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Key features of inclusive teaching
The impact of culture on education
Key features of inclusive teaching
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Key features of inclusive teaching
The impact of culture on education
Key features of inclusive teaching
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Recommended: Key features of inclusive teaching
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
The first two chapters of this book deal with the mindset that we as teachers must have in incorporating the framework and pedagogy into our classrooms. In becoming a culturally responsive teacher you must look at validation, affirmation, building, and bridging. In validation, we have a responsibility to our students to legitimize their culture and language. In being a teacher, rapport I with your students is critical in your success for reaching your students.
To change future outcomes, educators must understand the culture of African American students and the daily difficulties from a first-hand perspective. To seek to understand priorities in African American culture and community and use this information to help guide teaching styles is the ultimate goal. Increasing knowledge on cultural values and expectations will allow my methods to be more sensitive and effective with African American students in the
The author describes how America is one of the most culturally diverse countries in the world, and there is a need to educate students on cultural diversity. The author identifies that there should be an authentic cultural educational experiences and not stereotypes. The education should have value and not be token placements. It’s imperative that the classroom offers literature, and visuals that exhibit diversity. The article discuses how students can learn to ensure that students are learning that education in multicultural diversity is best introduced to children at a young age.
Academic Summary of “Acting on Beliefs in Teacher Education for Cultural Diversity” By Gay (2010) The article “Acting on Beliefs in Teacher Education for Cultural Diversity” by Gay (2010), who is a Professor at University of Washington in Faculty of Education, focuses on educating teachers for cultural diversity in classroom environments, which is frequently discussed but not a well-developed topic. According to Gay (2010), the society we live in has a huge impact on our lives, although we try to ignore or minimize its effect on educational area. There is a huge Eurocentric emphasis in the educational setting that affect students from culturally, ethnically and racially diverse backgrounds, and because of this she thinks that some major changes
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
All educators need to recognise that they are individuals with their own personal life experiences; they have also lived as part of a family and community that will have influenced their understanding of the world in which they live. Those experiences naturally lead an educator to have programmed values, beliefs and attitudes. Those values, beliefs and attitudes can lead to the development of stereotypical thinking and prejudice. It is empowering to be aware of prejudices; it enables the educator to make a conscious effort to communicate with diverse cultures and to confront any personal bias. Educators need to think about their own values, beliefs and attitudes related to diversity and acknowledge and address any bias (Educators’ Guide,
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.
Throughout the article the author stresses the gravity of having a teacher that understands and is educated on how to effectively teach a classroom that is diverse. The magazine’s definition, to better clarify the word, of diverse or multicultural refers to culturally and linguistically diverse students, including those with and at risk for disabilities, as well as socioeconomically disadvantaged students. Teacher education programs (TEPs) ineffectiveness in incorporating cultural awareness and adjusting curriculum to contain content relatable to multicultural students. Using the vision set by the No Child Left Behind Act (NCLB) TEPs should create a culturally diverse supportive, learner-centered environment, which cultivates students’ strengths both academically and
Entry #6 Some aspects that contribute to a positive culture in the classroom is that the students value each other’s culture background and ideas, and also, the students understand each other’s concern. In other words, they support one another. However, the most challenge that I or the teachers in the classroom face in maintaining a positive culture in the classroom is that the students, but not all, do not know how to communicate effectively about race, culture, and traditions of others.
As stated by McBrien and Brandt in The Language of Learning: A guide to Education Terms, “A multicultural education helps students to understand and relate to cultural, ethnic, and other diversity. Multicultural education should be a process to work together and to celebrate differences, not to be separated by them” (Leistyna, 2002). Because a multicultural education exposes students to cross cultural beliefs and practices, it works to make sure each individual will have a better understanding to respect different cultures, which in turn reduces negative prejudices and stereotypes (Levy, Rosenthal & Herrera-Alcazar, 2010). By teaching diverse traditions and perspectives, questioning stereotypes, and recognizing the contributions of all groups
Like many other schools across the country the students in this context are as diverse in their learning preference as they are in their language of origin. Unfortunately, teachers are not given the resources nor the flexibility to address this key issue of diversity with validity. Teachers are equipped with mediocre resources at best and a curriculum map that dictates a set pace for all students. Teachers are given teaching materials that does not address the different learning styles of the students and are required to show evidence that lessons are being develop, implemented and evaluated using
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
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