Do Schools Change Society, Or Does Society Change The Schools?

The author argues that American education needs to start focusing more on teaching students all cultures and

Having the opportunity to have worked with diverse students has opened my eyes to the importance of learning about different cultures, their beliefs and practices. Being aware and learning about the different cultures my students came from helped me from misinterpreting certain behavior displayed by the students. In order to do this the first thing a teacher should learn is that everyone has different ways of culturally adapting to a new country, while some are able to fully assimilate, others undergo the process of selective acculturation or embrace enculturation (Coleman, 2013).

Culturally Responsive Teaching is an emerging field that focuses on student cultural backgrounds and experiences in the development of pedagogy. According to Kea (2013) cultural difference is the single largest difference in U.S. schools and also the most neglected. The goal of Culturally Responsive Teaching is to provide an equal opportunity for all students to learn in school, regardless of their gender, social class, ethnic, racial or cultural characteristics (Banks 2005). Ladson-Billings (1994) suggest that the historic failings of educators in educating non-white students is that educators attempt to insert culture into education rather than insert education into the culture. In other words, educators are not providing an equal multi-culturally relevant education by bringing tokens of culture such as food, national flags, or maps from around the world into the classroom alone. Although these actions promote a sense of multiculturalism, an education that is relative to a diversity of cultures is not necessarily being provided. Culturally Responsive Teaching attempts to bring the various experiences of the student’s cultural home life into the classroom. Schmidt (2005) identifies seven characteristics that must be incorporated into curriculum in order to provide culturally responsive instruction. These characteristics are high expectations,

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

When we teach different cultural backgrounds, students from other backgrounds can be more informed about their classmate’ s culture. “Although about 80% of Latinos in Utah originated from Mexico, many other nationalities are represented here. Many individuals raised in the U.S. speak only English and have assimilated to European American culture.” There are a distinct few of people who have different ethnic backgrounds can not speak their home language. This is why schools should help students embrace different cultures, so they can learn different languages and help their brains develop. Learning about classmates languages and cultures, can help people have a bond with each other. Students learning about how other cultures affected America, other than white European, can give student another point of

A way that teachers can make connections to their students’ personal experiences and background in their classroom is by welcoming families in the classroom to speak about their cultural. Teachers and students can benefit by having families come in to the classroom and learning from them. In the video from "The Classroom Mosaic – Culture and Learning” it displayed how the teacher was making connections to the student’s background. Ms. Hayes-Parvins had her students bring in family members in to classroom and share their stories. The students were able to learn about to each other history well Ms. Hayes-Parvins was able to learn more about her students. Something that a teacher can do is if the class is learning about China or any country and there is a student that comes from that background the teacher can reach out to the parent and see if the parent or family member can

To develop, encourage, and embrace cultural consciousness, students in third grade will work together to create a multicultural environment, where the teacher will help students develop a positive attitude towards different race, ethic and cultural groups, in addition each student will receive equal educational opportunities (1997). Countries and Cultures Around the World is an integrated social studies unit that will promote an atmosphere of inquiry in the classroom and help students gain a broader appreciation for other cultures. The unit is comprised of interdisciplinary lessons, with activities that teach social studies, literacy (reading and writing), art and music.

Gay (2000) defined culturally responsive teaching as “using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them. It is culturally validating and affirming” (p. 29). A quality education requires all students to be exposed to a variety of cultural perspectives that are representative of the nation at large. According to Ladson-Billings (1994), culturally responsive pedagogy must meet three criteria: “An ability to develop students academically, a willingness to nurture and support cultural competence, and the development of a sociopolitical or critical consciousness” (p. 483). Educational institutions have the charge of providing culturally diverse students with equitable educational opportunities as all other non-minority students.

What can be defined as school in America or who created and contributed to the modern school system? My fundamental question was what are the significant contributions (and who contributed) to America’s present school system? Schools in America have gone back years since 1635 starting in Boston, Massachusetts which lead to the first school being named the Boston Latin school. With the opening of the first school many teachers and leaders focused on religious values instead of specific subject areas as we would today. However, there have been changes in the way we teach the future generations that are different from the 1600s. In order to see these changes we have to take a time machine back to the 1800s, 1990s, and 2000s. The 1800s brought Americans the common school movement, Horace Mann, the Committee of Ten, and the Prussian system in America. In addition great advancements have been made in the school system, but not as much advancement has been made since the 1800s. This can be a problem as the internet and technology blossomed in the late 1990s and today many teachers have questioned if we should really teach the same way we did almost 180 years ago. From the past we have gotten common core, standardized testing or teaching children as if they are on an assembly line which all come into question in today’s school system. Programs such as KIPP or Khan academy are showing how children can be in classrooms that are more student led. Also first year teachers can find a way

After reading Geneva Gay’s article Preparing for Culturally Responsive Teaching I realized my pedagogy is culturally responsive in many ways. For one, I always

Gaining learning and experience about other cultures background will enrich my multicultural knowledge. Therefore, as an educator I must learn about others culture. As I begin to learn about others cultures I will understand how values influence the ways families interpret the instruction that feels right to them. A close study on Figure 3.1 implies that a teacher’s point view or the way the students are treaty can affect their learning. It keeps narrating the story of a teacher that had to learn her students’ roots, their culture values, to get to know them in order to reach them in an academically level. The cultural values are very important and cannot be overlooked, they shape our intrinsic motivation. Many families try to keep their values and belief intact at home, so their children when they step in a classroom. Monica Brown, is the Department editor of Diversity Dispatch, argues in her article, Educating All Students: Creating Culturally Responsive Teachers, Classrooms, and Schools, that nowadays it is noticeable the diversity growths in schools, however, this is not the problem. The problem is the way teachers have responded to the diversity growth. (Brown, M. 2007). Therefore, this will affect the students learning. Brown cross with a strong point in regarding the lack of sensitivity some educators show towards their students’ culture. As educator I don’t want to be one of many teachers Monica Brown speaks on her article. I will understand that I must respect my

As an educator it is important to be aware of the various learners in the classroom as well as being able to shift lessons accordingly to adapt to a greater number of students. In addition it is essential that culturally responsive practices is adapted in the classroom in order for all students to have a sense of belonging and are able to participate. For this reason, a teacher must actively use culturally responsive practices to engage students and their families because it helps to develop a relationship and maintain a level of communication. Learning “facts” about different cultures is not enough, it is more important that we make

Final thoughts: Students behavior can be influenced by many things such as their cultural influences, living situation, and what they are exposed to. Ms. Rollison needs to be aware of the cultural influence that affects the student’s behavior. Every culture is different and it influences how a student will interact and respond to authority. Culture can influence the way they talk with their peers, views on sharing, and the way they act all around. Having many students with different culture background leads to a diverse class with different views on how they act toward their peers.

Success, achievement and participation at school are not simply a matter of intelligence or ability. Discuss this statement with reference to the concepts of cultural capital, hidden curriculum, class and socioeconomic status.

Education reform is classified as any work doing to improve schools at any level. “Education reform is any effort determined to engage what currently exists in schools” (Education Reform and Meaningful Student Involvement). Education reform is also known as school transformation or change. Education reform should include everyone at the schools including parents and students. “Research shows that for any school reform to be successful, students must be directly involved” (Weiss). This involvement of students can include