern of events in the interactions among disputants. The analysis confirmed that the opening moves involved such actions as minor slights and teasing, and the incidents took place largely among young people who knew each other. What is perhaps most troubling is the finding that the students’ violent behaviour did not stem from lack of values. Rather, it was grounded in a well-developed set of values that holds such behaviour to be a justifiable, common sense way to achieve certain goals” https://ncjrs.gov/pdffiles/166363.pdf . This researched proved that although learners should understand a set of valued behaviours they clearly often do not. I then began to realise that encouraging equality and diversity in fun ways throughout my sessions, will help learners achieve new skills of various issues and how they should be supported and encouraged throughout everyday life skills. After this issue had occurred and was dealt with, I spoke to mentor Dawn Wilson regarding my approaches which I put in to practice and asked for feedback. She verified that the approaches I used were correct and explained that listening and finding out from the learner what had happened was highly important, as often once the learners start talking the problems behind the problem come to light. This then gives the teacher the opportunity to help support and advise the learner to the best of the teachers’ ability. Word count 1,885 (including sub-heading, references and bibliography) Reference list Gravells A (2011) Preparing to Teach in Life Long Learning Sector, Exeter, Learning Matters http://blogs.lse.ac.uk/diversity/2011/08/on-being-labelled-%E2%80%98disabled%E2%80%99/ (Accessed 18th July 2012). http://eyfs.info/aboutus/whoarewe.php (Accessed 18/7/2012) http://www.equalityanddiversity.co.uk/seminars.htm (Accessed 18/7/2012) https://ncjrs.gov/pdffiles/166363.pdf (Accessed 18/7/2012) http://www.gponline.com/Medeconomics/article/1099598/Equality-Diversity---Consider-equality-sexual-orientation/ (Accessed 18/7/2012) Petty G (2009) Teaching Today, A Practical Guide, Fourth Edition Wilson L (2009) Practical Teaching, A Guide to PTLLS & CTLLS, Endorsed by City & Guilds Bibliography Gravells A (2011) Preparing to Teach in Life Long Learning Sector, Exeter, Learning Matters http://blogs.lse.ac.uk/diversity/2011/08/on-being-labelled-%E2%80%98disabled%E2%80%99/ (Accessed 18th July 2012). http://eyfs.info/aboutus/whoarewe.php. (Accessed 18/7/2012) http://www.equalityanddiversity.co.uk/seminars.htm (Accessed 18/7/2012) https://ncjrs.gov/pdffiles/166363.pdf. (Accessed 18/7/2012) http://www.gponline.com/Medeconomics/article/1099598/Equality-Diversity---Consider-equality-sexual-orientation/ (Accessed 18/7/2012) Petty G (2009) Teaching Today, A Practical Guide, Fourth Edition Wilson L (2009) Practical Teaching, A Guide to PTLLS & CTLLS, Endorsed by City & Guilds http://www.teachingexpertise.com/articles/strategies-ensure-every-child-matters-school-573 (Accessed 18/7/2012) Wilson L (2009) Practical Teaching, A Guide to PTLLS & CTLLS, Endorsed by City & Guilds