Diary entry of a diverse student

Student

Institution

It was my first day at the new school today. From deep within me, I felt actual worries flowing through my body; just like a pool of cold water in the stomach. I was uneasy with the feeling that my worries would be read from face and this might be a barrier in expressing my proficiency to my employers and at the same time to the eager students.

Just like any other person would have done in order to thrush that unnecessary tension and anxiety, I gathered guts in asking the patron some flawless questions though I was pleased by his concern in answering back. The hectic part of all this experience was yet until the opportunity came to socialize and familiarize with the students knocked my brains. I couldn’t bet that chilly sweat would run down my spine until I stepped into one of the classrooms. How could a teacher handle this? (Nieto, S, & Bode, P, 2012, p. 142)

The students offered me a warm welcome as a sign of respect, and accepted it with confusion since I had not upgraded my minds on the progression. I felt rather oppressed with the silence that followed. How could one run away from winking and sighing shyly in such a circumstance? The strangeness of “uncommon black figure” in front of white students dazzled them a lot. The students fiddling around with the pens and unwillingly perusing their books became alert.

The questions that were posed by the students needed mere basic understanding but they troubled me in answering back. I stared at the roof and the response was received as a soliloquy by the audience.

Some minutes later, the anxiety subsided and I managed to impart words of hope and great expectations onto these students. The culture of using the white pens was not in me but even though, I had to. It is widely accepted that the social and demographic differences encompasses education system hence one has to cope. The points were well received out of the manner in which they nodded their heads in agreement with my words. By the end of the day, I was confidence enough to get the students through studies in physics and history. I was had no doubt that the multicultural curriculum aims in helping students develops decision making and social action skills (Banks, J. & Banks, C.2010, p. 405).

References

Nieto, Sonia, & Bode, Patty. (2012). Affirming Diversity: The Sociopolitical Context of Multicultural Education, Student Value Edition. Allyn & Bacon.

Banks, J. A., & Banks, C. A. M. G. (2010). Multicultural education: Issues and perspectives. Hoboken, N.J: Wiley.