How Do You Think That Differences In Schools When Defining Rules, Standards And Curriculum

356). Furthermore, Ideal 1-1.11 states that we are “to provide all children with experiences in a language that they know, as well as support children in maintaining the use of their home language and in learning English” (Decker, Decker, Freeman, & Knopf, 2009, p. 356). It is my opinion there are many teachers that may have a problem in maintaining this standard simply because of the location of their center. If a center is in a semi-rural area, the teachers in the center could have a problem teaching about other cultures with exception to basic knowledge of a culture. Take for instance Middlefield Ohio. In Middlefield, there is a heavy influence of the Amish culture and generations of farming families. A teacher in Middlefield may have trouble relating to a child in her class that comes from India. It is a challenging task to learn and educate oneself on an unknown topic, there is a great deal of responsibility in planning a diverse curriculum to meet the needs of so many individuals.

The first standard that I would like to explain was implemented in 1998, called the Alaska Standards for Culturally Responsive Schools. “Culture standards are suggestions on how to present content standards in such a way that all Alaska students can comprehend, retain, engage, and apply the material ( ). Also, ”they are intended to address special issues of critical importance to rural schools, especially those serving native communities” ( ). So the ultimate goal for these cultural standards is to integrate the academic standards within the Alaska Native traditions to produce “culturally-knowledgeable students” ( ) .

I like to think of myself as a person who can appreciate and understand everyone's opinions. Although I might not agree with them, I feel as if everyone's beliefs and thoughts deserve to have equal initial respect. This leads me to where I was first introduced to discrimination and racism, the exact opposite concepts I now try to surround myself with. I have lived in Cross Roads, Pennsylvania for the entirety of my young life and if there is anything obvious about my community, it is that we are not very advanced in the diversity department. My hometown is predominantly white, which brings on a whole new set of problems concerning discrimination and racism, especially when a family of a different race moves to our community. Now don't get me wrong, my family, my friends, my neighbors, are not bad people. Most of them are great people but a few have just been brought up with idealisms that I myself find racist in nature. As an example, someone I spend a lot of time with because of family relations is in many ways ignorant to people different than them. They, like me, grew up in a

Cultural tendencies have a huge impact on the way children tend to participate in educational activities. The ethnicity of a child may change the way that teacher view a child. Suppose you had an Asian child in previous years who was quiet and reserved. You get a new child, you expect this one to be the same way, but he is not. We as teachers have to learn that each child is their own individual self, and they do not act the same way, no matter what race, gender, or social status they are.

While growing up around children and adults of all races, I was raised to believe that all races are to be treated equally. This has molded me to become an understanding and friendly person to be around all races. As I grew and learned more about race, I realized that my family did a great job adapting me to the world concerning race as race became irrelevant to me. Race was not, and is not, a divisive factor for me so much as privilege was, however.

There is all kind of people in the world but the thing that we have in common is that we are all human, we all have feelings, and we all have a purpose of living. There is more than 50% of our population that think racism is the way to go. It’s not. There is something different about every culture, which makes each and every one of them unique. There are even children out there that think they can’t with black people because… well, because they are black. The adults that marry people of different race truly know how it feels to be picked on because of what kind of race you are. Yet many adults have learned that racism is wrong, but not all citizens have and yes… That goes for kids as well.

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

Educators need to examine their own values, beliefs and attitude when it comes to difference and diversity because they need to make sure that they are accepting to other diversity and different values and beliefs. As your value and beliefs have an impact in your attitude, you don’t want your attitude to come across rude or that others beliefs and values don’t matter. Educators need to examine each of these individually and together. Your Beliefs are your idea of what is true. It is things you learn as a child such as religion, though over time your beliefs may change through significant events, these need to be evaluated when an educator to make sure though your beliefs may be from a religious view not everyone believes that, you shouldn’t

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

Also the provincial government is taking steps to standardize the level of education received by students in Ontario. Programs like standardized testing for teachers and students as well as the standardization of the curriculum were implemented. These programs are intended to provide all students regardless of race or economic standing in any area of the province and equal opportunity to succeed. These initiatives are part and parcel of increased demand by the Federal government to have Canadian students rise to "levels equivalent to those achieved by students in Asia and Europe." (Lightbody, pg. 265) These steps however pay little heed to other cultures in the education system. All courses on history or culture at the high school level are aimed to familiarize students with the traditions, philosophy, literature and history of the western world. Proponents argue that this action is appropriate since our country is based on a democracy founded in European ideals of government. It is also claimed that there would not be enough time in the current school year to educate students on every culture that has contributed to the construction of our society. Proponents for centralization seem to prefer the "middle of the road approach" when making decisions on curriculum. It is argued that trying to push the subject of multiculturalism too far would actually be a hindrance. Over emphasis of multiculturalism may interfere with a student’s

Wiggins & McTighe (2005) said it best “teachers are designers” and we need the right to craft our curriculum and learning experiences to meet specified purposes (Pg. 13. Ch. 1). We are all teaching different students, in different cities, in different states; all of whom that have individual strengths and weaknesses, come from various homes, a multitude of diversified backgrounds, who speak different languages and all of whom who have experienced their lives in different manners. I have been teaching for well over 11 years, and I have never once modified my teaching to meet the needs of a curriculum, I always have and will continue to adapt the curriculum to meet the needs of my students.

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

Since I started this class, I have a learned a great deal about cultural diversity in the classroom and abroad. My perspective has changed slightly but my knowledge of this subject has improved. In my family, my father taught me about the civil rights movement and the evils of segregation in the U.S. My parents taught me to be tolerant of all humans, no matter what they look like, how they dress, or their sexual orientation. My family has always been liberal thinkers who taught me the dark history of racism and bigotry in this country. As an educator I would be accepting to all race, creeds, and religious peoples.

I believe that schools have hidden cultural agendas, stemming from their policy makers collective cultural backgrounds, which controls what curricula is used, and how knowledge is taught within the system. I further believe that not all students fit the cultural mold defined by our schools, and that those students that find themselves outside the established "norm" cannot fully benefit from their school experiences.

In his great work of poetry titled In Memoriam A.H.H., Alfred Tennyson (1850) praises his friend, Arthur Henry Hallam, for straying from the city because of the standardization it caused: “For ‘ground in yonder social mill / We rub each other’s angles down, / And merge’ he said ‘ in form and gloss / The picturesque of man and man” (39-42). In these lines Tennyson is drawing attention to dangers of large cities and their tendency to make residents the same rather than valuing people’s unique qualities and ideas. Hallam, as Tennyson notes here, abstained from cities in order to preserve his own ideas and creativity. He did not want to be a part of standardized society. This fear of losing ones creativity is not unique to Tennyson’s time. In fact, this is a current problem within universities today. Education has become extremely standardized and leaves little room for creativity and does not take into account a person’s unique abilities, strength, or interests beyond the offered majors. Students are prescribed a generic core curriculum and then required to take a broad range of courses in their field of study. With the modern standardization of education and prescribed course tracks, creativity is stifled in college, where students are bound by unnecessary requirements r simply by the inability to study their areas of interest.