"RESPECT-UNDERSTAND-RESPOND STRATEGY"

Today’s classrooms are typified by academic diversity. Recent emphasis on heterogeneity, special education inclusion, and reductions in out-of-class services for gifted learners, combined with increased cultural diversity in classrooms, make serving academically diverse learners in regular classrooms appear to be an unavoidable part of a teacher's role. Nonetheless, evidence suggests that most teachers make little proactive changes in response to learner variability. I believe that every teacher must prioritize "differentiated" or academically responsive instructions. It enables differentiated instruction for a wide range of learners in mixed-ability classroom settings by addressing student preparedness, interest, and learning profile.

In terms of the process of learning, it is insufficient for the teacher to just impart the information, or what is more commonly known as the knowledge transmission. Due to the fact that numerous aspects of learning that must be evaluated by educators on their students, covering cognitive and emotional features, as well as psychomotor aspects. Thus, in order to attain learning objectives with optimal outcomes, it is essential that educators comprehend the specifics of every learner.

Identifying the traits of a particular person is not universal. Education and intrinsic traits are the two main sources of diversity. Every biological trait possessed by an individual is

inherited from both parents, then deemed congenital. Individual differences that are impacted by external factors can be attributed to a variety of factors, such as parental socioeconomic status, culture, and even birth order. There are differences in gender, skills, personalities, and learning styles, and these affect students' educational experiences. Given that everyone is born from different genes, it is natural that students will differ noticeably from one another aside from their distinctive characteristics. To what extent someone will showcase their special abilities, or what particular elements of those attributes will be demonstrated.

While heterogeneous instruction is attractive because it addresses equity of opportunity for a broad range of learners, mixed-ability classrooms are likely to fall short of their promise unless teachers address the learner variance such contexts imply. The challenge for teachers always boils down to the fact that due to the enormous “other works” of teachers outside the actual teaching, they seem to lack the time on preparing in ensuring that all types of learners are being catered properly. This is where the challenge as a teacher begins. It may be tedious most of the time but it always goes back to the basic; teaching is passion.