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.
Multicultural education of children and adolescents (5th Ed.). Needham Heights, MA: Allyn and Bacon. Richards, H. V., Brown, A. F., & Forde, T. B. (2007). Addressing diversity in schools: Culturally responsive pedagogy.
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“The ways in which people converse with one another can vary greatly from culture to culture. For example, when a teacher asks a direct question, students from some cultures may no... ... middle of paper ... ...ween schools and communities, and the administrative and bureaucratic context of teacher work.” (Educating Teachers... p6) As you can see through out this paper there are many challenges dealing with diversity that are facing the teachers of tomorrow. They must design their class room, lesson plans, and style to make sure every student is given the best opportunity to learn. These challenges maybe difficult and overwhelming at times but if one can tackle these challenges head on in a positive manner then they have taken the first step in not only becoming a multicultural instructor but a great teacher. Aboriginal Education.
“Schools are changing in ways that, up until a few years ago, we thought unimaginable. Today, schools are more diverse than ever, and those trends will continue into the future. Unfortunately, teachers and schools have not always met the challenge of linguistic and cultural diversity” (Laureate, 2014). We must take the opportunity to get to know our students in order to recognize and value their uniqueness. “Teachers must work to understand the cultures of their students in a meaningful way, which involves recognizing the beliefs, values, and behaviors that characterize the various cultures of their students.
Evaluation of a multidimensional program for sixth-graders in transition from elementary to middle school. Journal of Community Psychology, 21. Retrieved from http://web.ebscohost.com.libsrv.wku.edu Kingery, J.N., & Erdley, C.A. (2007). Peer experiences as predictors of adjustment across the middle school transition.
When FBA’s are conducted, educators will use observations, face to face interviews and record review to understand the relationship between the environment and the target... ... middle of paper ... .... Belmont, CA: Wadsworth. Sasso, G. M., Conroy, M. A. Stichter, J., & Fox, J. J. (2001). Slowing down the bandwagon: The misapplication of functional assessment for students with emotional or behavioral disorders. Behavioral Disorders, 26, 282 – 296.
In G. R. Adams. T. P. Gullotta, & R. Mox\.sm-dyor (EiSs.). Adolescent identity formalion (pp. 91-12 Peters, S. (2002) Inclusive education in accelerated and professional development schools: a case- based study of two school reform efforts in the USA, International Journal of Inclusive Education, 6(4), 287–308. Alton-Lee, A.