Non-Biased Teaching Strategies

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

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.

Teaching requires creating a classroom where all students are able to participate in the learning. Chapter 1 discusses the importance language, expectations, and integration. Chapter 1 introduces the topic of multicultural teaching.

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

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

CM conducted a 7-Day CFT meeting with regards to services for Leandro Fontoura. In attendance were Jasmine Alexander (CM), Claudia Tauriello (CM Team lead), Daniela Pacheco (parent) and Leandro Fontoura (youth). CM explained to the family about CMO, CM’s role and services available to youth and family. The family stated that they are interested in working with the CMO. At this time, CM had the family sign and completed all necessary releases and consent forms. The team then created and developed the crisis safety plan with the family. CM provided Ms. Pacheco CM’s contact information, supervisor, and Hudson CMO on-call number. CM asked to contact the DCPP worker to introduce herself as the CMO worker. Ms. Pacheco agreed and CM reviewed and confirmed

Villegas suggests six qualities leaders should implement to respond effectively to the increase of diverse populations. First, teachers must understand how learners construct knowledge. The best ways teachers can achieve this concept is by helping these students bridge the gaps in what they already know about a topic and what they need to learn about it. Next, the teacher should learn about the students’ lives. When teachers know the cultural makeup of their students they can assess their prior knowledge of a subject. Teachers must also be socioculturally conscious, meaning the awareness that a person 's worldview is not universal but is profoundly influenced by life experiences, as mediated by a variety of factors, including race, ethnicity, gender, and social class (Villegas & Lucas, 2007). Many teachers see students of diverse cultures as not being able to achieve. Villegas (2007) suggests teachers should see students from an affirming perspective and truly respect cultural differences. If teachers can set their differences aside their students will have better ways to communicate and succeed. It is important for teachers to use appropriate instructional strategies to help English language learners. They can give these students with material in their native language, provide graphic organizers, and hands on activities to help assist these students. Lastly, teachers need to advocate for these

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

Make judgments on successful completion or otherwise then giving constructive feedback in order to help further the learner or help for successful completion at a later date. A record should be made in order to track each learners progress.

As future educators, one pivotal way we can enhance our students’ learning and growing experiences in the classroom is by creating a culturally

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.

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

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 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

Diversity has broad ranges of spectrums. Students from all across the continent; students from political refugees, indigenous Americans, and immigrants bring their culture and linguistic skills to American classrooms. Students do not only bring their cultures and linguistic skills, but they bring their ethnics, talents, and skills. In addition, their age and gender are two