Culturally Supportive Classroom

It is no easy task to incorporate cultural knowledge throughout teaching. You must consciously think about multiculturalism as you interact with students and plan lessons and assignments (Gollnick & Chinn, 2012).   Every student should be treated equally, but as educators we have to remember that every student is different and learns in different ways. By treating the students equally it helps promote the student’s learning ability and the development of respect and acceptance.

Anti-discrimination. Classroom assistants must not discriminate against any individual or group on the grounds of gender, racial origins, religion, cultural or social background, disability or sexual orientation. They must comply with legislation and school policies relating to discrimination and should practice and promote anti-discriminatory practices in all interactions with pupils and colleagues. Second framework is inclusion, this is similar to providing equal opportunity however is focuses more on including each individual pupil into the learning activity at present. Inclusion is key, by providing extra support all pupils have been advantage for learning, helping to build confidence, self-esteem and independence.

Promotion of equality and diversity in the class shouldn’t be a challenge and is something that learners should be familiar at the beginning of the course to know their responsibilities as learners, to contribute to well-being of others in the class not to bully or harass others because of the differences, giving positive attitudes to individuals. The initial diagnostics assessment should be done by all teachers to be aware the learners needs and ways of supporting, know them as individual that have different needs of learning such as weakness, strength, opportunities and treat. Discussing the ways to meet their differences and adapting differences resources to use for

In order to comprehend the curriculum, you must understand that there needs to be a balance between content and skills which is achieved through ongoing discussions with other educators. Among the instruction portion it is key to know that the purpose is not to cover the curriculum, but uses the instruction flexibly to maximize learning for all students. And most controversially is the topic of grades. Two key factors are reviewed; first, grades should never come as a surprise, second, grading doesn’t improve learning but merely summarizes what has been learned. A recurring line that Cooper emphasizes throughout his work is that schools and teachers must maximize learning for all students.

Moreover, Hall emphasizes, that affective assessment must not affect one’s grades or marks, as summative assessment does, but has to be used in order to encourage learners’ desire to learn, encourage them to immerse in language atmosphere, which could reflect their authentic

The way the students will be able to get out of the poverty would be with the proper highly qualified teacher. A teacher who makes these students feel safe in the environment they are coming to everyday, show them that they are cared about , make them they can do what they set their minds too (high

beliefs and understandings are expected to be numerous and diverse. Therefore, the main focus is to assess and consider particular values that are important to the needs and desires of teachers, students, and parents of students, which, conversely, parallel cosmopolitanism and maintain positive values in the ideal school which carry on into the ideal classroom. Bottery (1990) suggests awareness of values which motivate people at present time and, yet, does not hamper societal norms within the community. In this case, an ideal international school with a cosmopolitan ideology should attract only teachers and parents who share similar beliefs and values about students’ education such as developing students’ keenness to openly communicate to others with intellectual and ethical respect to other cultures (Gunesch, 2007). Since cosmopolitanism reflects world citizenship for an individual and respect to local cultural diversity (Ibid), students need to become familiar with various elements that make this an enriching life such as exposure and reflection to various cultures via trips or activities (White, 2007).

Respect all people. This rule covers a lot of ground and I believe it is the most important in creating a productive and healthy classroom environment. “People” includes, but is not limited to, the teacher, other students, guests, and themselves. This tells students that in my class it is not okay to bully others, it is not okay to make anyone (including themselves) feel inferior, it is not okay to not appreciate someone’s effort, it is not okay to judge someone on their difference, and so on.

• Your analysis on the influence of the school culture on teachers’ professionalism (750 words) Professionalism is acting with integrity inside and outside the classroom. This involves understanding and acting upon the responsibilities that a teacher has to students, and community and demonstrating respect for students, faculty and staff is also imperative. Professionalism is engaging in behaviors that support learning; that is facilitate open communication within in the classroom and the culture of the school and being proactive.

2. The strength of these philosophies lies in the fact they are all student centered approaches to teaching and learning. I most appreciate the prescriptive nature of the philosophies meaning that they all are attempting to increase learning and decrease behavior issues by establishing roles, routines, and norms of a classroom. I think if I can actively utilize the approaches above, I can create the type of environment that is helpful to both students and still be a place I want to work in. I do not expect that I can do it all the first year, but maybe over time I can bring in more research based applications of classroom management.