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Cultural diversity in the classroom
Cultural diversity in the classroom
Cultural diversity in the classroom
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When it came to Miss Servo’s description of customs and core values, she explained it as understanding and embracing the culture that is being exhibited within the school. She explains that she treats each student and staff respectfully and equally. Miss Servo’s core values are giving everyone an opportunity to learn by being accepting, regardless of differences. A common barrier that occurs within her job is that some of her students treat her differently because they label her as “privileged” or for being, “too white.” It impacts her at work because it changes her power, authority and boundaries when working with students—it becomes a trust factor. She explains that even by giving a student a bad grade for not completing their work,
Stargirl was not treated fairly by the student body. If she was treated nicely by her peers, she would not be bullied, be called names, or be brutally insulted. The way Stargirl’s classmates treated her was not kind or appropriate. If someone treated someone else like that at any other school, they would get in serious trouble. This is why the students at Mica High were too harsh when
As Pollock states, “Equity efforts treat all young people as equally and infinitely valuable” (202). This book has made me realize that first and foremost: We must get to know each of our students on a personal level. Every student has been shaped by their own personal life experiences. We must take this into consideration for all situations. In life, I have learned that there is a reason why people act the way that they do. When people seem to have a “chip on their shoulder”, they have usually faced many hardships in life. “The goal of all such questions is deeper learning about real, respected lives: to encourage educators to learn more about (and build on) young people’s experiences in various communities, to consider their own such experiences, to avoid any premature assumptions about a young person’s “cultural practices,” and to consider their own reactions to young people as extremely consequential.” (3995) was also another excerpt from the book that was extremely powerful for me. Everyone wants to be heard and understood. I feel that I owe it to each of my students to know their stories and help them navigate through the hard times. On the other hand, even though a student seems like he/she has it all together, I shouldn’t just assume that they do. I must be sure that these students are receiving the attention and tools needed to succeed,
Among the factors contributing to the problems of Miss Hiller is a school culture that does not encourage teachers to observe one
Southern Virginia University’s idea of education is requiring students to take possibly unwanted classes and abiding by a code of honor. Most schools do not ask you to follow a code of honor like Southern Virginia’s honor code: “Based primarily on the values and guidelines of The Church of Jesus Christ of Latter-day Saints, our Standards of Conduct consists of the Code of Honor, Dress and Grooming Standards, and Community Bill of Rights.” (Southern Virginia University) This makes it different and constraining to a non-latter-day saint student attending the university. As many schools, do not have regulations on hair or what you wear to class. Jeffery Selingo, however, focuses mainly on the balance of passion and necessary skills. At Southern Virginia University, you are required to take general education classes such as math, science, English, civilizations, art and foreign language. These core subjects are important, since they allow someone to gain a broad amount of knowledge in many subjects. Yet, many of these subjects are not considered useful for all careers. For example, an art major does need to take biology classes; since he or she does not need knowledge about cell structure and mitosis to be able to become an artist. Even though Selingo believes in gaining a wide range of knowledge he shows that some classes are full of things that are not important all students in
(1) A student raised with the Culturalcentric lens may have difficulty adopting some of the traditional classroom norms of group behavior.
"Because of our students wide ethnic background, they have learned compassion for their fellow students. Sixty-two percent of our student body is made is made up of minorities, yet we do not experience the racial tension found at other schools. Our students live in harmony with each other. They have respect for the culture of others. Our students are an example for other high schools." A quote from Tom Pittman, a member of the school board. This was his opening for a speech given to the PTA after some parents expressed concern over the violence reported by their children.
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).
...lass perspectives. I will make the perspectives broad so that my students don’t end up accidentally creating new stereotypes of the different groups. The last tenant to my philosophy of education that relates to classism in the classroom is to not single out one class represented in my classroom. I will work individually and collaborate to change classroom and school practices that downgrade our students. If I see a student in need or struggling I will work with them one on one to help them complete the assignment or learn a specific subject. If a student comes to me with a concern I will speak to them individually and then speak with the class as a whole to collaborate the situation. No student in my classroom will be hurt or discouraged because of the background and class they come from. Instead we will work out situations and treat everyone with equal respect.
Mr. Conroy didn’t know what to expect when he first walked into the classroom. On the first day there was an assembly held and was met by Mrs. Brown where he said he was happy to be here and she was quick to answer “don’t speak to quick, you’re in a snake pit…” basically telling him that he didn’t know what he was getting himself into and that would run him out the door. A cultural model for her would be that getting to know kids and teach
School culture theory is the second theoretical perspective to illuminate the contextually changing landscape of culture within public schools. Biegel and Kuehl (2010) define school culture as generally being comprised of the following: (a) vision, (b) motivation, (c) pride, (d) ‘mood’ pervasive within an organization, (e) the amount to which individuals get along, and (f) tolerance of differences (p. 10). Specific theories that posit the role of the school leader as the driver for any change reform to uncover the role school culture plays in perpetuating the status quo for sexual minority (namely, LGBT) students.
Anti-bias values are based on the principles and methods of support on respect and embrace difference and take action against bias and unjust. Creating a secure, respectful and reciprocal relationship that value diversity among people. Anti-bias teaching requires critical thinking and problem solving by both children and adults. The overall objective is to create an environment of personal growth and positive group identity, through which every child will reach her or his full potential. Our goal is to empower children at all levels in this diverse and changing society. “In an anti-bias classroom, children learn to be proud of themselves and of their families, to respect human differences, to recognize bias, and to speak up for what is right” (p.
Whether a student is black, white, emotionally disturbed or gifted and talented they all have individual wants and needs. It is the teacher’s responsibility to develop connections and build relationships with each of their students, regardless of any “labels”. In other words, truly knowing your student is the most relevant pedagogy for promoting a culturally competent classroom.
Clark’s beliefs regarding his role in the classroom. Mr. Clark states that he wants the class to feel like a family that will support each other and lead to successes. This attitude implies that Mr. Clark wishes for his students to see him as a friend that can be trusted; nonetheless, Mr. Clark understands that his real role is to be a teacher first, friend to the students second. This is shown when his class disrespects him, and even though he has told his students that he is their friend, when they were not listening to him Mr. Clark laid down the law and told them there would be punishments if the acting out didn’t stop. This is one of the most realistic events I noticed in the movie, because while many teachers wish to be on friendly terms with their students, most teachers recognize that they are a teacher
As a teacher it’s my job to constantly reflect on information that is being introduced to me and by doing so I feel I will have a greater influence on my student’s educational growth. With reflecting over our reading of “Social Structure and Culture” I learned such a great amount of information from this reading dealing with our schools social norms. The reading gave me great insight for what to really notice with our student’s social changes and culture in our constant changing environment. By noticing culture differences within our students, we will better understand them and not offend any of them.
Therefore, establishing a positive school culture is of paramount importance to successfully educating a child. The norms, values, beliefs, and rituals that embody a school’s culture are necessary barometers of the toxicity of a school culture. With that in mind, critical indicators within those categories such as teacher absenteeism, student participation in extracurricular activities, student participation in advanced or honors courses, student dropout rate, and parent participation in school events and clubs can be used as a gauge of toxicity. To accurately monitor these indicators, I would develop SMART Goals so that, if necessary, informed adjustments could be made to enhance the school