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Cultural competence research paper
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To be a culturally competent practitioner one must refer back to and use the Early Childhood Australia (ECA) Code of Ethics to help you act in a culturally affirming way. When working with children and their families you can inevitably be confronted with, and resolving, ethical and cultural dilemmas. By using the Early Childhood Australia (ECA) Code of Ethics it allows the educator to make sure they are preforming in the appropriate and expected behavior required as an educator. We as educators must always act in the best interests of the children, while we seek to understand and embrace the different cultures by talking, listening and learning from the families and communities that surround us. We must respectfully explore ways in which may
differ from our own point of beliefs and views to provide effective and appropriate treatment to the children and families in the centre. By being a culturally competent practitioner it allows you to communicate sensitively and effectively with people who have different languages, cultures, religions, genders, ethnicities, disabilities, ages and sexualities from yourself. When you are a culturally competent practitioner, you will strive to provide services that are consistent with the families and children allowing them to embrace their differences that then in turn allow the children to have a sense of belonging and not feeling excluded due to their cultures.
Which of the six principles in the AICPA Code of Conduct is most related to Article 1.5 of the California Accountancy Act? Explain your conclusion.
The NAEYC Code of Ethical Conduct was developed to uphold the application of core values, ideals, and principles to assist teachers’ decision-making about ethical issues. The Core Values of the NAEYC Code of Ethical Conduct is based on the foundation of the field's commitment to young children. It is noteworthy that all seven of the Code's Core Values directly address our commitment to children:
As suggested by Kaiser & Rasminsky (2003) “culture is like a second skin and it only becomes visible when we brush up against one that is different” (p.53).Culture is important part in our lives , it can include the food we eat , beliefs , values and the way we look at our world. As a teacher it is important to understand our own culture, before we try to understand children’s and families culture. The values, beliefs that teachers has developed from her/his past experiences has an influence on how and what they teach the children , so teachers should try not to let their personal views interfere with their teaching .Language is the way we communicate with one another around us, only through language we are able to convey verbal messages across. As teacher we need to have that openness, so that we can value the differences and make the families and children belonged at centres.
Therefore, teachers teach the whole child since they maintain cultural identity of a student not only do they emphasize on the importance of academic achievement. Consequently, when promoting academic community for students, teachers play a role in responding effectively to the learners needs (Gay, 2000).
Teachers must understand the culture of their students. Being able to understand the cultural differences will help to make a connection of what is being taught. “Helping learners make the link between their culture and the new knowledge and skills they encounter inside school is at the heart of ensuring that all students achieve at high levels” (National Education Association, 2011). Helping our children understand their culture helps them to learn about their roles in the world. Educators are suppose to work with their students to culturally develop their student in a very diverse world. Knowing where they com from and having a solid understanding of their culture will prepare them to be responsible, proud individuals. Its important for teachers and administrators to be culturally diverse so that they are able to connect with their students. When students can make a genuine connection with their teacher, they feel a sense of belonging and they feel that some one cares about them as a person not just a student. Having that sense of feeling that they matter will motivate them to do their best at all
... middle of paper ... ... The Code of Ethics exists “as a reminder to the educator that there are obligations and expectations associated with the profession” (4). There will be many times in ones educational career when they will have different viewpoints or want to break some of these obligations, its important to think about whom one talks to, who is watching, and what the consequences are.
Looking at the whole scale of child abuse globally is important, but the greatest impacts come from within each community the abuse is happening in.. Even in small communities like that of Marietta,GA, there are still reported cases of child abuse and teachers must know how to effectively deal with those situations while still holding an ethical standard. Every teacher needs to know the warning signs of abuse so that they can properly report it when discovered. Teachers have an ethical responsibility to provide children with the opportunity to obtain the best education possible. Although it may not be explicitly stated in the code of ethics, teachers have a moral obligation to provide children with a learning environment in which they feel
...ng with the two (or more) different groups fighting for different ideas on what each group thinks is best. By understanding each other’s cultural perspectives, a solution to the conflict may be found quicker and easier. Maybe if I understood the older teacher’s cultural perspective more, I wouldn’t stereotype that group into being negative. I think if more teachers understood cultural perspective, even in my not very diverse school district, we could achieve more and have positive relationships. We started with a consensus idea at our staff meetings, which seems to work to compromise on our differing ideas. The goal of school should be to educate the children and prepare them for the world. Culture is an important part of that, and I’m glad I’m learning more about the different perspectives, so that I can be a better educator and continue to grow as a person, too.
