1. When creating curriculum plans, educators should interpret and understand the learning context (or learning scenario). Explain your interpretation of the scenario of your chosen curriculum plan. Students in Marika’s class show by their comments and actions, that they have a low understanding of multiculturalism and acceptance of other cultures. The student that makes the remarks is only repeating what he has heard. This is common in young children according to MacNaughton (MacNaughton, 2000). The student who made the comments indicates that he is unaware exactly who ‘boat people’ are, seeing as he made a reference to them in front of someone whom John’s parents would class as being one. Although the students actions can be interpreted that they have a strong opinion of the matter, they are in fact not educated enough to do this. Marika can see this as a chance to educate her class on how to embrace and accept cultures whilst teaching them what cultures are made of. As the scenario mentions that the school is an ethnically diverse school the educator must take these opinions of John, the Caucasian boy, seriously. As this point of view among students can affect the way the school environment in a way of bullying, and segregation among the student community and they’re diversity (AntiBullying Network, 2006). Marika is said to be shocked by what has been discussed between the students in the class about ‘boat people,’ but she isn’t the only one who will be affected if
My first awareness of racial identity and diversity occurred when I was in Year 3. Having being raised acknowledging acceptance of people of racial or cultural difference my thoughts of children of colour were positive and impartial. However, one day a boy in my class of Sri Lankan descent got into trouble with another student, but only the Sri Lankan boy was asked to go to the principal’s office. During our lunch break he came over to a group of us and told us that he thought he was the one that got into trouble ‘because he was ‘black’’. I remember thinking to myself, ‘why would he get into trouble just because he was black?’ It was in fact that both boys
As a teacher, it is important to know and understand the racial and cultural identities of both yourself, and your students. Knowing about your students’ backgrounds is a great way to make the classroom a safe and welcoming environment. Not all educational settings emit a feeling of safety to its students, and that needs to be changed. In this paper, I will discuss how my racial and cultural identity may be the same and may differ from my students, as well as some ways in which the institution of education can be changed to be more racially and culturally inclusive.
Many native parents are reluctant for their children to be taught by non native teachers. The experiences through boarding schools has caused generation to have negative thought of formal education has influence current attitudes to today’s education system and teachers. Non native teachers are also at fault for the reluctance of education. Teacher’s who do not try to learn the culture of their native students never learn of many customs that do not appear in European culture. Eye culture and participation in class are expected in schools by teachers. When teachers do not receive the jesters they believe the student is being disrespectful or
When a reader opens their textbook to Alexie’s story, they immediately perceive the sections that are broken up by grade levels. Having Alexie use this method helps the reader understand how each grade level affected him as a person. Each grade level specifies a problematic situation Alexie encountered. For example, in the ninth grade, Alexie passed out “after a basketball game in an overheated gym” (Alexie 323). Alexie was diagnosed with diabetes. However, when the Chicano teacher ran up to Alexie, he stated, “What’s the boy been drinking? I know all about these Indian Kids. They start drinking real young” (Alexie 323). Alexie’s ethnicity made the teacher assume that he was drunk. Making this type assumption conveyed an act of direct racism. For each grade level, Alexie ends his story with an opinion-based sentence. For the ninth grade, Alexie expresses, “Sharing dark skin doesn’t necessarily make two men brothers” (Alexie 323).
How can content area teachers plan and design instruction so that students will actively engage in literacy- and subject-related activities?
B.2.a. Within this video, the teacher took her students on a field trip to observe citizens and gauge how the rights showed individualism in America. It made them aware of stereotyping. This supports students learning about cultural diversity by showing how others were treated in history. In student reflection forms, students wrote about how color should not matter when interacting with others. People can be a good person even if they aren’t religious or believe the same way as themselves. The teacher taught the students that everyone is different and that we need to look for and identify the good qualities of others. This was an effective way to teach the students because they became more aware of the way they acted toward others.
