Differences Affecting Curriculum 1

Differences Affecting Curriculum

Craig Lichtenberg

University of Phoenix
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Differences Affecting Curriculum

Not a single person in the world is built the same way or has had the same experiences

throughout their lives. One of the biggest challenges that teachers face is that all students are not

the same. Though they may dress similar, talk similar, and have seemingly similar lives, no two

people are exactly alike. Teachers must recognize this, and adapt their strategies to fit the needs

of their students each year. Teachers cannot continue using the same methods of teaching they

have always used, but must explore new ways in order to reach every child. From my adolescent

observation assignment, I saw many adolescents that appeared to be similar, but I also noticed

many differences that make them unique. With Middle School students, teachers must remember

that many students feel like the whole world is watching them. When all they are trying to do is

fit in, their sensitivity towards differences can cause problems within the classroom.

A student’s gender is one of the most glaring examples of a difference that a teacher needs to

be aware of. Both genders have major differences in the onset of puberty, a crucial period within

an adolescent’s life. Girls typically mature sooner than boys and that can be detrimental to a

girl’s self-esteem. Typically the outliners are the ones that would be affected most by this. If

boys and girls are either early or late to go through puberty, then they may be isolated by their

peers or made fun of. Teachers need to be aware of this difference, even if it seems obvious.

They need to know which students are most likely to be affected by their peers and lose self-

esteem. Though this may be a simple example of a difference between students in the classroom,

it is example that shows a difference in students that will affect instruction.

The differences in adolescents create an atmosphere where a student’s motivation is affected

at different times than their peers. Students can sometimes shut down, or be less receptive to

instruction when affected by outside influences. A student’s social life can greatly affect their
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emotional being. The same can be said about their physical structure having an affect on their

emotional structure. Their physical, emotional, and social well being are interconnected. Girl’s

physical structures can cause them to develop eating disorders, which may in turn affect their

social and emotional states (Attie, 1989). One student may be at the peak of their learning

receptiveness, while other students are not receptive at all. Teachers must try to bridge the gap

between the two and teach both. I would never say that a completely non-receptive student exists

on any given day, so teachers should try many different methods in order to reach all of their

students.

This idea also can be applied to the multiple intelligences theory. Howard Gardner’s Theory

of Multiple Intelligences “sees intelligences as potentials that can be mobilized and connected

according to personal inclinations and cultural preferences” (Gardner, 1999). Not all children are

receptive to the same material based on their own backgrounds, and not all children are wired to

acquire knowledge in the same way. As shown in my adolescent observation paper, students

have many different interests. The girls enjoyed double dutch, and the boys enjoyed basketball.

One boy seemed to like music, while the others were possibly less interested. Students may all be

interested in doing some of the same activities, but everyone is unique in some way. In the same

way that people are different with their intelligences, and interests, they are also very different in

the way they receive information. I am personally a mix of a visual and auditory learner. I like to

listen to information to learn and visualize the information actually happening. Students might

need a variety of sources to acquire information in order to maximize the efficiency of their

instruction.

Diversity is sometimes a difficult concept for students to grasp within the classroom for

students. It is a subject that needs to be introduced early in a child’s life, and shown to them that
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diversity is actually a positive aspect of our society. All people in our society are different, and

being different is something that allows us to progress as a society. However, adolescents can see

differences as some additional means to belittle their peers. To facilitate their learning, a school

can make sure their curriculum is sensitive to differences in people and doesn’t include any

prejudice or racism. In addition to this, schools can promote a multicultural curriculum that

shows the differences in cultures as positive aspects. Teachers can show the worth in the

differences of people, and help show that diversity is a positive influence within the classroom.

All students differ in many different ways. It is important to make sure that the entire

classroom functions to acknowledge the differences in students to maximize their learning, as

well as teach them about the differences they have with others. No two people are exactly alike,

so no two people learn exactly alike. With multiple intelligences, different learning styles,

different physical, social, and emotional structures, students will not all learn at the same rate or

the same lessons. They will all learn at their own rate, and focus on the material they want to

learn. Teachers need to facilitate this, to adequately prepare their students for the future.
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References

Attie, I (1989).The name assigned to the document by the author. This field may also contain

sub-titles, series names, and report numbers. Development of Eating Problems in

Adolescent Girls: A Longitudinal Study.. Developmental Psychology, 25, 70-79.

Gardner, H. (1999). The disciplined mind: What all students should understand. New York :

Simon & Schuster.

Powell, S. (2005). Introduction to Middle School. Prentice Hall.