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.
The police were called by the teacher who was
Chapter 3 provides an in depth summary of culturally relevant teaching practices. The chapter opens with a discussion of how teachers view themselves, their students, and their students’ parents. Teachers are reluctant to acknowledge racial differences in their classroom, insisting that they “don’t see color.” When asked to explain inquities between African American students and their peers, many individuals site slavery, but if teachers are only viewing their African American students as the son’s and daughters of slaves, what does that say of their expectations for those students. Furthermore, teachers who adopt this “color-blind” approach are admitting to not accounting for differing races and cultures in their teaching and curriculum.
I believe by using this approach you are able to understand a children’s as an active learner in a holistic way, you allow for children to demonstrate their learning in different ways which best the learning styles of that individual child. Education is there to help better our future generations we should be willing to do what is necessary to cater for the needs of the diversity in the learners we teach, there can’t be a standardized testing for children from diverse backgrounds, each child has something new to teach us. We just need to take the time to listen and learn from them, this were valuing Indigenous communities and understanding their culture helps in understanding your students as a cultural
The three principles for implementing culturally relevant pedagogy are: 1. Students must experience academic success 2. Students must develop and/or maintain cultural competence 3. Students must develop a critical consciousness through which they challenge the status quo of the current social order (Coffey, 2008).
For example, a teacher that goes by the name Ann Lewis, force a great deal of attention on a young African American boy in her classroom. Mrs. Lewis challenge the young boy to demonstrate academic power; the young boy took on the academic power and was able to become a role model for the other (African American) students in his classroom. Mrs. Lewis founded a way to value their skill and abilities and channel them in academically important ways (page 3). Culturally relevant teaching believe students should maintain some cultural integrity also. Fordham and Ogbu believed that African American go through point in live call “acting white”.
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
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.
The first two stanzas are full of questions especially in lines like “Is it a trick or a trysting-place”, “Is it a mirage or miracle”, and “And the suns like a juggler's juggling-balls/Are they a sham or a sign?” The speaker is obviously wrestling with feelings of happiness, hope, and elation and juxtaposes them with fear, despair, and suspicion. So the opposing notions are presented straight away and are dealt with directly throughout the entire first two stanzas. These questions of complete opposites are then seemingly resolved in the last stanza, which proclaims with immense optimism “Shine out, my sudden angel/Break fear with breast and brow/ I take you now or for always/
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.
A teacher is no longer the source of learning, rather a facilitator of learning. As a teacher I should know my student and understand that all students possess diverse backgrounds, by knowing your students, I will be able to decide which teaching style and strategies are needed to maximize their learning. I strongly believe it is vital to encourage the integration of culture, ethnicity, and life experiences into personal and corporate learning. I believe it is important to develop and implement innovative strategies in teaching. I feel that student learning is enriched and confidence increased with the utilization of
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
