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. I thought it was very interesting how in her introduction she talks about how the educational system in this country is more focused on the standardized tests, scripted lessons and mandated classroom management strategies that they seem
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.
The typical American classroom is becoming more diverse culturally, which warrants the need to be more educated about student differences. The educator has to be aware of students’ backgrounds, in order to help them grow as learners. Understanding different cultures ensures the ability to meet the students where they are to better educate them. Each learner is different, and it is helpful to know they best way to teach students from different races and cultures. By educating future teachers, exploring culturally diverse schools, and learning about racism and culture through museums, the teaching work force will be better equipped for educating all children, or Americans future.
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
In this practicum I will narrate an interview that was done with a Hispanic parent. I will describe her and her family structure. I will also elaborate on her involvements in her children academics, and teacher parent relationship. Also better ways to encourage parents to get involved in their children education will be added, and how teachers can assist with making the parents feel welcomed inside of the classroom.
Korn-Bursztyn and Bursztyn (2002) indicated that teachers lacking a multicultural education are inadequately prepared for the reality of a multi-racial society and tend to have low expectations for minority children. Teacher educators must ask themselves to what degree their teacher preparation programs (a) promote increased cultural self-awareness, (b) develop a recognition and appreciation of diversity, (c) promote cultural competency, and (d) prepare teachers to work effectively with a diverse group of students and parents. Teacher education programs that promote multicultural education is a necessity. It simply is not a matter of preference, it is a necessary knowledge and skill.
In today’s world, educators must be aware that talking about diversity with their students is crucial. Classrooms throughout the United States consist of diverse groups of students, specifically students of different cultures. In “The Melting Pot,” Anna Quindlen describes how individuals from different cultures can get along with one another—a positive relationship. This relationship represents a melting pot; a pot in which individuals from different cultures are treated equally—one’s culture is respected. A melting pot is a community in which different individuals from different countries intermingle with each other—a diverse community is formed.
Dr. Robert Smith provides a helpful biblical definition of depression. He states, “Depression is a debilitating mood, feeling or attitude of hopelessness, which becomes a person’s reason for not handling the most important issues of life.” The key word in that definition is “debilitating.” Some people believe they are depressed when they are down, discouraged, or even feel depressed. However, a person is depressed when they fail to take care of their responsibilities, handle problems God’s way, and cease from functioning.
It is no doubt that nowadays, we see around us the wealth of diversity in our nation’s schools. Definitely I will see in classroom after classroom, students of all different races and cultural backgrounds study together. Therefore, it is no wonder that as an effective teacher, I will assure to be culturally responsive and advocate for my all students rights. However, it takes more than to be aware that we are a multicultural nation. In Chapter 3, page 71 through 74, provide me the four strategies to become a culturally responsive.
The feeling of hopelessness, a constant feeling of dread for the next day, and going throughout the day in a daze. These are only a few of the symptoms of depression. Depression is caused by a chemical imbalance in the brain. Many people with depression have multiple ways to treat depression. There is medication, one on one counseling, group therapy, or more specific therapies, such as CBT (cognitive behavioral therapy).
Depression can affect your ability to function at work, school, or home. Depression can reduce your motivation to participate in social activities. Common symptoms of depression include constantly Feeling sad, anxious, empty, hopeless, helpless, worthless, or guilty,Feeling more irritable than normal, Not doing the things you used to enjoy because you have no interest or motivation Feeling easily tired or lacking energy, Experiencing changes in your sleep and appetite. Having trouble making decisions, concentrating, or remembering things, thought of death or
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.
Depression can happen suddenly as a result of physical illness, experiences related with childhood, work problems, family problems or other life-changing events, therefore depression can happen to anyone even those who have everything they want. There are many types of depression such as mild depression when it has a limited negative effect on the daily life and pos-natal depression where new mothers feel like they cannot cope with the fact that they are new mums, and think that they cannot take care of the
Depression is a mood that can occur at any time to anyone. Being depressed is a mood which affects a person 's basic emotional character, determining how one 's experiences and perceives oneself and one 's surroundings. Depression in the Philippines? Depression has become prominent
There are five approaches addressed by Jenks, Lee and Kanpol. (2001) to Multicultural Teacher Education (MTE). The first approach is called Teaching the “Other”, which prepares teachers with enough knowledge and skills about diverse cultures, values, histories, languages and lifestyles so that they can work well with students of different identities. The second one is Teaching with Cultural Sensitivity and Tolerance.