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Culturally responsive teaching
Culturally responsive teaching
Importance of contextualization of teaching materials
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Rebecca Sewell TCTN 5600.01 Culturally and Linguistically Responsive Teaching and Learning Book Report and Reflection Culturally and Linguistically and Linguistically Responsive Teaching and Learning by Sharroky Hollie is an excellent take on how to reach our students who are English Language Learners, from diverse cultures, and from different linguistic backgrounds. This book provides a plethora of ideas to incorporate into our classrooms to reach all our students as educators. This book is broken down into three main parts or ideas, understanding the mindset, building skillsets, and a personal recap by Mr. Hollie on what it means to be a culturally responsive teacher.
Culture includes many things such as language, cuisine, dress, beliefs, ways of living, histories, traditions, customs, religion and lifestyle choices. Culture is part of who we are as an individual and who we are within the community. Culture adds to a sense of belonging which is underpinned throughout the Early Years Learning Framework. As an educator we need to respect a child’s culture as this is where they begin their sense of belonging within the world (Outcome 1- children have a strong sense of identity: children develop knowledgeable and self confident identities EYLF) Respect for diversity is also one of the principles within the Early Years Learning Framework (pg 13 EYLF).
In this section, discuss the research question(s) or hypotheses presented in the article. • There were two research questions presented in the article. The first question was how much variation in counselors’ self-reported multicultural counseling competencies is accounted for by a set of demographic, experiential, and training variables. The second question was how multicultural training explains additional variations in multicultural counseling competencies after accounting for the variation in competencies due to demographic and experiential variables. The purpose of the study/research problem was clearly identified within these two questions.
Part 1: Being Culturally Competent As a future clinician, being culturally competent is extremely important. The United States is comprised of diverse cultures and ethnicities. Unfortunately, each culture has its struggles and obstacles they face day to day.
1. Use a range of research-based, culturally responsive, and universally designed practices to differentiate mathematics instruction. Many students struggle with math and have difficulties understanding the concepts that are associated with mathematics. Common difficulties include difficulties understanding the language of math, understanding numbers, counting, patterns, algebra, geometry, and procedural operations. (Salend, 2016, pg ??)
This can include a student 's culture. In Moll, Amanti, Neff & Gonzalez (2005) they discuss an example of this with the candy. A student named Carlos was witnessed selling candy at home and therefore the teacher chose to incorporate candy into the lesson plan. She did so in a way that allowed each student to think about candy in a way they may normally not. At the end of the students activity, which took place over many days, a parent of one of the students came in to show them how to make a Mexican candy (Moll, Amanti, Neff & Gonzalez, 2005).
Cultural Competence in the education care service is to have the correct knowledge, values, principles, policies and procedures in place to be able to successfully create a service that is culturally safe, culturally sensitive and culturally aware. This ensures that families and children from a different culture feel as though they belong. As an educator ‘cultural competence’ is to have the skill and ability to be able to communicate with people from a range of different cultures, as well as having a positive attitude towards cultural differences. It is to be a role model for the children and provide an anti-bias approach at all times.
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.
this statement, it does not answer my question. The problem was not that the text on multicultural counseling failed to address me as an ‘ethnic’ minority or that my position was lost between the black and white, but rather, why we need to identify our selves on the basis of our ‘race’ or colour?. As I thought about my own childhood and origin, I realise that I was brought up with strong humanistic values, by both rational parents that were not ‘religious’. Although I am a Muslim and was brought up as one but with hen site I can see that I was brought up with a deeply developed conscious and inward teaching of Sufism which is the heart of Islam.
Pupils do not all learn the same technique or method. That is why it is important to have many methods of teaching in the classroom. In order for a student to understand. Culture and Diversity in Classrooms Today As more students from diverse backgrounds populate 21st century classrooms, learning has shifted towards another direction. Today’s
Multicultural Education: Theory and Application For the purpose of this study, Multicultural Education as conceptualized by Banks (1984) and complimented by Campinha-Bacote’s Process of Cultural Competence in the Delivery of Healthcare, partially forms the theoretical framework. Banks identified the following five concepts as dimensions of multicultural education: Content Integration, Knowledge Construction, Equity Pedagogy, Prejudice Reduction, and an Empowering School Culture and Social Structure. According to Banks (1993), the many passionate debates on multicultural education generally obscured the theory, research, and growing consensus among multicultural education specialists about its nature, aims, and scope and a significant gap
In a formal setting first understand their cultural background and their present scenario to increase the impact of teaching. In non-formal setting explaining the concept of cultural adaptability outside the
The schools will be one of the meeting places for students from different races, cultures and languages. Therefore, one of the objectives of education will promote respect for diversity within a context of equal rights. According to Vazquez Gómez , a multicultural society is accomplished by following these conditions; To identify the subject (both minority and majority); establish the ultimate aims of education(by reducing conflicts and promoting cultural, participatory and democratic development); determine the processes and resources through which those ends are achieved and finally to project these processes in a curriculum framework. Having clarified concepts such as interculturalism, multicultural education and the causes of its origin
A. Explain why it is necessary for teachers to engage in critical reflection. Critical Reflection is not an inert process but an active doing kind of process; it is not a performance management strategy. Critical reflection is crucial to becoming a successful teacher. As a beginner teacher you will encounter many contradictions and challenges in school; you will learn to teach in a particular context but will need to be able to transfer your learning to new contexts. Critical reflection will help teachers to do this and further allows us to synthesize different perspectives to help explain, justify or challenge what we have encountered in our own or other people’s practice.
Teachers "You must go beyond and seek to understand the cultural context of each student" (Braley et al., 2016, pp. 259). Success looks different for each student and teachers should realize culture may be reflected in students' actions. Additionally, teachers may be teaching students at various comprehension levels and students with learning disabilities. In these instances, it is essential to learn about where difficulties lie for children and enhancing their learning by meeting them where they are with content they can
