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The importance of intercultural communication
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The actions presented stereotypical comments about Asian students such as “aren’t you supposed to be good at math,”
After the end of the first World War (1914-1918), Germany and its citizens were to take the blame for the war. A document known as the “Treaty of Versailles” explained the actions and reparations Germany had to take in order to pay for the war damage and casualties. A higher power known as Hitler rose to power after recognizing the harmful effects of the treaty and fueling the hope and pride of Germans. The Treaty of Versailles contributed to the beginning of WWII because Germany lost a lot of land and resources, Germany’s army was diminished to almost none, and Germany finally recognized the extent of the harsh treatment in the treaty. With the introduction of the Treaty of Versailles, Germany was forced to give up a lot of its land and territory.
I also loved the fact that Ms. Julie allowed her students to be active participants when it came to creating a list of classroom rules and expectations. If you allow students to feel like they created the rules they are more likely to understand and follow them because they have that personal connection. I also agree that using positive statements for rules and expectations rather than negative statements that begin with “no” or “do not” will lead to a more positive environment. Much of what Julie did in her classroom lead to a positive and multicultural learning environment. Julie used students’ differences to support learning and create more detailed learning experiences for her students.
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.
According to another author from Business NH Magazine, Brenda Lett, she states “We are held back, and hold ourselves back, by deciding not to work collectively to address the lie of superiority and inferiority based on skin color.” (Mowry 61). Students race matters. If people did not notice about their race, is like pretending not to see the consequences for this students. They knew that they are “the other” before they were called “the other”.
The students can develop cultural sensitivity through a better understanding and awareness of their own culture. The most important idea of the topic of white male privilege versus
(Lee, 2009, p. 4). Tatum continues to states that, “people of color are not racist because they do not systematically benefit from racism” but, Stacey Lee’s work at Academic High reveals differently (Tatum, 246). The different groups of Asian American students had their own racist views of other minorities as well as other Asian American students. The Korean-identified students “held
The Writer through some interviews to find out teachers are not care enough to the non-local students. The writer interviewed to a non-local student’s mother, her son was never asked about his culture by teachers despite they only know a little of the ethnic minority. Teachers even look down upon their languages. She further mentions many ethnic minority students are feeling ignored and stereotyped based on their cultural background. In contrast, a teacher who teaches the ethnic minorities, take the initiative to teach their cultures.
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
The criteria must be expressed in ways that reduce the potential of bias for or against any particular culture. It is important to recognize that parents and students of different cultures have different educational goals, values, and ways of
By incorporating the Native heritage into the curriculum teachers can accomplish all four of these to help build up self-esteem. Teachers can help Native American students by focusing on Native American literature, art, culture, and values and letting their Native students take pride in their people and heritage. Another way that teachers can help Native American students be successful is by being familiar with their beliefs and customs. Native Americans focus on group centered culture, cooperation, and sharing: all of which are important values they cherish (Sorkness & Kelting-Gibson, 2006). Native American students may also not look at the teacher when he or she is speaking to them.
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
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.
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.
