4. Classroom activities/strategies promoting diversity
1. Exploring the word „culture“
The students share their understanding of „culture“ and what it means to them in small groups of up to 4 students. After the students gained perspective on their fellow students' cultures, the teacher can introduce the cultural iceberg-model to demonstrate that „culture“ not only consists of observable factors but also of much broader core values that are different for almost every single person. The goal of this activity is to encourage the students to be more empathetic while interacting with others not only in school but also in everyday situations in their lives.
2. Students present their „special day“
The students are given 15 minutes to write down the
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The audience is encouraged to ask any question that comes to their minds in order to clear up possible obscurities. The goal of this activity is to introduce the students to cultural traditions and differences which they did not know about before, providing them with a broader perspective on cultural diversity.
3. Bringing special dishes
In Germany, it is very common to have a shared meal in class the last day before Christmas holidays begin. Usually, everybody just brings basic food and drinks such as bread, sandwiches and orange juice or water. Instead, the students could be asked to bring samples of dishes or drinks that are common in their culture. Everyone could try food which they have never eaten before, offering the students a literal taste of another culture. This is especially refreshing for the students as this activity offers some variety from the usual activites consisting only of writing, listening and talking.
4. Cultural Analyses of Differences
This task is split in two sessions consisting of 90 minutes each. Every student finds a partner who they interview in the first session. In the interview, the students will compare and
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15
5. Composing a „Who I Am“ poem
This is a task specifically designed for a class that has not been together for a long time. The students are given 15 minutes to write a poem in which they talk about who they are. The only rule is that every line has to begin with the words „I am ...“. The poem might include properties such as heritage, religion or interests and hobbies. After the students are done with this task, they ought to present their poems to the class. It is important that the teacher sets strict rules concerning behavior during this task, ruling out any lack of respect between classmates in order to establish a zone of emotional safeness. This activity helps the students to get to know their classmates better while increasing their self awareness.
6. Finding definitions
The class is divided into groups of 4 students. Each group is given a list of words such as
„prejudice“, „discrimination“ and „racism“. Each group is supposed to come up with a definition of these words including everyone's personal knowledge as well as scholar sources.
After they are done, every group presents their definition for each word. When all groups
This task should be fun and interesting for the students. It is my hope that this activity proves to be successful for my students and helps them to understand the necessary learning objectives set forth.
...r’.” Poetry for students. Ed. Sara Constantakis. Vol. 43 Detroit: Gale, 2013. Literature Resource Center. Web. 30 Mar. 2014. http://go.galegroup.com/ps/i.do?>.
I will be splitting the students up into three equal groups. Each team will be given 10 note card. On one side of the notecard (the plane side), students will write down one of their vocabulary words. On the revered sided, the students will write the meaning of the vocabulary word. Once the students have completed, their group will form 2 circle. One circle will be formed inside another. The students in the inner circle will have the two notecards. The students on the outside will have zero. The students in the inside circle will read the word to the students across from them. Using the wait time strategy, they will wait for the student to provide them with the answer. If the answer is correct, the students will read the second. If they get that one write as well the student will wait for me to tell them to rotate to their next peer. If the student gets it incorrect, they must switch places with the students in the inner circle. This process will continue until the activity is complete.
I remember my classmates and I were headed to eat dinner when we got the news that we would be trying something new. I really did not understand what was meant by “new”, but I kept my composure and hoped for the best. To my disgust, the plate which was put in front of me had a duck on it. The food was shocking to me not because of the choice of meat, but because of how it was presented. I can recall, maybe a little due to my immaturity at the time, the duck looking very much like, well, a duck. After staring at the plate for a moment, I looked around and to my encouragement I was not intimidated alone. All of my classmates had the same look in their eyes; I hesitantly picked up a piece and put it in my mouth. To my surprise, the French cuisine was amazing. If the dish had looked like it tasted then everyone would have been eating by now. This was the night I came to understand I should not judge food by how it simply looks. The principle applies to culture in a broader sense because food is one of the most defining parts of it. My experience trying new foods on the trip made me be more open to trying and accepting different
When students learn about social behavior and relationships it is easier to understand why the behavior of other people is different from others. Our society has many ways of socializing with people around us, and getting to know the right way is an important factor. Everyone in our society has their own behavioral reaction to things and other people, therefore knowing how to react to any type of behavior, and not bring up a problem is something very important. If students are able to understand all the different ways in which they can socialize with others, then it will allow them to feel more comfortable with
In Begler’s Article a discussion on how educators should go about teaching culture occurs. The article starts out by giving a definition of what is meant by culture and the different aspects of culture. The Author sets up the guidelines for which she will interpret and use culture. The definitions of culture are presented very clearly so as the reader can fully understand where the author is coming from in the rest of the article.
Whether you belong to a certain race, nationality, ethnicity, religion, geographical region or you identify with a certain sex you belong to a particular culture. Culture as define by Shiraev and Levy (2013), “Is a set of attitudes, behaviors, and symbols shared by a large group of people and usually communicated from one generation to the next” (p. ). In other words, we are a product of what has been handed down to us from the generations before. However, culture is evolving and it changes all the time. Hence the reason, no one group has a unique culture, since we are all influenced by each other’s way of life. As a result of this influence, we form relationships with people we know little about and share our values and beliefs with each other. Thereby creating a cross-cultural mix.
At the beginning of each unit a vocabulary list is given out, and as the vocabulary is gone over within the lessons emphasis will be placed as to where the students may find the terms on the vocabulary list.
The students will choose a partner and together will make a card together. Discussing together the details they wish to place on the card. (7 min)
situation. It's more difficult for students who live on a college campus like me, where we have a meal
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
need to grade students, and this way they will do it about the students’ manners, not by
Culture has a big impact on how we all fit in as individuals in today’s society, and since this assignment is about that I decided to include some of my own experiences to illustrate my point of view and compare it with those of my classmates and some of the readings.
Every teacher must have a set of classroom routines and procedures to maintain order in the classroom. When entering the classroom, students will enter in a quiet manner. They will sit at their assigned desk and have all material ready to begin on required work. Once the bell rings and the door is closed, students will be seated and working. Tardiness is unacceptable and if the student receives more than three unexcused tardies per nine weeks, a referral will be given to the office and a phone call will be made the parent or guardian. Also, students should not be more than three minutes late to class. This will result in an automatic referral to the office.
In China the food is a moment of sociability. The Chinese share dishes that taste with the help of Chinese chopsticks and spoons. Most often have a round table food (no table head) with a turntable in the middle where the different dishes are placed. Do not put any knife on the table and that all foods are cut into the kitchen the size of one or two bites.