Many students should take responsibility and possession of their literacy this should be a primary goal for literacy learners. Turner (2007) investigates the idea of prospective teacher education a culturally diverse group of elementary students. The participants consist of twenty prospective teachers of diverse background, who spend time in some elementary classroom two days per week. The participants were introducing to evidence-based instructional and pedagogical teaching; reflective and practical support; and dealing with issues in cultural diversity during a book club activity. The evaluate literacy, reading multicultural and critical literature, sharing personal remnants with readers lives. Participants submitted a paper outlining their …show more content…
Many teachers are not satisfied with the Professional Development programs they attended, many found that the programs open their cultural awareness but were unsuccessful in educating them how to implement cultural strategies in their classroom (Lew & Nelson, 2016; Turner, 2007).On the contrary a more recent study, the teachers who had attended the Professional Development had participated in the familiarity of culturally responsive teaching, the frequency of using culturally responsive teaching strategies and comfort with and concerns about culturally responsive teaching. The teachers rated the importance of culturally responsive teaching very high after the workshop ( Mckoy, MacLeod, Walter & Nolker, …show more content…
Professional Development for responsive cultural teachers aims to prepare teachers to support students from various backgrounds to succeed in literacy achievement. Many teachers are not satisfied with the Professional Development programs they attended; many found that the programs open their cultural awareness but were unsuccessful educating them how to implement cultural strategies in their classroom (Lew &Nelson, 2016; Turner, 2007). The construction of the classroom into a learning environment for students from the different family backgrounds, practices cultures, and customs. In developing a diverse learning environment, the teacher can create cultural tailored and deferential instructions, which consist of philosophies and tactics to establish a community of learners who fundamentally respect each other and their cultural environment. Develop codes for tasks, activities, and routine during circle time. Construct relativity between curricula based on textbooks and students’ culture. Encourage critical analysis while reading a text, scrutinize strategies, activities, and textbooks task. Students’ behavior will remain structured during activities and task transition will be smooth Pacheco
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
Gloria Ladson-Billings supports this idea in her essay titled “’Yes, But How Do We Do it?’ Practicing Culturally Relevant Pedagogy” and also expands upon its importance by adding the insight of how teachers think about the social contexts, the students, the curriculum, and about instruction, all impact the students because how teachers regards these contexts get woven into their pedagogy, which create the very classrooms for learning.
The article then went on to talk about how a suburban Massachusetts city held professional development to learn about the Latino students and held two Family Literacy nights with the Latino families. During the professional development the teachers did activities that promoted “the teachers to think about their own cultural perspectives and recognize multiple perspectives as well as cultural linguistics differences(Colombo, 2005, p. 2).”
The purpose of this study is to figure out which ways experienced teachers work best with culturally and linguistically diverse students. This study illustrates which strategies experienced teachers have found to work best. The diversity in school in the United States has increased each year. This means that there are an increasing amount of students who are learning English, English language learners (ELLs). This article comes from the perspective that each child should be taught to their specific needs. All students deserve a fair chance to learn. Fair means that every student is treated differently, not equally. Every student learns differently. In order to give every student a fair chance at learning, you must teach them according to their needs. An experienced teacher, Tiffany, describes her experiences working with culturally and linguistically diverse students. This study watches her methods and discusses what works based on data analysis of the success of her students.
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...
For teachers to be effective in providing equitable learning opportunities, they must be informed about the dynamics of diversity in the student population. This awareness should be aimed at providing meaningful and engaging learning activities that are sensitive to the linguistic, gender-based racial, ethnic, cultural, and exceptional needs of the students (Indiana University Teaching Handbook, 2012). However, before teachers can create meaningful opportunities for learning, they must be aware of their students’ strength and weaknesses. Diagnostic assessments provide detailed information that can help the teacher identify areas of weaknesses in order to help students evolve through the reading stages. After identifying students’ deficiencies
When the majority of teachers in America are White, middle class women who only speak English in a country were students are starting to come from a multitude of backgrounds it is no wonder problems are arising. As more people from different cultures and religions immigrate to the United States the average classroom is losing the cultural uniformity it had in the past. Though the faces in classrooms are steadily changing many teachers have not been able to adjust as quickly to the ever growing diversity taking place. One would expect for teachers to still be able to teach students effectively whether they share a similar background or not, but in actuality cultural conflicts between teachers and students are only getting worse. Especially when
To start with, culturally responsive teaching practices recognize the validity of the cultural custom contained by several ethnic groups. In other words, it considers whether different approaches of learning are necessary and worthy in the formal learning. Furthermore, culturally responsive teaching practices are fundamental because they create links between school experience and home and between lived social cultural realities and academic abstraction (Gay, 2000).
