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Classroom Observation

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Recommended: Cultural and linguistic diversity in education summary

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Chapter 3 discussed how to meet the literacy needs of diverse learners. Linguistic diversity, cultural diversity, and cognitive and academic diversity were all discussed in the chapter and I have viewed each of them in multiple classroom settings. I observed a kindergarten bilingual classroom where instruction was taught in English and Spanish. A second-grade classroom that I observed consisted of diverse students from different cultural backgrounds and the teacher worked to make these students feel welcomed and also incorporated awareness of other cultures into her lessons. Also in a second-grade classroom that I observed the students were diverse cognitively and academically and the teacher worked to ensure the students were accommodated …show more content…

All the students first language is Spanish and they were receiving instruction in both Spanish and English which is different from the other three kindergarten classes in the school that receive instruction in only English. This classroom was full of environmental print in both English and Spanish as well as objects in the room being labeled in both languages. Students were working on their alphabet which the teacher was displaying on the projector. They would first say the letter in Spanish then they would pronounce the letter in English. I enjoyed this class because it was the first time I was introduced to a bilingual classroom.
In a second-grade classroom that I observed the students were very diverse. The teacher created a classroom environment that was welcoming to all her students. The library was full of books which also offered multicultural literature and on the day I observed the class was participating in a shared reading that was from a culture different from the students in the classroom. After the reading, the teacher and students participated in a discussion about the literature and compared their traditions and customs to those of the child discussed in the

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Chapter three’s main focus was to break down and take a more in depth look at the many categories of race, class, gender, and disability in the classroom and how each of them affect what we do and how our classroom operates. Although it is only the third chapter and I have many more chapters to read about multicultural education, this is certainly my favorite chapter in this book so far. I found the various examples and main points throughout the chapter to be both interesting and eye-opening. This chapter hooked me from the first paragraph as it began the discussion of the ongoing social issues that continuously bring about debate on what should be taught in the classroom, how students should learn, how instruction is organized, and how teachers

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The United States of America is often referred to as a melting pot of different cultures and heritages, so as a country we have an ongoing awareness of the idea to include people of all cultures and backgrounds and treat them as equals. But we have not reached that point in our country's history yet. To encourage everyone to treat all others as equals, authors create multicultural books in order to show young children that although we might all look different we are all valuable and should be treated as equal members of society. In order to create a more culturally accepting society, teachers, parents and authors are introducing children to Multicultural Children's Books. Multicultural books allow the readers to understand and appreciate people

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Diversity is key to helping students develop into understanding humans are all different and become more aware of the world and cultures around them. According to the article “The Importance of Diversity in Books”, Dilloway, an author of middle-school level texts, states how “it’s also important to read about other peoples experiences, and understand what it's like to walk around in their skin” (Prescott 1). Diversity in books exposes children to learn about people who might be different from them and step into someone else’s shoes. This helps them show the challenges and problems other people have that they might not face.

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As a second grade classroom teacher, I believe it is important for other educators to be aware of culturally responsive teaching which is closely related to multiculturalism. Culturally responsive teaching is pedagogy aware of the importance of considering the students’ culture in their learning. America’s educational system was built on a foundation of inequalities.

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Source D asserts that multicultural literature is a valuable learning tool due to the exclusion authentic readings bring. Florez-Tiane believes that by introducing African-Americans culture in the classroom, they will learn respect and self worth. Creating a set curriculum that includes literature from different cultures teaches students to value their own cultural heritage, along with others. By having teachers choose the texts, they have the power to bridge the gap between students from diverse backgrounds. This enables kids to gain a stronger understanding of one another.

