In order to address ongoing disproportionate outcomes amidst an increasingly diverse student population, DMPS is engaged in a district wide effort to speak with a common language and understanding around Cultural Proficiency.
One of the reasons I chose to the book Other People’s Children by Lisa Delpit was because I want to be aware of the stereotypes and prejudices this books might uncover that I had and didn’t know I has. Teaching in a DLI program there is big diversity in our school and community. I want to be able to be culturally competent and be able to eliminate my cultural assumptions. I want to be able to understand where my students are and families are coming from so I can adjust my teaching methods and strategies.
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
Cultural competency is found within different settings however, the setting which will be discussed in this paper will apply to a school setting. A school setting is where social workers “enhance the social and emotional growth and academic outcomes of all students” (SSWAA, n.d.). Furthermore, social workers not only work with students but also, work with parents, school administration, food department, special needs department, and school health services (nursing department). In conclusion, in this paper the culturally competent social work practice of working with the Latino community will be further discussed and analyzed.
A child’s education is affected by various elements such as gender, race, environment, economic factors, privilege, and more. These elements shape the outcome of a student’s educational experience and learning. They also determine what and how students will learn. In order to create an appropriate learning environment, there should be a sense of community. In other words, the common goal should be helping students succeed and reach their maximum potential. This includes not only increasing test scores, but also classroom motivation and excitement. Schools should be truly committed to the expanded opportunities available to each of its students while continuing to evolve academic and personal growth.
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
My teaching philosophy stems from my belief that the gauge of a teacher 's success is how effectively the teacher prepares students, not only for present courses, but for their future professional careers. As a Nurse, I am committed to the nursing profession and I chose nursing since; nurses have the chance to a life changing event to every patient. Nurses promote Health Education, Healing and Prevention of Illness, as well as performing end of life care through a dignified death. I chose to be a nurse because I wanted to contribute to humanity, to feel that the world was in some small way, better because I was a part of it.
To resolve these relating to segregation and educational inequity, educators must face racism upfront. Educators have to confront their own, sometimes unmindful, racism, and then move toward integration that will lead to a better cure of racism or at least a prejudice reduction. Important aspects of a multicultural curriculum include critical thinking, emotional intelligence instruction, character, moral education, peace education, service learning, antiviolence education, and the comprehensive of education etc. Sandra Parks, a successful educator, believes that by adapting the curriculum and by addressing expressions of racism, schools can help students improve to by understanding and dealing with other people, of peoples color and cultural differences. She believes that teachers have to show respect towards their students, their families, and their students' cultural backgrounds. Teaching this respect have to be foremost duty of all teachers training curriculum. She relates the incident of who speaks Spanish, a Mexican American girl brought up in the Southwest whose life was initially a bit problematical. Her multicultural school they faced a lack of tolerance for nonmainstream societies that led to incidents of disrespect. (the Effects of Racism in School). However, it was only when a new teacher saw her potential over and above her color and encouraged her academic progress which eventually made her a renowned public
Schools must hire staff that reflect the cultural diversity of their students. Many Latino ELL students feel more comfortable opening up to other Latino students and to bicultural staff. Teachers must remember that their Latino students may come from different socioeconomic backgrounds and not assume that all Latino students are poor or deprived. Many students’ families may have been economically poor in their home countries, but other families were middle class or elites forced to emigrate due to circumstances in their home countries.
As a future educator, she wants to be able to learn everything she can to be equipped with how to help her future students. This will help her, as well as her students to succeed in the classroom. As a Liberal Studies major with an emphasis in History the author has learned how to teach both in a curriculum that integrates both subjects and how creating a lesson plan can help students understand what multiculturalism is. One thing that she feels was not taught during her time at CSUMB, is how to take on difficult situations in the classroom with different
Every student with disabilities is also obligated to an IEP specifically for the student’s needs between the ages of 3 and 21 under IDEA. The IEP is created by a team of six or seven, depending on the age of the student. The six members are the parents, an individual that can explain the assessment results, keep in mind, the faculty of the school must not under any circumstances conduct the evaluations without parental consent. Also included is the general education teacher, a local representative from the local education department, the special education teacher and of course the student, who must be included in the meeting if the student is fourteen or older. In this IEP meeting the team members go over what has been planned for the IEP
Effective ways to encourage and teach appropriate student behaviors are highly valued by educators. Thus, the theorists of classroom management mentioned above continue to provide direction of contemporary
While issues associated with socio-economic diversity are extremely important in the classroom, this is only one of several elements of diversity which must be considered in order to minimize inequity in students ' experience of education. Another important issue is that of cultural diversity.
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
All students deserve to be treated fairly as individuals. When considering the diversity of the class members, we will celebrate the uniqueness that the differences contribute. Because I have high expectations that all my children can be successful, adjustments may be necessary because everyone is not the same (Burden, 2017, p. 115). It is vital that a spirit of understanding and edification is active amongst the students and from the teacher (Romans 14:19, King James Version) to produce fruits of mutual respect: reduced bias, positive academic outcomes, enhanced problem solving, and healthy group dynamics (Cousik, 2015, p. 54). For differences that stem from culture, gender, ethnicity, or socioeconomic status, the adjustments will involve bridging the cultural gap between the students’ diversity and the curriculum. For differences that result from cognitive abilities, learning styles, or developmental stages, the differentiation in delivery style and product styles support students’ academic, emotional, and social growth. Strategies that support diversity: