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Ethnic diversity in the classroom
Ethnic diversity in the classroom
Ethnic diversity in the classroom
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The developmentally appropriate practice or (DAP) to me, means an approach to teaching that helps promote learning and development in young children. Therefore, as a future educator knowing what is culturally important will aid in ensuring that my teaching strategies are appropriate for culturally diverse children in my class. Teachers must encourage children to respect each others similarities, and differences. As a teacher one should incorporate activities that introduce the differences and similarities of people around of the world. It is very important as a teacher to make sure that each child feels welcomed. In this paper I will be addressing three challenges that are involved with ensuring that teaching strategies are …show more content…
When it comes to classroom and using culturally appropriate strategies, it is very important that the classroom is culturally appropriate. Ensuring that the classroom environment is safe, warm and inviting, is very important for a child's development, but also creating a learning environment that reflects cultural diversity is just as essential.
Teachers who encourage cultural knowledge in their classrooms by using Culturally Appropriate Management Strategies show their students that they actually care about the child’s cultural, emotional and intellectual requirements. Teachers may use the following strategies
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(http://www.tolerance.org/supplement/culture-classroom)
New York University Steinhardt School. (2008). Culturally responsive classroom strategies (Links to an external site.)Links to an external site.. Retrieved from http://steinhardt.nyu.edu/scmsAdmin/uploads/005/121/Culturally%20Responsive%20Classroom%20Mgmt%20Strat2.pdf
Chen, D. W., Nimmo, J., & Fraser, H. (2009). Becoming a culturally responsive early childhood educator: A tool to support reflection by teachers embarking on the anti-bias journey. Multicultural Perspectives 11(2), 101-106.
The National Association for Multicultural Education.(2018). How do I know if my biases affect my teaching? Retrieved from: https://www.nameorg.org/learn/how_do_i_know_if_my_biases_aff.php
Introduction to Society. (2016). The Conflict Perspective. Retrieved from:
https://courses.lumenlearning.com/cochise-sociology-os/chapter/the-conflict-perspective/
To be brief, culturally relevant teaching "is a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes (Ladson-Billings, 2009, pp. 20)." The emphasis of culturally relevant teaching is to understand that children have different needs and in order to deal with them in the best way possible is equitably. The inability to recognize these differences causes teachers to limit their ability to meet the student's educational needs and prevents them from being culturally relevant (Ladson-Billings, 2009, pp.37). Contrary to culturally relevant teaching, assimilationist teaching is a style that disregards a student's particular cultural characteristics. This teaching method follows a hierarchical model. According to the assimilationist perspective, the teacher's role is to ensure that students fit into society (Ladson-Billings, 2009, pp. 24). The book is full of amazing teaching strategies, teaching styles, and methods that would help benefit educators working with children of any grade
Robles de Melendez, W. (2010). Teaching Young Children in Multicultural Classrooms: Issues, Concepts, and Strategies (3rd ed.). Belmont, CA: Wadsworth, Cengage Learning.
Ugbu, J., U. (1992). Understanding cultural diversity and learning. EDUC 160 Urban Education (Spring 2014, pp. 213-228)
Kenneth Tyler | Ruby Stevens | Aesha Uqdah. (2003-2009). PREVALENCE OF CULTURAL BIAS EDUCATION. The Gale Group, Inc. All rights reserved
In an online article Culturally Responsive Teaching: Theory, Research, & Practice, by G. Gray, culturally responsive teaching is Validating- using the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for the students. Culturally Responsive Teaching is Comprehensive- develop intellectual, social, emotional, and political learning. Culturally Responsive Teaching is Multidimensional- curricu...
Gichuru, M., Riley, J. G., Robertson, J., & Park, M. (2015). Perceptions of Head Start Teachers about Culturally Relevant Practice. Multicultural Education, 22(2), 46-50.
