Why Do We Need To Be Observed In The Classroom

Every child as a unique background and story to tell. It is important that everyone in the class be able to express beliefs, ideas, traditions, and information from their culture. We will be learning to support and celebrate each student’s unique culture. When students are exposed to diverse cultures research says that they have a stronger understanding of appreciating the differences in others. They feel more connected to the peers by being able to discuss aspects from their culture, this promotes students to become stronger critical thinker’s school. (Berg, Blank,.2006).

1. “Developing a knowledge base about cultural diversity”Teachers must know that culture is defined by a variety of important factors. “Among these are ethnic groups’ cultural values traditions, communications, learning styles, contributions, and relational patterns” (Gay, 2007, p. 107). Knowing these and how they apply to each culture will help create a stimulating and supportive environment for students.

Domain 2: Effective Practice to Know and Understand Culture Candidates know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct learning environments that support ESOL students’ cultural identities, language and literacy development, and content area achievement. It is imperative that effective teachers bring understanding of other cultures into their classrooms and celebrate them. By learning more about other ethnicities and modeling respect towards other cultures, teachers can promote understanding, compassion and appreciation for differences among students. This will create a classroom climate that includes every student and enhance student achievement.

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,

The United States of America is a perfect example of cultural diversity. Starting with the Mayflower landing in Massachusetts Bay in 1620, to the Great Migration from 1915 to 1930, to the continual immigration into our country today this country has seen its culture grow and reshape itself over the years. The culture of the United States is diverse but understanding and appreciating various cultures does not always exist within today’s classroom or in today’s society. Understanding or even defining cultural diversity , identifying the challenges cultural diversity brings, or how to face cultural diversity are all issues educators face in today’s classroom.

In conclusion, the extent of ethnicity affecting educational attainment is major. Teachers labeling a pupil can easily distract them form achieving and going on to further education. The self fulfilling prophecy can lead an ethnic minority to produce and anti school sub culture which sets an attitude of not demanding any learning in the classroom. This then cataracts on to achieving

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

Culture can be interpreted has how one acts and thinks (Lawrence, Brooker & Goodnow, 2012, p. 75). Educators need to be able to get into the minds of children and understand how a child thinks and acts. Cultural understanding and acknowledgment will help educators interpret children and get the best out of them. Understanding, acknowledging and encouraging cultural diversity in the classroom will help children feel accepted and worthwhile instead of disadvantaged.

One of the ways an individual can understand cultural diversity is by creating a meaningful and genuine relationships with people who are from different cultures. Cultural diversity is an important phenomenal for teachers in training to become familiar with and I believe it is for this reason that the Education Department at Medgar Evers College has as one of its eight-unit standard Personal and Global Consciousness. The department under this standard expects teachers in training to examine, deconstruct, and reconstruct their own and others beliefs, values and perspective, to understand their own cultures, and to develop empathy and acceptance towards others culture. Teachers wishing to work in New York City

As our immigration rate is at an almost all-time high, there are many different cultures in the United States. The different cultures often assimilate with each other and as a country, we must learn about each other. Most colleges have study-abroad programs and this teaches young adults the importances of different cultures. The students have the opportunity to immerse themselves in a culture that is different than their own. The Unites States is made up of different races from all different places. During some point in a person's life, they will meet someone of another culture. In a single neighborhood, there are people from different backgrounds. This allows children to interact with different cultures. The United States of America is made

Fostering cultural awareness in children has many benefits that contribute to the overall development of children. Educators encounter challenges that may include academic pressure, collaborating with diverse families, and meeting the needs of the students. This paper examines theoretical perspectives using a longitudinal study. The study examined the experiences of children ages 3.5 to 5.5, by using their everyday experiences of race and ethnic diversity in their classroom setting.

This country is comprised of individuals from various ethnic backgrounds, socioeconomic groups, sexual orientations, and faith traditions. Whether it relates to race, class, religion or any other category where one resides in the dominant group, it is tempting not to become oppressive and fail to show mutual respect to the diverse cultures and beliefs of other groups. Furthermore, as educational leaders, we must be equipped with knowledge around policies related to the above mentioned, so that we can enforce such and build upon those that need refining.

Culture. An elusive term that has found itself at the heart of many heated debates about the curricula used in our educational systems. Forasmuch as society now depends on diverse cultural education to teach children how to be multi-culturally conversant, it is not quite hitting the mark with regards to how children are taught and learn about the various ethnic groups. A rather substantial part of this problem is that the polysemus term “culture” seemingly indefinable to one interpretation, gives the overwhelming impression that teaching through its context is indefinitely impossible. Notwithstanding, society has yet to reach an even remotely consensual definition of the term culture, especially in relation to its purpose as an educational

There are many ways to provide children with the necessary skills and understanding they need in order to grow to be respectful and accepting citizens. The most important aspect of teaching children about cultural identities is reinforcing the understanding that difference is not a bad thing. Children have simple mindsets when it comes to differences in personalities and cultures, however while they may innocently ask questions that seem bias or discriminatory, they are simply seeking an explanation of something they don’t currently understand. One strategy to ensure children understand cultures is to simply and positively explain that everyone is different and there are people that come from all over the world, have different languages, accepts,