The Importance of Working Equally with a Culturally Diverse Classroom

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

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

The author went on to state that once we act on our personal and professional connection to different cultures in our lives then members of the racial continuum of color populations of Brown, Asian, Native American and multiracial will be able to gain presence, position and power in our schools. To sum it- we

This first chapter has quick insights of how Cultural Competence could be so effectively with children. What this chapter made me recognized is that it’s essential to building a relationship with students. As the text points that students may be more comfortable with a teacher of their own background, regardless of the teachers background the true success of having a learning environment is based on a sensitive, caring and committed teacher. Having teachers getting to know their students would be encouraging for a teacher-student relationship student might discovery acceptance and comfort in having someone who provides stability and structure by getting to know them. Additionally, teachers should not be scared to permit themselves to be taught

This course focuses on important to teach students about diversity to help them develop empathy for others. We will read about diversity and cultures to help students understand what diversity really means and how it applies to them. Diversity focuses on race, gender, ethnicity, and cultural and how it pertains to the classroom and everyday life. This course is here to enlighten students of the differences of others and how to be sensitive to everyone’s cultures and beliefs. Consists of developing positive relationships among diverse groups and individuals to fight stereotyping and promote unity (Bank & McGee, 2013).

Culturally Responsive Teaching is an emerging field that focuses on student cultural backgrounds and experiences in the development of pedagogy. According to Kea (2013) cultural difference is the single largest difference in U.S. schools and also the most neglected. The goal of Culturally Responsive Teaching is to provide an equal opportunity for all students to learn in school, regardless of their gender, social class, ethnic, racial or cultural characteristics (Banks 2005). Ladson-Billings (1994) suggest that the historic failings of educators in educating non-white students is that educators attempt to insert culture into education rather than insert education into the culture. In other words, educators are not providing an equal multi-culturally relevant education by bringing tokens of culture such as food, national flags, or maps from around the world into the classroom alone. Although these actions promote a sense of multiculturalism, an education that is relative to a diversity of cultures is not necessarily being provided. Culturally Responsive Teaching attempts to bring the various experiences of the student’s cultural home life into the classroom. Schmidt (2005) identifies seven characteristics that must be incorporated into curriculum in order to provide culturally responsive instruction. These characteristics are high expectations,

Does our common reader assigned to the class this semester adhere to the accustomed material when it comes to examining cultural diversity in the class? My conclusion is that our common reader The Trouble with Diversity by Walter Benn Michaels touches upon the social, socio-economic, health, and educational aspect of diversity. Observing how an individual’s status and race makes an impact on how they do in society as well as how they’re treated.

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

Being open minded to the different practices and environment allows us to learn more about a person individually. Not only that it allows us to learn innovated ways practices may or may not work within our own children and families that can make impacts. Overall this class has changed how similar and different families and children are raised within their culture as it is a huge role to their personal

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

The textbook states that, “the learning community cannot rely solely on informal approaches to diversity and equity; a concerted effort should also be put forth to address these issues” (Roberts & Pruitt, 2009 p.168). This statement speaks volumes, we fail as a school to address the issues of diversity within the staff and community because we do not actively bring awareness to the issues at hand. Improvement in regards to staff relations can be made by engaging the staff in activities that encourage staff to open up about their beliefs on education and their views on how other cultures should learn. Staff discussions are vital because “teachers may have unconscious assumptions about students who come from different backgrounds in relation to their schooling” (Roberts & Pruitt, 2009 p.170). Conversations like these can clear up teacher misconceptions and misunderstandings. Family and community relations can be improved by utilizing parents of ethnic background to act as translators and classroom volunteers, additionally the school can host a multicultural event in which parents are invited to the school to share their culture or ethnicity with members of the school

We learn that by working together all of these elements create a space for students to be supported in learning more about themselves and the world around them. It is by working together that students learn that there is more to the world than what they read in a book. As explicitly expressed in our in class activities, students learn best by being exposed to different cultures from their peers. Quoted from our textbook, “The work of multicultural education is not only to affirm students about who they are, but also challenge them about who they may become” (pg. 358). As teachers we keep curriculum culturally relevant by broadening our themes and learning styles to those around us. By doing so, we broaden the very minds of our students and allow for them to become agents for accepting

Once students and teachers are aware of cultural differences, they become aware of racism and can fight to eradiate it. Through their unbiased understanding of the differences between cultures and races, they are able to come to a point of acceptance of themselves and others. If you noticed in my previous paragraph, I mentioned the different types of diversity. Diversity emphasizes how different students and teachers are, but when explored in a classroom, can be used to reveal our similarities. Once students and teachers grasp the concept of diversity, displayed through everyday interactions with diverse groups of students and teachers, racism begins to disappear. In addition, positive sense of self can be developed once students and teachers have an understanding of their own uniqueness through experiences and understanding of diversity. Once teachers and students

As future educators, we need to keep an open mind to all the diverse groups that are in the United States. There are countless challenges the students face in the daily basis. As an educator, we need to enrich their learning environment and culture awareness as well.