Cultural Diversity Classroom

By providing a hierarchy of levels, this taxonomy can assist teachers in designing performance tasks, making questions for discussing with learners, and providing feedback on student work. This resource is divided into different levels each with Keywords that exemplify the level and questions that focus on that same critical thinking level. Questions for Critical Thinking can be used in the classroom to develop all levels of thinking within the cognitive domain. The results will be improved attention to detail, increased comprehension and prolonged problem solving skills. One way to challenge learners in the classroom is through the use of Bloom’s Taxonomy.

The results of this study may provide valuable insights for understanding teachers’ classroom assessment practices and needs for teachers in and other parts of the world. Information obtained in this study can also be used for decision making such as evaluating the effectiveness of classroom assessment practices that teachers adopt as they evaluate student learning. Findings from this study may also add to a body of knowledge to the exiting assessment theory and practice within the education system and act as a framework for developing teacher preparation and professional development in the use of classroom

My view has changed some about how to perform better with diverse students in the classroom as well. For instance, to work with students and parents I will post daily homework assignments on the class website. This approach is helpful to students if they need to confirm the assignment given.

The degree of ethnocentrism will influence one’s intercultural competence to communicate efficiently and successfully in social context. People who high in ethnocentrism will tend to behave hostile and defensive while encounter any difference in culture. (McKeiver, 2013)They tend to decline the acceptance of difference in culture compared to their own. On the other hand, people who are low in ethnocentrism tend to feel curious and interested towards others culture thus tend to accept the difference of cultures. (McKeiver, 2013)

Even judging by actions is not right because things can be meant to help, but can instead result in something going wrong. Something that one person sees as disastrous could be seen as good by another person based on what each person knows and the intention. Thus, judging by actions is still not an effective way to judge a person, one must only judge by what is unseen; personality, morals, and intentions. There are many places where one can see how judging based on appearance affects people. The message, wherever it may be, is still the same.

This method allows teachers to work with students who need extra help or attention in certain areas including behavioral. In each tier the article gives different strategies for teachers to choose from that will help with behavioral management. The three tiers include: preventative classroom management, first-line interventions, and intensive, individualized interventions. Some strategies that Sayeski provides for tier

Shachar’s solution is one that at first I thought may be a valuable one, but I agree with the problems it creates. Splitting authority between a state and group, allowing individuals to opt out from their cultural rules and request state intervention when they feel they are being treated unjustly would work if the group’s goal was not to inhibit choice, rather to provide security and a place of comfort and belonging to its members. However, in this solution,

My goals for the future are to improve my ability to differentiate lessons and my ability identify students with special needs. I look forward to improving as a teacher of students with

Teachers must become familiar with the various customs and values held by the different cultures and subgroups represented in our public school

By analyzing students sense-making (Weick, 1995), faculty can have a greater appreciation of what their students are thinking when they first begin class. Faculty will also have a better opportunity of addressing student concerns such as cultural accountability and meeting their educational needs in a communication style that is effective and understandable to each

Sometimes it is best to understand the law first before obeying it. When one thinks a law is unjust, they will go out of their way to go against it and do something about it. At a certain point, one doesn’t have to act accordingly to what they don’t believe in, but they can’t do whatever pleases them. There has been many controversies involving the act of non violence civil disobedience. Although most feel like breaking an unjust law might be the best solution to what they think is right, in reality, I agree to the fact that people are afraid to face the consequences that are given after their actions.

I find that preparing some items that the students will use in the lesson beforehand makes lessons flow better. In addition, preparing some lesson items alleviates stressors that both the teacher and the student may feel while learning in the classroom environment. Ms. Zavada believes that the students should do most of the preparation that is included in the lesson, since it teaches practical skills. I also believe that students should learn practical skills. Yet, both my lesson objectives and teaching philosophies may impact how I use preparation in my

In diversity class this semester we got the chance to immerse ourselves into a culture of our choice. I decided to immerse myself into the Native American culture, specifically the Choctaw Indians. We learned a little about each culture in class, but this is the culture that interested me the most. I immersed myself into the culture by attending a Native American girls sweet sixteen birthday party. I truly enjoyed myself, the way that they celebrate is unlike any culture that I have experienced.