Teachers can learn about different cultures through many resources, but the most useful way to learn about students’ cultures is to look to the community. Students, parents, and community leaders are all useful sources for information about a student’s home culture. Information that is important for creating a culturally responsive learning environment include values, attitudes, and habits. Once a teacher has familiarized themselves with their students’ cultures, there are several strategies that can be used to create a responsive learning environment. Self-Assessment According to Anderson & Madigan (2005), the first strategy or step that should be taken in creating a culturally responsive learning environment is teacher self-assessment.
I agree that play-based learning offers diverse opportunities for children to explore, discover and create, they can also discover new things and communicate with peer during free-play time. Frobel said that “Play is the highest expression of human development in childhood, for it alone is the free expression of what is in a child 's soul” (Froebel, 1887). He believed in the importance of play in a child’s learning as creative activity. Play provided the means for a child’s intellectual, social, emotional and physical development which are necessary elements in educating the “whole” children allowing them to use all imaginative powers and physical movements to explore their interests. Children are able to develop and practise motor skills and bodily movements through physical plays.
As it relates to student skills, teachers should teach life skills such as social skills and occupational awareness and exploration by involving students in group or club activities. Finally, teachers should provide the student and parents with immediate feedback and work with the student’s parents and school faculty in creating and implementing an IEP that is tailored and meet the student’s needs (Center for Parent Information &
When I think of the emotional environment, I think of an environment that is welcoming to each student and provides each student with a sense of warmth and safety. As a teacher, I want to know my students more than just academically. I want to know about their likes and dislikes, what they did over the weekend, why they are sad, etcetera. I want to be a caring teacher who creates a democratic classroom and produces a community within it. Page 32 of our classroom management book states, “Our goal as teachers should be creating an environment where children want to be and learn” and I could not agree more.
Last, I will describe who my coalition partners may be and other questions I should be asking myself moving forward with this research process. A goal of social justice I hope to champion through my research is equity of educational outcomes. I want to research the modes of instruction that students respond the most positively to and experience the most personal, intellectual, and academic development through. This is largely informed by my own
As children prepare to attend preschool, they obtain a number of different skills in which that help them create friendships in school. What helps this process in the preschool setting is that the age group is starting to get a firm grasp of language and communicating (pg. 27). This age group can use their new communication skills in order to, “participate in play activities” and “share ideas for play,” (pg. 27).
Promoting Individuality Many school have different way to teaching children. A lot of research had be conducted to find the best way to teach. Most research will agree that self directed learning and play are the best way children learn. According to Dorothy W. Hewes, who wrote an article on her philosophy behind teaching children, there need to be a balance of self-directed learning and memorization. In Dorothy W. Hewes article, Fostering Individuality, Valuing Uniformity, she describe how she believe is the best was to teach children.
Lessons are designed according to students learning difficulties. Students’ prior knowledge is assessed through the pre-tests and interviews as assessment tools to inform the content of the lessons. According to Hodge (2010), the key component of an effective lesson is when the teacher understands and knows about the topic. As Variation Theory using learning study is collaborative in its nature, teachers gain more knowledge on the topic as they discuss and meet to share their past experiences about teaching the topic before proceeding to the
The students’ products and performances can also increase their own awareness and self-esteem (Kiger, 1998). BELONGING, helping children to find one’s independence and defining identities. BEING, in the now, making their own meaning of the world around us and BECOMING, knowledge and understanding each individual’s skills that evolve and change during childhood. Setting the ground work for all children and their inclusive rights as a child. Ensuring that educators and children develop safe and secure relationships to support their individual development, their wellbeing and to assist with providing nurturing relationships.
Analysis 2 was about how other people (teachers) regarded them in similar–different dimension of schooling, after schooling. Analysis 3 was about interpreting the school environment within the 2 groups of children. The understanding gained from theory triangulation indicates that the behavioral/psychological and social are the relevant levels of theorizing. These levels are also relevant to the setting of the research agenda for both explanation- and intervention- based knowledge regarding children’s needs and perceptions, from the perspectives of this sample of teachers and children(Verheggen, 2011) 3.8. Ethical