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2.2.5. Cultural diversity in Classroom: There are various cultural differences that teachers are likely to come across culturally diverse classrooms including Gender, Age, Cognition, Norms, beliefs, Primary language, Exceptionality, Cultural heritage, Socio-economic status, Opinions, ideas, Attitudes, Expectations, Behavioral styles, Geography, Learning styles, Communication Styles, Decision making styles, Ways of Communicating Non-verbally, Ways of Learning, Ways of Dealing with Conflict, Ways of Using Symbols and Approaches to completing tasks etc. According to Pratt-Johnson (2005), there are six basic cultural differences that teachers are likely to encounter in the culturally diverse classroom. Familiarity with these differences will begin

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A classroom should be filled with a wide variety of languages, experiences, and cultural diversity. An effective teacher understands the importance of culturally responsive teaching, and recognizes the significance of including students ' cultural references in all aspects of learning. Having an enriching classroom that engages all students does not mean making judgments about a student’s culture based on their skin color, gender, or socioeconomic status, rather it means knowing each student in a way that is individualized. According to the authors of The First Day of School: How to be an Effective Teacher Harry Wong, race, gender, religion, financial statue, and skin color is the least important factor determining a student’s achievement. Moreover, demographics and culture are not an excuse for students’ lack of achievement.

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The first observation was conducted on August 30th at 9:00 a.m., while the student was participating in the special education resource room. The observation took place for a total of 25 minutes. For the duration of the observation the student was seated at a small table working one-on-one with the special education teacher. Along with the student being observed and the special education teacher, two other students, as well as, two paraprofessionals were in the special education resource room during the observation time. One student and paraprofessional were working one-on-one at a small table, while the other student was sitting in a bean bag chair reading a book.

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2. Diversity Within any classroom there are students and each student has a variety of needs that can affect the learning of the student and the teacher’s ability to instruct the student. These needs can influence a student’s learning experience academically, emotionally, socially and many other aspects to varying degrees; depending on how much a student’s learning experience is affected, the student’s academic progress can be hindered due to their needs not being addressed. Any parent and teacher would want every student to have equal opportunities to grow and develop academically and to become productive members of society.

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OVERVIEW The elementary school that I observed at, Orchard View Elementary, was located in Delray Beach, FL. The location was very accessible and right off of the highway. The teacher I got assigned to was Ms. Diann Johnson. She teaches a class for students in 3rd-5th grade.

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I am interested in diversity for my storybook. The theme “diversity” is important for children to live in diversity world. Diversity is better to learn as soon as possible from children because the rejection about differences is hard to change after the segregation is formed in mind. Most children are built the images about the different ethnicities by what they read, see and hear. Since people’s perspective is formed when they are little, how parents educate children is important.

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IDEA lists three ways of being culturally skilled in the classroom. This includes the teacher being culturally alert in the class to connect the gap of learning about other ethnicities, learning to communicate to students in unwritten and non-vocal styles, and know the different views of the cultures, for example, skin-to skin contact, no communication, the clothing of the student, and simple gestures. This is important in my eyes because my school alone is very diverse, and I had my share of teachers that did not respect a certain students religion or culture. This upset me and made me want to learn more about different cultures and religions. It also leads me to want to work harder to become more culturally aware, and diverse for my future students and willing to do what I can to break down barriers that may be created by students of different cultures or religions.

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The purpose of this essay is to identify how important it is to have a diverse classroom setting. Students from all over the world enter the 21st century classrooms bringing a little bit of home with them. It is crucial that teachers are aware of what is happening and educate themselves in how to reach a student. Children are similar but different at the same time. Students learn in many different ways like for example observing, listening, demonstration, speaking and etc.

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Classroom Observations Mrs. Canada is the first grade teacher that I observed, and the subject that she was teaching was reading. She had planned well-organized power points and crafting materials in advance, so she was prepared for the lesson. The two times I observed, the lesson that was being taught at both times was reading. Children in the classroom used a lot of previous knowledge for the lesson.

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Greary. The diversity within the setting one would term a “melting pot” reflecting the multicultural which included the teacher upon conversing discovering she is mixture of creole and Bahamian descendent. Her class had 10 students’ various sizes, facial features, hair textures, & complexion. 93% of the kids were Bahamians, 1% Nigerian, 1%Jamican,1% Trinidadian, with Christianity beliefs, 2% Chinese cultures & 2% of Muslim religion. I inquired from Mrs. Greary how does she teach the students diversity for how they interact with each other respectable.

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