However previous to this discussion the classroom was a learning environment that was systematically equipped to assimilate. We as students fell into the curriculum but often times had difficulty identifying with the material presented. Essentially, the presence of diversity is useless if we do not dig deeper into each culture represented. Equally important, is the significance of each culture finding themselves within the curriculum. When topics such as racial tensions in America are presented in the classroom individuals from different cultural backgrounds and walks of life are not only present but seen vividly throughout the courses of society. This transition from a homogenous community to an imagined community can at times be
Teachers should advocate for all students’ backgrounds and cultures to better their students’ learning. To accomplish this, teachers should be informed about their students’ home lives, be conscious of how and what they should be taught, and ultimately make their education a priority. Students from poverty in a multicultural classroom need the correct tools and teaching approaches from their teachers.
Teachers must learn about their student’s cultures if they want to educate them to the best of their ability. Many of the students in culturally diverse classrooms will want to learn in different ways. Some will want to learn in pairs, groups, as a class, or just alone. If the teacher is educated in their culture then lessons can be adjusted to appeal to every student as much as possible instead of forcing some to forget about their culture and learn like others. Students from
Becoming a culturally responsible educator is at the forefront of education to help reduce the disproportionate representation of students of color (Dray, Wisneski, 2011). Establishing and maintaining classroom management for many educators can be difficult when the student comes from a background unfamiliar to the teacher. Issues arise when a teacher tries to make meaning out of a concerning behavior from a student who, the teacher has a cultural disconnect. Teachers rarely know how diversity affects how they interpret students’ actions and the way they interact with their students. Teachers may misinterpret a cultural difference as lacking self-regulation. If the teacher is in a low socio-economic community, then that one student can turn into the majority or the whole classroom. This can lead to a mishandling of classroom-management. Dray and Wisneski (2011) agree that diversity is not problematic, but it is the response of the individuals and institutions to diversity that can be problematic. An effective teacher must be culturally responsible, maintain quality teaching, and establish clear classroom routines to manage a student-centered classroom.
Currently, general education classrooms have increasingly become diverse with both disable students and students from different linguistic and cultural backgrounds. In order for educators to ensure that they effectively teach these classrooms, meet the needs of each student both successfully and individually, effective research that is based on strategies need to be implemented. The U.S. Department of Education suggest that, the current school-age population is becoming more diverse as time passes, yet, majority of the teachers in these schools are white non-Hispanic women. According to another report by The Condition of Education in 2006, American schools are portraying increased diversity and growth. The report suggested that, forty two percent of students in public schools were ethnic or racial minorities in the year 2003; this increased from twenty two percent since 1972. Owing to these reasons, teachers in these schools are expected to educate a diversified class of students including those that come from diverse linguistic and cultural backgrounds. Teachers are therefore, required to implement a number of key strategies that will ensure that every student in specific classroom feels that he or she belongs there (Worrell, 2010).
Culturally responsive teaching is a scholastic theory based on the idea that culture underlies every part of education, from curriculum and assessment, to learning and teaching styles, to methods of administration and supervision. In the culturally responsive teaching paradigm, students ' academic failure must be re-envisioned as stemming to a large extent from schools ' insufficiencies in meeting these students ' needs. Most educators have good intentions for their students, but they lack an understanding of the nature and importance of cultural differences that must be in place in order to guide minority students towards achievement. Academic success is hinged on feeling effective, intelligent, and valued, and it is up to teachers and administrators to adopt new pedagogical approaches in order to instill such feelings in their minority students (Barlow, C 1991).
America now is a very culturally diverse nation; most of the minority and immigrant population lives in cities, which indicates that the public school classrooms in urban areas are full of versatile cultural identities. According to the 2000 Census record, minority and immigrant populations has grown in increasing numbers, and most of those people live in urban areas and attend public high schools; also, the level of residential segregation still remains as high as in 1990, which proposes new problems for immigrants and minorities. Monocultural schools are very rare and the global society is very multicultural; it is very logical to prepare students in schools to enter this diverse society (Le Roux 48). Teachers are largely responsible
An analyzation of the various types of races, grades, members of a household, pattern and trend that can be identified by the grade level cohort. Each teacher should take the time to explore the community in cohort depending on the safety of the neighborhood. If possible a scavenger hunt throughout the neighborhood would familiarize the teachers on the cultural dynamics of the classroom. Each teacher should set goals for every marking period of how the will incorporate a familiar culture while introducing other aspects. A reform for multicultural education starts with self-awareness of the teacher’s work environment and the students he or she serves. “The challenge for the classroom teacher faced with introducing multiculturalism into his
There are many factors that play a role in the learning process for every human being. Race, religion, language, socioeconomics, gender, family structure, and disabilities can all affect the ways in which we learn. Educators must take special measures in the delivery of classroom instruction to celebrate the learning and cultural differences of each of their students. As communities and schools continue to grow in diversity, teachers are searching for effective educational programs to accommodate the various learning styles of each student while promoting acceptance of cultural differences throughout the classroom. It no longer suffices to plan educational experiences only for middle-or upper class white learners and then
In my last paper, I discussed the achievement gaps within the low-income African American community at Steele School in Galesburg, IL. Now that I have looked into the history of low-income African American students, I am now going to research even more by exploring trends, issues, evidence-based remediation practices, the preferred learning styles and the identified achievement gap of low-income African American students. Through the chart I am going to display, this will show various ways that low-income African American students are struggling at Steele School. However, I am hoping with the information below I can use this to display to others how certain multicultural education, learning styles, and culturally responsive teaching can enhance learning environments for all underachieving students.
* Is there a need for unique pedagogy to meet the literacy development needs of culturally and linguistically diverse students?
Noting the growing diversity among college and adult learners and the need for professors to be culturally responsive in their teaching practices, the purpose of this study was to examine the motivation to become a culturally responsive educator and the transformational experiences that created this motivation and shaped their development. Since the majority of higher education professors are White, it proved useful to study culturally responsive White professors to add depth to the body of literature on teaching diverse populations in adult and higher education.
A professor of education at the University of Hawaii Kathryn Au wrote an article on Culturally responsive education titled “Culturally Responsive Instruction as a Dimension of New Literacies” in the article she talks about how she sees culturally responsive instruction as a theme running through literacy curriculum aimed at helping students of diverse backgrounds achieve high levels of literacy in their education. also how the idea behind culturally responsive teaching is that the teaching approach build upon the strengths that students bring from home cultures, instead of ignoring these strengths or requiring that students learn through approaches that conflict with their cultural values. Culturally responsive teaching has the goal of helping students grasp academic concepts through means and content responsive to their cultural values and practices.
and curriculum. The discussion of the historical and philosophical background of multicultural education teaches educators how race and culture influence educational policy and programs. Multicultural teaching and curriculum is also crucial for the development of equitable education for diverse students. The author asserts that multicultural education can lessen biases while also furthering democratic beliefs and practices among students. The text’s discussion of multicultural education is significant to the field of multicultural education as it demonstrates how multicultural educational practices help students become culturally literate and prepared for today’s diverse and globalized world.