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Importance of cultural diversity in education
Multicultural education in america
Multicultural education in america
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I completed my observation at the Roosevelt Middle School located in Erie, Pennsylvania. The students being served at this school are sixth through eigth grade. The students are comprised from a diverse population. I observerd at this site a total of nine times from 1pm to 3pm every Tuesday and Thursday. I believe the primary goals and objects of this school are to give the students the highest quality of education that can be provided with the materials available. The Roosevelt school district is among the lowest federally funded school districts in Pennsylvania. While I am observing, I can see the affects and impacts of the low funding. The building is a little run down and the teachers have limited supplies. Both of which affect the students’ learning. I was also informed that they are looking to combine Roosevelt with another local school. During my time at the Roosevelt Middle School, I observed a sixth-grade English class. Not only was there a teacher in the classroom, but also an aide. When the students …show more content…
Therefore, observing at the Roosevelt Middle School was something completely new to me. The classrooms were full of diverse students. There were students from many different religions and races in every classroom that I observed. The aide that was in the classroom worked with the ELL students who could not speak English at all or who could barely speak English. She worked on teaching them the English language as well as some of the activities done in class. I did not really get to work with these students sd I often stayed back in the classroom and helped the other students do their activities in there. I would have liked to have worked with the ELL students and get to experience what it is like to help these students with their education. Unless I get to observe at another culturally diverse school, I probably will not get to experience working with these
My experience at Oak Park Elementary was an experience I will not forget. Oak Park is a school that has a great amount of diversity within their system. While there was a vast measure of diversity there was some similarities within the student body. Majority of the student body is the same race, with a few other that are a different ethnicity. I was in the library for my observation hours and at the beginning of my time I was first disappointed I was not assigned to a class room, but I was very grateful for my opportunity in the library. The teacher I observed was a lady that had a beautiful heart for children and passionate about her subject she taught. The students I observed ranged from various backgrounds. I attended to Mrs. Lee who is
09/16/09. Because we were late at our first day, we did not have much time to take a tour around the neighborhood center, so our supervisors thought that it will be beneficial, if we took a tour around the neighborhood. Most of the kids were surprised by the west side. The neighborhood did not seem to shock me because I went to Grover Cleveland high school, and I am quite familiar with the Grant Street and with the West side. After the tour, our supervisor introduced us to some kids, who came while we were on the tour, but unfortunately they did not need tutoring because they did not have any homework. They were there to use the computers.
I began my adventure at Tesnatee Gap Elementary school during the latter part of March. I had no idea what to expect at all. Previously, I had absolutely no experience with public school. Before taking my education course I had little knowledge of the way the public-school system worked, and no knowledge at all about the way public schools run special education classes. This was all so completely new to me, and I’m thankful that I had such wonderful teachers and classes to observe, as well as tons of applicable knowledge for me to take away and apply into my own classroom.
Some research will argue that maximizing schools resources is not the only option. In addition to intervention programs, schools and teachers must create a “culturally responsive” educational environment for minority students that are based on being collective. These differ from the classroom environments that are only modeled after the interests of middle class students from Anglo Saxon backgrounds. A prime example would be if a minority low income student is ask to complete an English essay about their favorite family vacation. There is a large possibility that a disadvantaged minority student may have never been on a family vacation as oppose to a middle class Caucasian student that could possible relate. Would it be equitable to grade these two students, although one has never had the experience? These inclusive environments are based on: social competences, problem-solving skills, autonomy and purposeful futures. They produce students that have high self-esteem and self-efficacy (McKinney,
On the first day of school, I was in culture shock. There were so many different races of people: from Whites to Asians to Hispanics to Blacks. This diversity was foreign to me and the only diversity that I was exposed to ...