How to minimize the hurts of non-white children once their belief on the theory of a society is fair and equality is completely collapsed when the reality is happening in the opposite. In the reading “Why the Myth of Meritocracy Hurts Kids of Color” Mildred Boveda, an assistant education professor at Arizona State University, said: “I will admit that it sometimes felt risky to tackle these difficult conversations, but this [research] underscores why we cannot equivocate when it comes to preparing our children to face injustices.” I agree with her opinion. Because finding the proper solutions to fully empower and equipping the best knowledge that can help children cope better is not easy, but it is the responsibility of the family, the school, and society. The three elements need to act and work together in an effort to dare to speak about the truths mentioned above.
Teachers may look at him as a student with challenging behaviors, and not want him in their classes in the future. Teachers at schools at times talk about students who have challenging behaviors. If Stanley’s teacher were to speak to teachers that Stanley may have in the future this may cause Stanley to be looked at differently and be oppressed. This writer is not allowed to talk to teachers about Stanley. If this writer were allowed to speak to teachers about Stanley, Stanley’s strengths could be communicated to teachers in order to help stop this
He criticized Students of a different race in University’s. In his opinion, he believes that students of a different race cannot learn the same as white students. Which is not true because many students in this world are very smart from every race. The author does not acknowledge everyone that has experience differently than he has. He criticized University’s students in addition to what they believe in. Besides the author expressing his feelings the reader feels attacked by all the negativity. He makes it seem like you are an evil person because you are different than others and that is not acceptable. We all deserve equal opportunity; not worry about our differences. In his believe he expects everyone to be the same and think alike as
Currently there are three problems Tim is facing as principal. Those problems consist of race relations, poverty, and maturity of high school students. On one particular day, Tim was faced with a critical problem that took place on the school bus. Four African American boys who are sophomores in the school had been involved in an incident with the bus drive. Their names were Chris, Anton, Charles, and Dwayne. Their families have lived in Mactown for a very long time. They were riding from the main campus to the vocational campus for a construction trade class. The boys were playing
However, Dubravka Ugresic’s recalling of her past goes beyond monotone narration. When thinking back to her first encounter with “Gypsies”, Ugresic acknowledges the fact that this group falls into “the most stigmatized population in the world” (20). Her acknowledgement of such stigma proves that she is capable of identifying malicious social constructs. More importantly, her acknowledgement reveals her sympathy for the “stigmatized population” and unveils her distaste for the stereotype’s perpetuity.
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
In this case study, a third year first-grade teacher was faced with the dilemma of whether or not to talk to the principal about her concerns. One of her concerns was that two of the other first – grade teachers (who were very good friends with the principal) were always getting the high achieving students that came from wealthy backgrounds in their classroom. Her other concern was that these two teachers always had higher test scores because of the high achieving students that were placed in their classroom. This made her scores look bad because she always received the students that struggled to perform. The third year first- grade didn’t mind teaching the struggling learners but she did feel that ALL students would benefit from mixed classrooms. Therefore, she was faced with the following questions: Should I talk to the principal or not? Should I talk to the other first grade teachers? Should I talk to someone else? Or, should I just ignore the situation to keep things from getting worse?
Just as family does, education plays a major role in the shaping and development of your identity throughout your childhood and adolescence, during primary and secondary school. Although completely unaware, the teachers, bullies and friends at school are influencing the decisions made and ultimately are part of the personality that defines who you are. Sandra Laing, although having a coloured appearance, was for a short time allowed to attend an all-white school; because at first, legally Sandra was white. However after many beatings, bullying and downright humiliation, Sandra was expelled from the school, because, as her parents were told, “Sandra does not belong here”. Little did they know this action turned out to define the way Sandra accepted white people into her difficult life. Point being that, no matter how insignificant situations, experiences or environments may seem; the interpretations, memories and influences can last a whole life long. This fact plays out not only in the school yard, but also later in life in work places and in relationships.
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).