Gay explains these relationship by saying, ”teachers’ instructional behaviors are strongly influenced by their attitudes and beliefs about various dimensions of student diversity” (p.3). The historical context of the community allows the teacher to use their individual students’ background as resources for scaffolding entire class’s curriculum and help meet the needs of the individual students. Assuming the role of public education is to act as an equalizer, culturally responsive teaching is a means of creating
It talks about how teachers need to examine and change the way they teach the children. Two ways that teachers can do that is Cultural Relevent Teaching and Critical pedagogoy. Cultural Relevent Teaching and Critical pedagogoy are used in early childhood classrooms in areas of race, gener and sexual orientation. Cultural relevent teaching address equality more broadly where as critical pedagogy focus on educational experiences of students from particular merginalized groups. Cultural relevent teaching is more based around cultural transformation, the teacher has to engaged in the community and with the families of the children.
You also know that to do well you must be able to think clearly and support your remarks with specifics, and include noted authorities, wherever possible. You really want this job! How do you respond? Question: First of all, what have you learned about cross-cultural encounters that will help you in the classroom? Answer: -Throughout my coursework I have learned the importance of interacting effectively with people from other cultures.
Nevertheless, to develop these skills students need to be given the opportunity to use the target with a purpose. Thus, it is necessary to give students an opportunity to interact and experience with the target language in an authentic manner. For that to happen language teaching needs to be enriched with content and promote students social, intellectual and personal growth. Such growth is the key element of teaching English for social justice, because, preparing students to live in a democratic society entails, their active involvement in the community and focus on an ethical way of life. Understanding and dealing with social dilemmas and inequalities that, for example, happen in the target language countries, such as the united states of America, Australia, South Africa, the United Kingdom, India and compare them to their own environment, will help students develop a range of competencies and world views that will enable them to understand and respond to the existing social dilemmas in their own community.
Through Other People's Children: Cultural Conflict in the Classroom, Delpit lays the foundation for multicultural education and details ways teachers can solve the inherent problems that arise as a result of many cultures interacting in the classroom. The purpose of this paper is an analysis of this text through an analytic, interpretive and normative reading. Analytic Reading 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.
It no longer suffices to plan educational experiences only for middle-or upper class white learners and then expect students of other social classes and cultures to change perspectives on motivation and competition, learning styles, and attitudes and values that their homes and families have instilled in them (Manning & Baruth, 2009). The concepts included in providing a more diverse, multicultural education are requiring teachers to review their own issues and prejudices while expanding their knowledge of the many cultures that make up the classroom. These efforts help the educator recognize the various individual and cultural differences of each student, as well as gain an understanding on how these differences impact the learning process. The purpose of this paper is to reflect upon individual and cultural difference research and why diverse students struggle to succeed in school. Furthermore, I will share some instructional approaches I could implement in the classroom to accommodate diverse students.
Educators and future educators should teach Social Studies for the exact reason that the NCSS states in their definition of Social Studies, “to help young people make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.” (National Curriculum Standards, 1992). Educators should teach Social Studies to give students a deeper understanding of not only their own cultural background, but the backgrounds of their peers as well.According to a document titled “Why Teach History: The Views of American Historians”, we should teach Social Studies to: develop good citizenship, promote patriotism, prepare for life, and develop critical thinking skills (Why Teach History, 1970) By teaching Social Studies, students will better understand human behavior, be able to acknowledge and evaluate differing sides of issues, and will be ready to make informed decisions based on their own
Teachers should model... ... middle of paper ... ... grammatical errors. However, as an educator in the classroom accuracy must be taken into consideration when assessing speech to further promote grammatical advancement. Therefore, both accuracy and fluency are valid in the ESL classroom and they should be assessed based on the objective of the lesson. The teaching and learning design of ESL is much like the general education classroom. The classroom should entail structure, a sense of community, establish routines and procedures, and adequate resources.
According to the Oxford Dictionary, values are defined as “principles or standards of behavior; one’s judgment of what is important in life.” The interesting thing to note here is that the selection or formation of values is directly linked with one’s judgment. In other words, values are formulated based upon personal views and ideas that one determines to be important in life. In like manner, one’s educational philosophy is articulated when they evaluate and determine what values are most essential in the teaching process that will govern and define them as a teacher. With this in mind, I will attempt to give a clear overview, supported by academic references, of the values that I have personally “judged” as key components in the overall teaching
Even if it serves hidden, it can influence the teaching materials, content and the whole curriculum (p.90). Liton (2013) supports this idea saying authentic coursebook is a highly important factor to develop and implement language teaching-learning practices according to the real life situations and to meet social purpose of the