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
This paper will be discussing a recent fifteen hour field experience I participated in which I observed a classroom which included many students of diverse ethnic and cultural groups. I will discuss any prejudices/discriminations I observed in the classroom based on ethnic and cultural diversity. I will also describe how this experience has made me determined to try to create a positive learning environment for students of diversity in the classroom.
The Adult Learning Theory is based on understanding how adults learn and how they respond to the program in general. Researchers have found three key methods on how adults learn: experiential learning, transformational learning, and non-Western and Indigenous ways of knowing and learning (CITE). In Experiential Learning, adults learn through the experiences they have lived. Transformational Learning, on the other hand, is a “process in which adult learners question their own lives and how they interact with the world in which they live in” (CITE). Thus meaning that adults learn through situations that challenge their own thoughts about something and makes them reevaluate their original thought process. Lastly, Non-Western and Indigenous ways of knowing and learning is a bit complicated in adult learning as it is hard to find ways to categorize it. Despite the difficulty, there are four reoccurring themes in Non-Western and Indigenous learning: Communal nature of learning, the oneness of learners with the natural world, the oral tradition of learning, and knowledge as holistic (CITE). Further elaboration on this type of adult learning reflects on understanding cultural differences and the value of
As educators, it is important for us to understand the cultural diversity we face in our classroom. We can strengthen our relationship by communicating with the student, as well as the family. Cultural diversity can help us when we expand our search in this area to better educate us and help prepare a curriculum to better educate our students in communicating with all cultures.
The SUNY is a diverse university which has around 43% of minority students, including Hispanic/Latino, Black or African American, Asian/ Pacific Islander, ESL, and international students. Those students often encounter difficulties in English listening, speaking, reading, and writing, and understanding the Western academic culture, especially for ESL and international students. Since I received the professional training in teaching English to speakers of other languages (TESOL) in the Master’s and Ph.D. programs at the Ohio State University and have English teaching experience to diverse learners in EFL and ESL settings for around 9 years, I would like to help those minority students at the SUNY Oneota understand the Western academic culture, overcome academic difficulties they encounter, and improve their overall English competence. Helping those minority students is my short-term career goal. My long-term career goal is to increase K-12 content and ESL teachers’ and
At Barry I met students of various races and cultural backgrounds. The diversity of students generated interesting dialogues, which lead to healthy debates during class discussions and group assignments. I learned to look at life from various perspectives, and gained a new understanding of people in general. My most profound discovery was, once I understood the culture of the person, I developed a better understanding of the person’s thoughts, views, and opinions. Although, we are all different in many ways, our difference does not make us any less deficient. In essence, we can agree that we disagree on certain issues and continue to be respectful of one another.
I believe that students from different cultures bring different experiences and background to the classroom. As a school counselor, I need to help teachers take advantage of these
An ELL classroom must be culturally welcoming and incorporating. As humans, we naturally fear the unknown, the depth of that fear causes anxiety levels to vary. If a culturally responsive classroom facilitated by the teacher is practiced constantly without reserve the results will be empowered students who are educated, culturally responsive, and dedicated to learning. Let’s get on board to this challenge of achieving a culturally responsive education for all
As future educators, one pivotal way we can enhance our students’ learning and growing experiences in the classroom is by creating a culturally
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
My other responsibilities include introducing new material into each session and evaluating each session individually either by tests, question and answer sessions or by setting homework. After each session I reflect on whether the lesson was appropriate to the learning and if the students digested the information put across in the session, if not, I should be prepared to make adjustments to make sure that the information is understandable in the future. It is my responsibility to be professional in my approach, encouraging, understanding and trustworthy. To put the progress, well-being and development of my students first, make sure that everyone is included and feels part of the group.
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
For this group of students, taking courses at DVC was their first experience with American education. They were high achievers, but many were not accustomed to interacting with other ethnicities. Dealing with diversity can be challenging and the reality that we all have biases that are linked to (often) an inherited set of values and beliefs. As the instructor, my role was to help or guide them in overcoming these discomforts by providing an engaging, inclusive environment and designing group-based discussions and collaborative projects. In this environment, they learned to view cultural issues or problems from multiple perspectives, expand their worldview and work as a team towards an objective. These students in turn added to my knowledge of their respective cultures. For example, from a Southeast Asian student, I learned the adage, “that you have not eaten till you have had rice.” In addition, from a female Chinese student I discovered how millennial women in China are altering their views of marriage- opting to stay single, focus on their career, and wait for the right partner and
In first place Ur mentions the “richer pool of human resources” (1996: 305) they have within. I concur with her statement; having students from different backgrounds make classes interesting. In my personal experience, I teach teenagers that come to USA from different parts of the world with different levels of previous education and it
One of the most influential instructional strategies for these minority students is the “concept of individualization” (Hallanhan, Kauffman, & Pullan 57). It does not punish the student for being culturally diverse nor does it significantly impede teaching of the whole classroom. It allows students who would otherwise be lost in the sea of information and