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students to gain a high level of respect for those unlike them, preferably from a judgmental and prejudiced view. Diversity has a broad range of spectrums. Students from all across the continent; students from political refugees, indigenous Americans, and immigrants bring their cultural and linguistic skills to American classrooms. Students not only bring their cultural and linguistic skills, but they bring their ethnicity, talents, and skills.
There are many challenges that teachers encounter when teaching children with learning disabilities, learners that are English language learners, or learners who are culturally and linguistically diverse. As a nation we are faced with the challenged that our schools are becoming more diverse. The majority of our schoolteachers are still predominately white females, but our student population is slowly changing. We are seeing more minority groups in our schools that are facing different challenges. The scary part of it all is that our teachers do not have the skills to accommodate those differences. “The nation’s changing school demographics are creating a demand for new teaching skills” (Utley, Obiakor, & Bakken 2011, pg. 5). Our student population
The concepts included in providing a more diverse, multicultural education are requiring teachers to review their own issues and prejudices while expanding their knowledge of the many cultures that make up the classroom. These efforts help the educator recognize the various individual and cultural differences of each student, as well as gain an understanding on how these differences impact the learning process. The purpose of this paper is to reflect upon individual and cultural difference research and why diverse students struggle to succeed in school. Furthermore, I will share some instructional approaches I could implement in the classroom to accommodate diverse students. Finally, I will discuss the responsibility of educators in addressing the issue of how our o...
Culture is a powerful influence plays a big role in our interactions. Culture may also impact parenting style and a developing child. Having a strong sense of their own cultural history and the traditions associated with it helps children build a positive cultural identity for themselves. This also supports children’s sense of belonging and, by extension, their mental health and wellbeing. This class is crucial in understanding and working well parents, staff, and children. An effective educator understands how students’ cultures affect their perceptions, self-esteem, values, classroom behavior, and learning. As director, I need to use that understanding to help my students and staff feel welcomed, affirmed, respected, and valued. One way that I can do this is by using multicultural literature, especially children’s literature, to honor students’ culture and foster cross-cultural understanding. If cultural differences are not understood by teachers and management, it can lead to miscommunication and misunderstandings on both sides. It will be my job to do all I can to overcome both language and cultural differences to ensure a positive learning environment for
When evaluating myself on the Cultural Proficiency continuum, I’d place myself at “Cultural Competence” part on the continuum. This evaluation takes into account my experiences and practices while working in various schools and interacting with students of varied cultures, needs and ability levels as both a teacher and a learner. An effective educator is continually maintaining this dual role of teacher and life-long student in order to not grow stagnant within the classroom; this dynamic allows for growth along the continuum toward maintaining cultural proficiency.
Turner (2007) preparing a prospective teacher to be culturally diverse when working with students from a multicultural background. The investigates twenty prospective teacher vision statements, revealing five themes of culturally responsive literacy teaching. Turner (2007) describes goals as a place that teachers reproduce their strengths and expectations for their students and communities. They were five themes identified as a literacy community: Literacy should be the classroom, teacher as the orchestrator, students as the members, learning center the curriculum (the primary goal for literacy growth) and inspiring literacy for diverse students. Vision should be recognized as the main goal for all teachers.
In conducting her research, the author understood that she needed to describe key issues of culturally diverse students, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In reading Cultural and Linguistic Diversity: Issues in Education (2010), s...