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The Development of Cross-cultural Communication
The Importance of Cross-cultural Communication
The Importance of Cross-cultural Communication
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Recommended: The Development of Cross-cultural Communication
In regards to supervision, Miss Servo explained her cross-cultural relationship with her African American supervisor and her views on their affiliation. It was explained that her supervisor, the assistant principal, observes two separate class sessions within an academic quarter and provides constructive criticism; in addition to, having two meetings a year to describe progress and areas of improvement. The interviewee elucidated that she feels that she can be open with her supervisor, but with hesitation. Miss Servo explains that her supervisor does not do observations on a timely basis and sometimes will not receive feedback until weeks after being observed. Continually, she feels that her supervisor acts lost and that she will pick out …show more content…
Months later, during their individual meeting, the supervisor explained what she could have done differently and ways to handle the situation. Miss Servo felt blindsided and did not understand why she would speak with her about the matter months later. However, Miss Servo will often speak with her supervisor about dealing with cultural differences and her supervisor provides informative feedback—which she explains is appreciated. Miss Servo feels that she can be open with her supervisor about some things, but not with others. “We just work within two different lenses.” In addition, Miss Servo explains her relationship with her mentor, a teacher who has many years of experience and assists Miss Servo in team-taught classes. She explains that the mentor acts like a supervisor, giving continuous feedback and direction within her early career of being a teacher. Though the mentor is Caucasian, majority of their students in their team taught class are of a different ethnic background. Miss Servo explains that having a “veteran” teacher has been helpful during her early career and that she feels more comfortable and open to talk to her about matters. Within the interview, I asked if being within the same race, as opposed to her supervisor, allows her to feel more at ease and
E. D. Hirsch and Lisa Delpit are both theorist on teaching diverse students. Both of these theorist believe that when teaching diverse students, teachers need to see their students for who they are. Seeing your students for who they are, means you look past the color of your students’ skin and recognize their culture. According to Stubbs, when teachers look at their students equally, no matter the color of their skin, then the teacher is considered colorblind (2002). Being colorblind is not a great thing because we should not treat all of our students the same, since each student is different. It is important to see our students for who they are because our classes are unique. Instead, our classes represent a rainbow underclass. According to Li, the rainbow underclass is the representation of families who are culturally diverse and economically disadvantaged (2008). In order to meet these student’s needs, teachers need to think about the struggles that each student face.
As a result, my thinking and perception was shaped and influenced by many of the negative stereotypes of African Americans that has been perpetuated in our society at large (this is where education can be a great liberator of falsehoods and misconceptions). I have come to appreciate Professor Marie’s Intercultural Communication course, for the class has broaden my critical thinking skills and stretched my thinking and understanding. Finally, how do I think this information will be of use to me? True understanding and teamwork will not begin to occur until individuals begin to speak up about address and embrace the controversial topics of race and culture. Setting aside the problem of racism and covering it up by saying that everyone is the same, does not eliminate the issue. Trying to patch up issues around the world dealing with culture and racism only provides a quick, short lasting solution, for when the temporary patch falls away, the problems will have grown twice as big. All it does is temporarily set aside what we know is still there.
In the following scenario I intend to describe a possible cascading of events that may occur as a result of a principal using Glenn Singleton’s (2005, 2014) Courageous Conversations About Race to initiate teacher professional development (PD). The principal encountered the first “cascading” event during the first PD meeting, where staff engagement was limited. The principal, then, noticed a second cascading event during the following PD when several disgruntled teachers made a subliminal protest by simultaneously taking a personal day to avoid participation in the equity PD meeting. In fact, the absent teachers had made the other staff members aware of their silent
It’s common to observe teachers and parapeducators working together in an educational setting. Paparaeducators are tasked with numerous roles, which includes spending 47% of their time instructing (Carter, O’Rourke, Sisco, & Pelsue, D, 2009). However, paraeducators remain inadequately trained and supervised to perform many of these tasks, whereas teachers have not received any training on how to supervise paraeducators working in their classroom. (Dettmer, Knackendoffel, Thurston, 2013) After several informal conversations and one formal interview with a teacher and paraprofessional, I was able to explore the perspective that each role had about their school and relationship. The interview participants were working at a low-income alternative high school, with 90-95% of the students being Hispanic males, and 30-50% having documented special needs. During reflection, I researched strategies to improve teacher
... challenge of behavioral obstacles that her students may face. As a school psychologist, it will be important and beneficial to have background in behavior modification to make sure my future students will feel comfortable and at ease during my time with them. Also, after many time with Mrs. F I have seen how to affectively managed my time and different ways to handle certain administrative situations that may arise.