During this semester, I had the opportunity of working with a class of 2nd Graders in the Long Beach area. Even though in my last two serve rotations I was exposed to students from different linguistically and cultural backgrounds, this year I had the opportunity of truly experiencing multicultural diversity in the classroom. Since Jane Addams is located in the ghetto area of Long beach, the majority of the students are the so called minorities. Mrs. Chavarria classroom represented pluralism and world cultures; in her classroom there were Filipinos Samoans, African Americans, Latinos a couple of white kids, and a Hispanic/Chinese boy. This last serve rotation gave me the opportunity to experience my mentor teacher's pedagogical approaches which engage cultural multiplicity in many effective ways. My mentor teacher as expressed earlier in my journals has been teaching for the last thirteen years and has been open to learn about new concepts and ideas central to addressing cultural pluralism in the core curriculum and have tested some practices that have proved to be useful. Some of th...
Robbins, P. & Alvy, H. B. (2009). The principal’s companion (3rd Ed.). Thousand Oaks, CA:
When I first walked into Mrs. G’s English classroom, I had mixed emotions. I was eager to be there and I’m glad I was provided with an opportunity to interact with students and the teacher before class started. It felt lovely to be greeted by Mrs. G. with a good morning and small greeting. There are approximately 24 students and I did my best to count them as fast I could without making it uncomfortable for the scholars. Approximately, there are 13 boys and 11 girls with only 1 teacher. The classroom at El Sausal Middle School had a multicolored and untidy setting. When I say “untidy,” I mean that the desks, the materials and the equipment felt older and that they had been thro...
As I observed the classroom, many of the students were timid and well spoken. All children were friendly and many of them were African American; only one student was Caucasian. However, it doesn’t take away the fact that there weren’t any diversity issues. The lesson Ms. Hawkins lectures is really diverse and follows the Common
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.
While both interviewees stated they did not feel their institutions were ignoring different races and groups and lesson plans were designed around promotion multiculturalism, schools that primarily white often fail to be as cultural diverse as schools with a healthy racial composition. Lesson plans are often ambivalent towards understanding the struggles and hardships of certain racial groups, such as the Native Americans during the time of European exploration. In addition, students at mostly white institutions often associated success with how hard an individual works rather than any hardships or racist or sexist acts thrown upon that person. Ironically, the little multiculturalism that is introduced in prominently white schools has been ill received by parents and teachers. Both parties, especially parents, argue that the children growing up today are “color-blind” and that no explicit efforts to inject multiculturalism should occur in the classroom outside of settings considered appropriate, such as history courses (Lewis, 2003:
For as long as I can remember, working with children is the only thing I have ever wanted to do. I am passionate about teaching students to celebrate their differences and be proud of all the wonderful attributes they were born with. I want to create a classroom where students see others for who they are, instead of what they’re not. My goal is for students to develop empathy and compassion for other people and cultures. Therefore, it is my job as a teacher to acknowledge and eliminate my own biases and prejudices, fully examine my schools policies and practices to ensure that all aspects foster a climate, free of judgement, where all students are able to reach their full potential. Throughout this course, I learned just how important it is for schools, staff, and communities to work together to create multicultural classrooms that support all students regardless of race, culture or sexual orientation. Above all, we all need to remember that “One does not fit all!”
...grees with everything I experienced in school which reflected on my performance and participation in school. I don’t think school gives enough attention to multiculturalism education and I believe it is very important to start doing something about it.
I think this experience was definitely valuable to me as a future educator because I got to work with different backgrounds of people. Every teacher is going to work with different races, and I think just having this experience gives you practice for that. I also thought that it was good practice for me because it gave me a feel of what 1st graders would be like. I truly think I could see myself with that age group or a little bit older. It was certainly worth the time, and I am really glad I chose to do
I had the privilege to observe Ms. Melanie Cagles’s kindergarten classroom. I did my observation at the Jasper County Primary School. Her classroom was a regular educational classroom. It consisted of male and female students of Hispanic, White, and African American races. Ms. Cagle is a kind teacher and she made me feel welcomed. She treated me with respect and showed me around her classroom with details. She always had a smile on her face. She was happy and showed cared for her students. One thing I noticed and liked about her is that she treats all her students with the same respect they deserve. The students received me with smiles and a lot of questions. They asked why I was there, how old I am, what is my name over and over, and will I be their teacher. They whisper that I was the