The article I read was “Empathy and Cultural Competence: Reflections from Teachers of Culturally Diverse Children” by Michaela W. Colombo. After reading this article I will be talking about what the article is about, me thoughts on the article, and how the article relates to NAEYC’s code of ethics. The article talks about how teachers need to have cultural compatibility. While it might be difficult for some teacher to grasp and understand the different cultures behaviors and beliefs. For those teacher that can are more likely to provide a learning environment that is enriching and responsive to the children’s different cultures. Teacher should have “meaningful interactions with members of other cultures and promote cultural disequilibrium (Colombo, 2005, p. 2).” Activities that have this are more likely to increase cultural competence. 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 last part of the article was about four main Misconceptions about cultural diversity that where talked about during a university’s professional development. English Many teacher came out of the university’s professional development with a greater understanding and empathy for families in divers cultures, understanding of cultural diversity, and multiple perspectives. Over all, the article was a great and I learned a lot form it. The part I found... ... middle of paper ... ...ant it is to included the thing in the NAEYC Code of Ethics and incorporate them in the classroom related to cultural diversity. The article explained about cultural competence, why it was important, and how to embrace diversity. The article did a great job informing my about cultural diversity and empathy and cultural competence with families of different cultures. In addition it talked about thing that relate to the NAEYC Code of Ethics. References Colombo, M. W. (2005). Empathy and Cultural Competence: Reflections from Teacher of Culturally Diverse Children. Young Children. Retrieved from http://journal.naeyc.org/btj/200511/ColomboBTJ1105.pdf NAEYC Code of Ethical Conduct and Statement of Commitment. (2005, April). Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdfRetrieved from http://journal.naeyc.org/btj/200511/ColomboBTJ1105.pdf
Overall, in my opinion in the future I will use these standards in my classroom because it helps with any type of problem you are facing but it helps you with any and it in details tells you what you can do it. NAEYC Code of Ethical Conduction and Statement of Commitment is provide to improve the well-being of children, with quality of education and the development of services for children. I would choose this for my program. Children come first and this is the way do to
Reflecting on the process of writing my cultural autobiography, I must say that it has been quite a journey. It has helped me discover that I have been a multicultural person for as long as I can remember. I can clearly see the importance of my early cultural experiences. The positive impact that my relationship with my nanny, Rosa, had on my cultural outlook and eventual course of direction in life is remarkable, yet I had never made that connection before writing this paper. In turn, this makes me realize the potential influence that I may have on my students and it makes me want to do my best as a teacher to ensure that my lessons provide positive experiences for my students. If someday one of my students is asked to write a cultural autobiography, I hope that I
...ntinuing story: Developing a culturally sensitive, integrated curriculum in college and elementary classrooms. The Social Studies, 91 no.4 151-8.
Ugbu, J., U. (1992). Understanding cultural diversity and learning. EDUC 160 Urban Education (Spring 2014, pp. 213-228)
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
As a native of Miami, Florida, I have witnessed the many cultural changes that have taken place over the years. As an educator teaching within the nation’s fifth largest public school district for the past 25 years, I have had a great amount of exposure to the cultural diversity that makes up the public school, and I have become very familiar with challenges, family issues, and cultural differences that can influence the educational performance of my students. I have developed an understanding that in order to provide the most successful learning environment for culturally diverse student’s, teachers must be able to provide classroom instruction that is free of personal bias and which addresses the diversified cultural learning needs of every student. Too many schools are not set up to give students an education that teaches them to love learning and takes their individual needs into account (Castleman & Littky, 2007).
In conclusion, this book gave me a whole new view on life and how we can interact better with different people. The book emphasized that culture is key to understanding people. Sometimes it is hard to connect with others because they are indicated as different but in due time we can adjust. Every culture has their own traditions when it comes to what they eat, what to wear, dating, various ceremonies, holidays and more. Reading this book helped me become more accepting of who I am and where I come from.
Cultural proficiency is seeing the difference and responding effectively in a variety of environments. Learning about organizational and individual culture, in which one can effectively interact in a variety of cultural environments (p. 3). In simple terms in which educators are not only able to effectively work with diverse populations, but also believe that diversity adds positive value to the educational enterprise (Landa, 2011, p. 12).
Moreover, culturally responsive teaching practice demonstrates a clear feature since it contains guidelines that have a connection to different styles of teaching. It uses strategies that fit and matches with the teaching style that the teacher uses. Indeed, culturally responsive teaching practice is crucial because it plays a vital role in appreciating their culture and the cultural heritage of others. Besides, it includes resources, materials in all subjects, multicultural information disseminated in schools. Therefore, culturally responsive teaching practices consider the cultural customs of every student, thus it ensures that the content is worthy and fits in all cultures of the students. It is crucial to note that culturally responsive teaching practices involves considering the environment of the classroom. Activities would
Delpit's article is in support of the multicultural education theory. She invites the reader to travel with her "to other worlds…learning to see albeit dimly, through the haze of our own cultural lenses" (Delpit, 1995, pg.69). Delpit's article identifies the four problems of educating poor and culturally diverse children she believes educators need to resolve in order to achieve multiculturalism in the classroom.
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.
The cultural diversity in society, which is reflected in schools, is forcing schools not to solely rely on content-centered curriculum, but to also incorporate student-centered lesson plans based on critique and inquiry. This requires multicultural education to a dominant part of the school system, not just an extra course or unit. Further, it demands that learning itself no longer be seen as obtaining knowledge but rather, education be seen as creating knowledge. Multicultural education should be seen as affirming the diversity of students and communities, promoting the multicultural ideas of the United States, and building the knowledge and behaviors needed for students to be a positive and contributing member of society and the global community as a whole.
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
Learning about culture, language and fairness. It is important that educators must aware of the differences and similarity of the families and children. “Families communicate their culture’s values, beliefs, rules, and expectations to their children. What is acceptable in one culture may not be acceptable in another” (Edwards, 2010, p. 55).
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...