Several people at the conference dealt with the problems women encounter in getting into administrative positions in schools and colleges and when they do, the obstacles they encounter in making their jobs successful. Their discussions brought home to me the reality of my own mother's experience. As children we witnessed our mother struggling, summer after summer and during many school years in the evenings, with those courses required for an administrative license. The state gave her that license some twelve years ago, but she is still teaching mathematics in high school. We used to tease her when we were growing up calling her "principal mom" and "assistant principal mom" and the like and pretending that she called us into her office for punishment. We do not do that any more because we know it won't be fun and games any more but it will be a cruel joke if we did that. What made her disillusioned about the career of an administrator in her school system in which she served nearly a quarter of a century?
Even though this increasing awareness of the multicultural issues, many supervisors are not being trained how to deal with this issues in the daily practice. As a school administrator it is important to be a motivator for the teachers that are under your supervision, it is necessary to stimulate enthusiasm in all the staff (McNair, 2011). In order to cultivate passion for a change, even when people has the tendencies of not wanting changes (Glickman, et al., 2014). As humans changes are seeing as other’s plans, sometimes feel that they being imposed to someone else’s plans, when communication it is not establish it is perceived as imposition, something that it is imposed on them, feeling threat if they do not realized what they being told. People perceived different when they feel that they are in control and the supervisor is there to collaborate...
...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.
Diversity plays an important role in education in this multicultural country. Professors from different countries with different cultures and with different experiences are important in this country’s education because they have many experiences and knowledge to share. The interaction between professors and students help students to understand and to be adapted to diversity in a faster way. As the book mentions, success stories are around us and within us (Bucher, 2015). If I were in Mary’s situation I would do almost the same thing she does. I would put more effort to understand the teacher and study the concepts that I do not understand during class at home. An individual with a diversity consciousness well developed, can be more successful academically (Bucher, 2015). I would view the class as a good scenario to develop my diversity skills and I would view the professor as an important source of knowledge.
During the initial interview with the client the therapist expresses that she her self is in an interracial relationship. The correspondence between an individual’s values and the values of an organization can be called “person-organizational fit” or “congruence” ( Elango et al., 2010). The therapist expresses a part of her values when she states she is in an interracial relationship and asks if the client would still like her help. The therapist is fully disclosing in formation that might or might not determine a bad outcome. At all times the therapist must not engage in personal feelings towards the client.
In addition, historical review of research on school leadership highlights the study of black female school leader was mostly ignored by researchers (Adkinson, 1981; Kafka, 2009; McGee-Banks, 2007). For this reason, Grant and Sleeter (1986) express concern that educational research neglected to integrate issues of race, gender, and class. Consequently, those researchers who conducted early research on black school leadership, then, did so in order to purposefully move the experience of African American principals away from the margins and towards the heart of organizational leadership research (Dillard, 1995, 2000; Lomotey, 1989, 1990; Tillman, 2002, 2004). Indeed, Dillard argues the literature on effective leaders needs to include the lived experiences of those leaders “outside of the dominant cultural vision of schools and leadership” (p. 558) in response to the growing diversity in our public
When interacting with people from other cultures, there are many barriers that a teacher has to cross. The first is getting a job when the culture is very different to their own. One example of this is where some cultures value individualism and self-proponents, while other cultures value group efforts and fitting in. Due to these differences, a very exceptional person, might come across as average, while an average person could make themselves seem exceptional. Without the correct impressions teachers are more likely to hire the teacher they “are more comfortable with… because she’s like us”(Guerra 2012) rather than someone similar to Ms. Garcia, an exceptional teacher who did not know the correct social behaviors during an interview. This led to the above quotation, where a committee asked the principal to reconsider his decision to hire Ms. Garcia (Guerra, 2012).
Don has felt excluded based on her culture in classroom at school. Don talks about some scenarios that have happened to her at school where she felt excluded by others. For example; Don talks about when she walks into a classroom and sees all whites she feels excluded and intimidated by different cultures.”
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Question Answered: Recall a multicultural experience that has positively impacted your educational career. Discuss your experience and describe the ways in which you have benefited from this experience.