The principles relating to children’s rights as found in The Early Childhood Australia Code of Ethics, The United Nations Convention on the Rights of the Child, and Equal Opportunity legislation will direct the service in determining diversity and cultural competence in a centre. The education and care service believes each and every child has the right to have their culture acknowledged, respected and recognises the significance of valuing the diversity of expectations, perspectives, experience, knowledge and skills that any people of the community will have to encompass, and will support the inclusion of all children together with those with extra needs.
... the child’s learning. Educator should endeavour to ensure that the families’ culture is included in the centre or school. Studies have shown us that by included families into centres or schools children’s social and emotional development benefits greatly. Families often experience multiple stress in their life’s these stress can often affect their child’s learning and educators need to be sensitive to family situations. Educators should always maintain professionalism when dealing with parents. Educators should know their boundaries and should never yell or get into arguments with families members. Educators, schools and centres should be regularity reflecting on their own practices and policies. Challenging attitudes and beliefs allows educators to become more open to others attitudes and beliefs and allows educators to form effective partnerships with parents.
In class we have discussed that it is the teacher’s responsibility to change the structure, practices, and climate of the school and teachers must have the ability to meet any kind of needs of students of different cultures. In class we have also discussed the five basic skills that are necessary for cross- cultural teaching. These five basic skills include awareness and acceptance of differences, self- awareness, dynamics of difference, knowledge of a student’s culture, and adaptation of skills. I believe that it is important to understand a student’s culture and it is important to have knowledge about different culture based on the culture’s beliefs, values, and practices. I have experienced before a teacher who did not understand the students’ cultures. The student got in trouble for talking in class and the teacher told the student that she needed to talk to him after class. When the teacher talked to the student after class, the student kept on looking down at the floor while the teacher was trying to talk to him. The teacher got mad at the student because she thought the student was being disrespectful and was doing this on purpose; however the main reason why the student was looking down at the floor was because his culture believes that
... one gains when being taught through intercultural approaches will help in living democratically in an ethnically diverse society. The plan to create a motivating and culturally aware school environment is optimistic, not impossible. Through open dialogues, cooperative learning, supportive teachers and an enriched curriculum replete with minority cultures and religions, it could happen. If all these approaches were to be executed without error or limitations, the end result could be the ideal school environment. Unfortunately with limitations in regards to financial funding and the willingness of parent-teacher involvement, it is improbable that all the problems at hand can be solved in the near future. This plan does not rely heavily on funding, but rather the responsibility is given to the teachers. All a school can do is start the process, and hope for support.
Teachers must understand the different cultures represented in the classroom especially regarding how students interact with adults and authority figures. Teachers should also be very aware of their body language since some students may take offence or feel threaten by your posture or eye contact simply because of their cultural differences. Additionally, the teacher should realize that students from various cultures might have a different understanding of the concept and be able to accept those differences. Teachers should eliminate any feeling of competition, allow students to work with their neighbor, and allow students to help other students when they are successful.
To be a good educator a teacher must be culturally responsive. There will never be a classroom that does not contain some sort of diversity. Every student comes from a different economic and environmental background that shapes how they see the world and learn from it. Teachers need to be responsive to the ever changing groups of students that will walk through their door. Understanding Cogenerative dialogues, coteaching, cosmopolitanism, context, and content will assist all teachers to touch on the specific proficiencies that support a multicultural classroom.
Every year we continue to see the same population trends. Chart after Chart demonstrates the diverse reality of the American classroom. Cultural diversity is the norm of a high percentage of schools in the United States. Today’s classrooms require teachers to educate students varying in culture, language, abilities, and many other characteristics (Gollnick & Chinn, 2002). This diversity poses a challenge for many teachers. Some teachers cannot see past struggling students that do not understand the language. They fail to recognized that those cultural differences offer and irreplaceable opportunity to enhance learning. As teachers, we ought to reflect in our own practices and believes to discover how we can influence our students in a positive way. “By honestly examining their attitudes and beliefs about themselves and others, teachers begin to discover why they are who they are, and can confront biases that have influenced their value system” (Villegas & Lucas, 2002). Once we have set biases aside, we can begin to integrate multicultural education practices that support all learners.