In 1995, Delpit published Other People's Children: Cultural Conflict in the Classroom. Although the excerpt analyzed in this paper is from a larger work, it was written by Delpit (1995) as a self-contained speech. This excerpt includes many of the concepts Delpit believes to be the basic cultural conflicts in the classroom, which are stereotyping, child-deficit assumptions and student isolation and invisibility. Delpit's goal is to "remove the dynamic of oppression that are inherent in any classroom…that come together when (primarily white) teachers spend time with 'other people's children'" (Delpit, 1995, pg.69). Through Other People's Children: Cultural Conflict in the Classroom, Delpit lays the foundation for multicultural education and details ways teachers can solve the inherent problems that arise as a result of many cultures interacting in the classroom. The purpose of this paper is an analysis of this text through an analytic, interpretive and normative reading.
Instruction. These two strategies are approaches that address classroom diversity in general education settings, and inclusion classroom settings. The idea of UDL is that instructional lessons, strategies, and assessments are planned with supports, which are more likely to be well-suited for students with special needs. The supports minimize the need for adaptations at a later time. Properly designed classrooms require fewer adaptations for students with special needs, is an ass...
According to Gay, culturally responsive teaching is employing previous experience, performance style of student, and cultural knowledge for the purposes of making learning more suitable and effective for students (Gay, 2000). In other words, culturally responsive teaching practice is using cultural experiences, perceptions of ethnically, and cultural features of student to facilitate when teaching. Furthermore, culturally responsive teaching practice teaches through and to the strength of students. Culturally responsive teaching practices is necessary in connecting the cultural knowledge of students, style of performance, and previous experience to the knowledge of academic with the goal of legitimizing what the students already know. Therefore,
Incorporating the culture of the disabled into the culturally responsive classroom and curriculum will help these students feel accepted and welcomed into the class. This in turn will help them become successful academically. Teachers can do so by learning about the history of their students’ culture and creating instructional strategies that meet their diverse needs and abilities; demonstrating values and using techniques that include rather than exclude disabled students; and maintaining high but appropriate expectations. Teachers can create culturally responsive curriculum by using materials that are free of bias and stereotypes as well as finding ways to include different cultures and learning styles into every lesson possible. An effective teacher is one who can master the skill of culturally responsive
It is very important for teacher educators to develop self-awareness of cultural biases and discriminatory practices as well as to exam the effects of their beliefs, their attitudes, and expectations for teacher
In order to be a teacher in a culturally pluralist classroom, it is important to have a clear understanding what is the concept of cultural pluralism. According to Timm (2016), the concept of cultural pluralism states that newcomers acculturate best by maintaining their unique cultural identities, values and practices provided they are not in conflict with the laws and values of the host society (as cited in Bernstein, 2015) As a teacher of a culturally pluralistic classroom, is imperative to understand Allport’s positive social contract theory and use it as a guideline when making instructional decisions and determining classroom management styles. Allport’s theory is that prejudice may be “reduced by equal status contact between the majority
Suggests interviewing or inviting members of society from different cultural backgrounds into the classroom for activities that productively promote cultural awareness. The process of intercultural interaction between both students and community members promotes a positive foundation for cultural equity (Higgins and Chyrstal, 2012). Strategies and activities that promote and assist in achieving cultural inclusion and acceptance bring schools one step closer to attaining a supportive, nurturing and academically successful environment for all students (Standing council on school education and early childhood in Adelaide,
A teacher is successful with working with families when they are respectful to the family’s values, collaborate with each other, and the teacher supports the family when making decisions. When effective teachers do this, they are using DAP because they are acknowledging the family and also considering the child’s developmental level to know what the family may have to offer. The teacher and parent forming a positive relationship will help the child succeed because the teacher will gain new information about the child and how they learn. The family will also understand what the child’s strengths and weaknesses are and help the child strengthen their
Killen, R. (2007). Effective Teaching Strategies, Lessons from Research and Practice. (4th .ed). South Melbourne: Thomson.