Pros And Cons Of Developmentally Appropriate Teaching Strategies

Another challenge educator’s encounter is the cultural gap that is between students and teachers. It is important for educators to understand that some culturally diverse children may need things explained to them in a different way for them to gain an understanding.

What are some of the cultural and linguistic differences that students from various racial and ethnic backgrounds bring to classroom learning situations?

America now is a very culturally diverse nation; most of the minority and immigrant population lives in cities, which indicates that the public school classrooms in urban areas are full of versatile cultural identities. According to the 2000 Census record, minority and immigrant populations has grown in increasing numbers, and most of those people live in urban areas and attend public high schools; also, the level of residential segregation still remains as high as in 1990, which proposes new problems for immigrants and minorities. Monocultural schools are very rare and the global society is very multicultural; it is very logical to prepare students in schools to enter this diverse society (Le Roux 48). Teachers are largely responsible

InTASC Standard #2 (Learning Differences) states, “The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high

Cultural differences pose several barriers for students and may impair their opportunity to learn. These barriers are created by differences in language expression, communication style, preferred learning style, gender-role customs and behaviors, and limited parental involvement due to these cultural or socioeconomic barriers

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

In a country like America where people all over the world come to obtain a better future for themselves and their children, there is a large diversity in culture and languages. Most immigrant families come to America speaking a different language and have to adapt to the American language, English. However, several people do not learn English or have difficulty learning it. Usually older people struggle to learn English because they do not have time. Though, children may not have a hard time learning the English language because they are often sent to school. Currently children are now expected to learn a new foreign language, but most of the children’s families would like them to continue speaking their native language as well.

From the data, one theme that was deduced from repeating data was discrimination. Marissa’s school sent a letter to her parent’s saying she needed to be evaluated for ESL, when English is the official language of her home country. Because she uses a dialect and pronounces her words differently from the mainstream American society, they assume she is English deficient, a language bias because she is an immigrant. As stated by P. Rudy Mattai in the article ‘Rethinking the Nature of Multicultural Education: Has it Lost its Focus or is it Being Misused?’ “…the affirmation of minority culture in various bilingual, bicultural and ethnic programs represent a direct challenge to the centrality of Anglo values in the school curriculum and the notion that minority culture and language are “naturally” deficient…” (p. 69).

In educational institutions they ignore certain students by being unaware of students’ funds of knowledge and their truth depth of knowledge. (Rios-Aguilar 164) Students have a wide understanding over a range of topics, but schools maintain a deficit perception of culture when it does not adhere to the dominant education system. If we were to bridge funds of knowledge and capital we would have the potential to have a better insight into students’ opportunities and experience in educational institutions. (Rios-Aguilar 163) Wolfram et a. clarifies how essential it is for students to attend a school that acknowledge distinct cultures and backgrounds, “When schools do not systematically accommodate different language varieties, some group of students do less well in the gate-keeping activates that determine program access, placement, and progress (Wolfram et a. 87) Program (such as AVID, honors, etc.) may have an essential role in college acceptance. Schools should allocate their resources and funding towards equipping teachers with imperative skills and knowledge to teach students from all socioeconomic backgrounds. Some of the qualities of a superior teacher are being academically prepared, knowledgeable about the subject they are teaching, and hold an interest in students’ needs. Having a good teacher is essential to a student’s success. (Watanabe

Procedure: Divide the class into groups of four. Ask students to think of their problems in learning English. That could be problems with language skills such as listening or speaking, or problems with language areas such as vocabulary or grammar. Then, have students share their issues and offer their peers some advice in their own groups within 5 minutes. When students are talking about their learning difficulties, walk around the classroom to facilitate the discussion. Next, have students share their own obstacles in learning English and ask those who are not in the same group with the sharers to give advice. In this way, students can receive more suggestions from their classmates. In case, the teacher’s first language is not English, he is well-advised to share his personal experience in

First, I will start out by talking about the importance of a socially just education. As our world becomes more diverse every day, as teachers we need to understand how to be mindful of every student’s beliefs and culture. In order to give every student, the education they deserve, teachers need to teach as if everyone is the same, not to treat one culture better than the other. It is in human nature to divide up into groups of people that are like you, so naturally this would happen in a classroom. I hope that in the new age of teaching, that myself and other teachers will break this notion apart. Cultures should be brought together in order to understand one another and their views. Teaching is not always about curriculum, but rather an introspective look on bringing groups of students together to learn as a whole.

Within education teachers come in contact with a large population of culturally diverse individuals (students,

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).

When we look at the people within our world, you can see all of the differences we have between us. While some differences are physical, others are hidden within the people we meet. We are all different from one another, but why can’t these differences be seen as a strength within us, rather than the deficits that we label them as? In this paper, I will be touching on the wide variety of differences that students bring into a classroom and how we view those differences as deficits rather than strengths. Those differences could vary from language, culture, home environment, physical disabilities, learning disabilities, gender, etc. In Other People’s Children Cultural Conflict in the Classroom, Lisa Delpit discusses her experiences with

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