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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.
The Reconstruction period was an important first step in the effort to secure civil rights and economic power for the former slaves. During the period of 1865 to 1905, the lives of African Americans in the South changed vastly. Civil rights for the African American community were ensured by the Reconstruction Amendments which outlawed slavery, granted citizenship to everyone born within the United States, and guaranteed the right to vote. For many African Americans, freedom meant independence from white control. In the wake of advancing Union armies, millions of black southerners sought to secure that freedom with economic opportunity, which for many meant land ownership.
In most situations, there is a cultural difference in the social and cultural norms (such as personal values and appropriate ways of communication) between the teacher and the Aboriginal children in the class. Malin believes that many teachers have subconsciously developed low expectations of the social and academic potential of Aboriginal children, which can cause a severe lack of positive relationships between the teacher and children (1994). The main point or message that I took away from the article is that to reduce the amount of Indigenous children dropping out of school early, and to increase the level of achievements in school for Indigenous children, teachers need to display more responsive behaviours when teaching. I believe responsive and culturally competent teaching is important for the benefit of all children, especially children from culturally diverse backgrounds, as they are usually behaving in the way that is appropriate in their culture. Unresponsive teachers can misinterpret these behaviours which lead to a multitude of issues for everyone
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.
Multi-Racial Reform in Pre-School Teaching Instruction: Critical Analysis of “Implicit Racial Biases in Preschool Children and Adults From Asia and Africa” by N.M. Joseph at al (2016) Synopsis: The article by Qian et al (2016) defines the necessity of identifying the early development of racial biases that exist before the age of 6 in a study done on Chinese and African students in localized preschools. A study of Chinese and Cameroon children in Africa define the development of racial biases in preschool children, which reveals the necessity of educational reform regarding early childhood development in the classroom. In this manner, teachers can utilize the data generated by Qian et al (2016) to modify their teaching instructions to
Teachers’ response supporting the problems they noticed while teaching African American males to write mostly composed of the students feeling compelled to write as a chore. Many participants spoke of the students having a language barrier while few mentioned African American students do not struggle from a language barrier. However, there were a few that mentioned students using inappropriate measures such abbreviating words in their writing. Supporting Statements “If you look at our action plan out of the four, the first one for the past four years it's been students write everyday and have {the students} write something important every week.
During the late 19th and earlier 20th centuries, many of the Native Americans suddenly had to start changing their way of life in order to live amongst the Anglo-Americans. They were given ultimatums in which if they did not comply with the newly imposed organizations of political, economic, legal, and social institutions, Native Americans had to suffer the consequences. For several centuries, many tribes have passed and those who survived were the ones who did the “tragic, but necessary” actions abide by these organizations and assimilated their way into survival. The Allotment Period was meant to terminate all Native Americans; however, it proved to not only the Anglo-Americans that Native Americans are in fact capable of assimilation, but
The educational system in America contains numerous racial disparities that affects the very core of the children who is suppose to benefit from education. This disparity comes in many forms in primary schools, a teacher’s attitude being one of them (Epps, 1995). A teacher’s attitude in a classroom consisting of a racially diverse children is a large contributing factor to the academic success of their students, more specifically, the minority African American students. It is a given that all schools should employ qualified teacher who are passionate about their students and the quality of education they provide to these students. Unfortunately, that is not the case for many urban schools that house a large proportion of African American students
ABSTRACT Culture is central to learning. It plays a role not only in communicating and receiving information, but also in shaping the thinking process of groups and individuals. Culturally Responsive pedagogy is a pedagogy that recognizes the importance of including students ' cultural references in all aspects of learning. Model Residential Schools are residential schools for Scheduled Tribes. Scheduled Tribes have an entirely different culture and tradition.
During the past decade, multiple definitions have been given to creativity. A definition of creativity is the originality that comes from an idea or product. The Oxford Dictionary defines creativity as ‘the ability to use skill and imagination to produce something new or to produce art; the act of doing this’ (Oxford University Press, 2017). Similarly, Barnes (2011, pg. 10) defines creativity as ‘the ability in all humans imaginatively or practically to put two or more ideas together to make a valued new idea’. However, creativity can also relate to the outcome which it produces such as ‘dramatic improvisations and artistic artefacts, but also innovative business ideas and scientific breakthroughs’ (Howard – Jones, 2008, pg. 6) rather than creativity being the ability to use skills acquired
Last, communication and interaction needs. The fourth step when creating a special classroom is creating a culturally correct literature list. A helpful tool teacher may want to have available for their students is a list of multiethnic books and authors. (Making Classrooms Culturally Sensitive,
thesis: 1) proper education can inspire a positive attitude to racism 2) education helps racial students to move from intolerance to acceptance and understanding of cultural difference 3) education provides cognitive skills, which increases people’s captivity people’s capacity to detect prejudice and to reject it. Is Education the Best Inversion Against Racism? The ex Prime minister of Britain Tony Blair has always insisted the importance of education in preventing racism. According to Tony Blair some people are born to be bad, you can’t stop people from being bad (Blair, T. Education backs Lessons Against racism 1999.) proper education can help get rid of prejudice and changes in the national curriculum of the British educative system whereby
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.
The teachers need to understand the instructional designs and how to apply these. In executing this effectively the learning process should expose the utilization of theoretical frameworks, student centered learning, collaboration, culturally fit (diversity), awareness of different learning styles and reflective practices (Tuitt, 2003, p.251- 253). With this we can be sure that every child can learn every child must learn with inclusive pedagogy through accessibility of
Section B 1. Pre-colonial period refers to the time before the arrival of the European settlers in the Cape. During this period African Indigenous Education was implemented. Children were educated to learn traditions, rituals and values from elders. The elders would pass knowledge onto new generations orally.
