Essay Developmentally Appropriate Teaching Strategies

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.

This goes a long way to overcome the cultural barriers between the student and the teacher also referred to as student-teacher gap (MacNeil, Prater & Busch, 2009). Should bringing in same-culture teacher be impossible, then those available can go out of their way to learn the cultures and backgrounds of these students however briefly.

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

Markedly, there is a huge difference between a want and a need; therefore, teachers the distinctive concept of equality and fairness is not synonymous. For instance, if a student needs to put on glasses when in class to see the board clearly, equality would suggest that all student in the classroom are given glasses, on the other hand, fairness would be to ensure that the child is in a position to where his or her glasses. In essence, teachers must foster and create an opening and nurturing classroom environment for their students in order for them to successfully distinguish the teacher’s definition of fairness and the child’s definition of fairness. Arguably, this is one of the biggest challenges faced by teachers in ensuring that teaching strategies are appropriate for children who are culturally diverse. In conclusion, a teacher cannot effectively teach students to his or her fullest potential without having a fundamental understanding of a child’s disability or ethnic and cultural background. Therefore, it should be every teacher’s goal for all students in his or her class to exceed

However, Foley (1996) demonstrates that there may be cultural misunderstanding in the classroom between minority students and teachers. It is easy to judge an individual without knowing their culture. However, when teachers simplify how minority students differ to what is considered normal also shifts the blame to the students. As TK states, the English learning classes hurts more than helps the students. As Ladson-Billings (2004) states in the following quote, “Whenever [teachers] seem not to be able to explain or identify with students, they point to students’ culture as the culprit.” What TK argued in the interview resonates strongly with this. If only the classes were more inclusive to minority students, as Foley (1996) demonstrated with the Meskwaki children, maybe they would find more

Developmental Appropriate Practices (DAP) is a challenging approach to learning in an Early Childhood Classroom. Some challenges involved with ensuring that teaching strategies are appropriate for culturally diverse children? Classroom management is defined as activities created by teachers in the classroom with a positive climate that effect teaching and learning. (Martin & Sugarman, p.9, 1993). Teachers’ daily lesson incorporate the natural extension of the response of students culturally background by implementing knowledge, social experiences and their learning style.

What is the Developmental Assignment Program also know as (DAP)? The Developmental Assignment Program is a program designed for teachers to promote and support children learning and development. The Development Assignment Program involves teachers observing and meeting with young children to see where the children is standing. How does the Developmental Assignment Program look like? The DAP involves teachers meeting with children where they are, as individuals and as a group.

As an educator, it is vital to either reinforce or challenge student’s beliefs, assumptions, and their stereotypes. As mentioned in EYLF (2013, pg. 21I educators awareness and cultural competence are the principals of diversity, equity, fairness, and social justice. It is able to assist

Learning about the challenges children face with disabilities and single parent homes can help broaden our knowledge to better educate students in the classroom. Knowing different diversities and being aware of them within the classroom can help educators understand the background and where children in their classroom have come from. Every child deserves a good education no matter what challenges they deal with in life. Acknowledging different cultures and diversities are a way educators can broaden their lessons taught with in the

Cultural diversity in our public schools is both exciting and challenging for most classroom teachers. Teachers have the opportunity to involve learners from diverse cultural backgrounds in the learning process thereby making their classrooms into arenas for culturally competent teaching and learning for all of their students. Culturally competent teachers are those who are educated to recognize the impact of culture on their student’s educational needs while implementing the necessary boundaries and rules utilized for teaching culturally diverse learners.

Educators face greater cultural diversity in American classrooms today than in any time in our nation’s history. Today’s classroom are made up of students from Vietnam, Laos, Cambodia, the Philippines, Mexico, Central and Latin America, China, the Caribbean, African and various others countries. Students and their parents enter our country seeking better education, and a stable economical rewards and political environment. Also, Latin American, African American and American Indians students born in the U S. also have cultural values that are also different cultural values. Coupled with the dynamics of the existing American culture, teachers are constantly seeking methods to understand these students and provide successful learning opportunities.

Education is one of the most important factors in every person’s life regardless of where they’re from, their race, or their culture. Becoming educated not only makes life easier for us but also can help people become more successful in all things. However with so many people of various races, ethnicities and backgrounds in the United States it is difficult to create an education system that attends to each student’s individual culture. Ones own culture influences their actions and lifestyle, therefore this can create conflict if it is different from their schools cultural teaching style. Multicultural and multilingual classrooms have become the norm in many educational and professional settings throughout the U.S. because of changing immigration patterns caused by globalization (Institute for Educational Leadership, p. 2). For teachers today, it is essential to understand the role of culture and have the ability to interact interculturally in the classroom to create an effective learning environment. Analyzing cultural issues or differences can help teachers to understand some of the unconscious processes that shape individuals’ actions and interactions, as well as their language use and communication. “Teachers who understand cultural diversity…are more likely to be successful in their multicultural classrooms” (Samovar, Pg.2).

Given that the population of the United States is becoming more and more diverse. School administrators and teacher leaders must develop new ways to communicate with increasingly diverse parents and stakeholders. The increasing diversity in student population has not only intensified the need for establishing culturally responsive pedagogy and effective communication between teachers and parents (Eberly, et al, 2005; Richard, Brown, & Forde, 2006). Likewise, as the nation’s demographics drastically changes within the next decade, school leaders everywhere will be confronted with these same issues (Jacobs & Kritsonis, 2007).

In this application assignment, I assessed my students on their knowledge on three standards about similar triangles to judge if the instructional strategies used in class worked. The geometry class that we did this application on is mostly made up of sophomores, but there is a junior and a freshman that is taking this class as well. The assessment I had them complete was a fifteen question, multiple choice quiz that the students completed in class. The assessment’s fifteen questions are made up of five questions pertaining to each of the three standards of the similar triangles. This assessment was given to the students at the completion of a week of instruction with consisted of direct instruction and cooperative learning paired with individual practice the students would practice at home. At the completion of this assessment, I want to see which standards that were not taught well and which ones were, and increase the instructional method that work for the students. The data that will be gathered from this application will be examined by Carolyn Ulrich and me for “the formation of mutual understandings about the areas in which instructional improvements are needed.” (Spanneut, 2010, p. 101)

It has been my first experience to observe a lesson in a school setting since I arrived in the U.S. All I have seen in this mainstream classroom seemed to leave positive impressions about the interactions between the teacher and students. As a teacher, most of the instructional strategies carried out during the lesson were quite familiar, others were quasi new for me for the fact that the context I am used to is far different from this one I have observed. It is commonly agreed that teaching and learning have general principles shared worldwide that any teacher can adjust him/herself to any learning environments. However, the context in which those principles are applied makes a big difference in ways students with culturally and linguistically diversity receive an instruction.