Practical Behavior Management Techniques At The Small Village School Of Kipnuk

Multicultural education is the key to incorporating ethnic and racial identities in the classroom. I believe implementing a culturally responsive curriculum would work best for the students. I would like to be a future educator who acknowledges and welcome my students’ diversity in the classroom. It is important to bring cultural awareness to the classroom and school environment. I want my students to know that I respect, acknowledge and care about their differences. I would model this behavior because I want the students to do the same for each other. The steps I would take incorporate a positive, trusting and healthy learning environment are:

2. “Including ethnic and cultural diversity content in the curriculum” Seek out and use only factually based information on different cultural traits. “This is needed to make schooling more interesting and stimulating for, representative of, and responsive to ethnically diverse students,” and this is a teacher’s ultimate goal in being culturally

This course has really enlightened my view of being able to learn the value of linguistic and cultural diversity and the influential learning opportunities it gives today’s classrooms and schools. We as teacher educators were allowed to examine our attitudes, beliefs, and preferences regarding linguistically and culturally diverse students, families, and communities and learn methods for working together to confirm high levels of learning for all students. Also, strategies for guaranteeing

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

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

Race, Gender, Class, and ethnicity are the fabrics that form a Multicultural Society. As a teacher, it is important to think about my students’ various cultures and influences their cultures possess over their learning. After all, students are taught within the context of culture. Culture is what we teach whether it is explicit or institutional. Culture is integral to learning, considering culture is dependent on education for its survival. Culture is transferred from one generation to the next using informal or formal education (Convertino, Levinson, Gonzalez 27). As teachers, we should ensure our instruction is relevant to our students, otherwise they will lose interest, and then, they will never learn (Banks 2013). So, teachers should approach their students within a culturally relevant pedagogy.

Language diversity involves students from other countries, as well as hearing impaired students who seek to enjoy “normal” schooling. Thus, teachers struggle to deal with multiple language barriers, and again, the students who need the most attention are those who are unable to function at a normative level in English. Teachers who want to reach their zenith in classroom success need to take the time to understand the various learning styles. The number of these styles has undoubtedly increased right along with the growth in multiculturalism. Students of varying cultures learn in very unique ways. For example, countries such as Japan promote more independent learning while American students are typically granted a bit more “hand-holding” through the learning

Culturally and linguistically diverse students in the U.S. education system have challenges that often create low expectations. Culturally and linguistically diverse students oftentimes don’t feel understood. Sometimes certain opinions of race and class are disconcerting predictors of success at school. Different learning styles, and academic unavailability founded from their culture, are difficulties these students can face as well.

My host teacher Mrs. Sikkema does not have any CLD studentrs in her classroom right now. The classroom consist of mostly English speaking population who are mostly Caucasian. Mrs.Sikkema still involve the students with different cultures so they can know about different bacxkgrfounds of children in the future.Even though there are no English language learners in the classroom there are students with different cultures, religious, and values. As educators it is importnat to learn about culturess and linguistically diverse learners because the school is drasmicastic changing over the years. You never know whenb ypou might have a student from Arab, Syrbe, or Europe you should be prepare to teach each individual and respect their culture. In oprder for students to devleop and learn teachers should be prepare to teach them about everything. As an educator you should be able to briong different cultures, traditional, and belief into the classroom to make the students feel welcome and ther families as well. Research shown that during the 2005-2006 school year,nearly every state recorded gains in their ELL populations; 191 districts enrolled students whose first language is other than English . Instructional strategies that facilitate instruction and assessment need to be based on comprehension of content through meaningful activities and assignments (). One of the number one thing I believe teacher should is scaffold the students. n the future if i have a classroom that has CLD students I would put them in groups with the English speaking students which will help them to learn from one another. I don't know if teachers actually take the time out but I would learn about each indiviodual child religious ,culture ,

To address our students, parents, co-workers, and the community, we must be informed and aware of different cultures. Getting to know our students in the classroom is especially important. To be able and educate our students in our classrooms the importance of being inclusive, identifying racial prejudice and seeing beyond color or certain physical features is

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).

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 first few weeks as a teacher in the United States were marked with struggles in communicating to students and members of faculty and staff of our school as we are in a culturally diverse institution. Most of my students, who are native speakers of the English language, are from Latin America, and my colleagues are from India, Ireland, Mexico, United States and the Philippines. At any time during my instruction, I encountered difficulty in being understood due to cross- cultural differences that show up while speaking the language despite my level of proficiency in the English language.

According to Boutte (2002) a multi-cultural curriculum clarifies issues of diversity such as race, gender, ethnicity, religion and language. Currently, schools use the mainstream traditional curriculum. Schools currently contain students who are very diverse in terms of culture such as race, religion, language, ethnicity, gender and language (Miller, 2001). These students come from different regions and countries. As such, it is very difficult for some to adapt to the American mainstream curriculum due to their diversity. Consequently, the current curriculum has very little aspects of diversity. It mostly suits the dominant group that is mainly the students of American origin, especially those who grew in uptown cities. Therefore, it is very difficult for the other students to identify with the American culture and thus learning is hindered. For example, students from Vietnam have very different passive learning patterns in relation to their American counterparts. Subsequently, teachers and other students don’t understand this and therefore view the Vietnamese as dump and stupid. The traditional curriculum also views Israeli students to be rude and obnoxious because they have a culture of openly criticizing a teacher when they feel like he is saying something wrong. These cultural aspects are affecting learning of the students. The teachers too have a hard way since they use the same teaching approach to such a different and diversified group. As such, it is necessary to address cultural diversity so as to create a balance and address the learning needs of all the students.

This essay will consider the importance of effective teaching practice in schools when working with cultural and linguistic diversity. Initially this essay will draw together pedagogical foundations to show the importance for understanding how and why diversity is an issue that needs both personal and professional reflection. Examples of effective practice in three schools will be considered, Clover Park School, Richmond Road School and Finlayson Park School. Creating a learning environment that caters for diversity at Clover Park School involved using inquiry to restructure school values and beliefs to create a new more relevant school mission statement; this is the first effective practice to draw focus.