The following are ways for me to utilize CRT in facilitating cultural and racial equity in my classroom: - Allow students to communicate in their language (L1) because it demonstrates the acceptance of their culture and identity. I have seen many educators deny their students of this right and I made sure in my current classroom to allow students to communicate in the language that they are most comfortable with. It is important for ELL students to use both languages because they may know a word in their L1 that they don’t know in their L2. - Make sure that bulletin boards, displays, materials, and other visuals in the classroom reflect the racial, ethnic, and cultural backgrounds of the students.
Allowing children to learn to think critically helps them to solve problems and have a logical argument about something they believe is true. Applying critical thinking into schools gives a child a chance to make a difference. Also, Elizabeth McKinstry agrees with Hummell in challenging the next generation to think for themselves. McKinstry writes about how Common Core education helps children become more interactive in the world and teaches them how to apply the knowledge they have learned in life. McKinstry said, "Their reality is not connected to a world outside the boundaries in which they live" (McKinstry 20).
The point of this article is basically being there for them, teach them how to be independence, have someone to be in their life that we care about them. When the kids have trouble of reading, spelling, studying, we tutorial them and give them practice skills to work on their weakness to work on. We teach them how to control their emotions. When you have a friendly relationship is to always let them know that you care about them and show them develop trust to them, have that special bond with them. It is important to teach students about the classroom rules, schools rules, daily routines, learn to practice new skills in the classroom and out of the classroom, and now their school schedule and outside of school schedule.
VI. Self- Evaluation: Guided self- evaluation experiences can be introduced through individual conferences and checklists focusing on thinking processes. Students will learn to transfer strategies to support other situations. As an Early Childhood educator, I support using metacognition as a strategy to promote independent thinking. For example, my objective is for students to understand the concept of sequencing.
I believe that all children are individuals, unique in their abilities, from a wide diversity of backgrounds and cultures, and they also have the right to be treated with dignity and respect. Educators are observers and designers who have to observe children’s abilities, interests and learning styles for designing a curriculum that fulfill everyone’s needs. Observers also play an important role on noticing individual differences and offering help to children who have lower ability to improve
Introduction In early childhood education, it is important for teachers to always consider and understand children and the families’ needs. Early childhood teachers cannot only work with their colleagues to face children and the families’ needs but also need to work with multi-disciplinary to collaborate the ideas with each other and discuss the best outcome for the children and the families in early childhood education setting together. So, the more explanation about the multi-disciplinary team is that teachers with different professionals such as psychologists, child social worker, police, adult social worker, health visitor or court working together to provide different services and support for children and the families’ needs. They are diverse professional groups who work together in order to collaborate, reflect, access and support children’s development, health and learning and also families' needs.
The Love and Logic model is used by both parents and educators alike and it follows the confronting-contracting model of discipline. The goal of the confronting-contracting discipline model is to have students reflect on their behavior and its effects which is consistent with the goal of Love and Logic. The task of confronting-contracting teachers is to help strengthen students’ decision making capacities, while permitting students control to choose how they will change their behavior (Husu, 2014). Ultimately, Love and Logic is designed to nurture children as they grow, while giving them what tools they need to succeed in life. There are four major principles of Love and Logic with four
I believe by using this approach you are able to understand a children’s as an active learner in a holistic way, you allow for children to demonstrate their learning in different ways which best the learning styles of that individual child. Education is there to help better our future generations we should be willing to do what is necessary to cater for the needs of the diversity in the learners we teach, there can’t be a standardized testing for children from diverse backgrounds, each child has something new to teach us. We just need to take the time to listen and learn from them, this were valuing Indigenous communities and understanding their culture helps in understanding your students as a cultural
I learned that persona doll can be used to introduce diversity in the classroom. The goal of an anti-bias curriculum in the classroom is to help developing children 's identities and self-esteem. Using persona doll to tell story can support and validate children who are perceived to be different. It is also essential to children 's growth, development, and learning about the importance of embracing not only cultural and linguistic differences, but also being proud of and honoring one 's own culture, traditions, and home language, as well.
Furthermore, to guide school counselors to take appropriate actions to service the needs of all students, school counselors can infuse their pre-service understanding of multicultural issues and apply them into their school counseling education curriculum. Holcomb-McCoy also states that targeting school counseling graduate students and advising them to complete their practicum and internship in schools that are diverse, whether it’s multiethnic, multicultural, or multilingustic to gain more knowledge and experiences will be beneficial when they are placed to work with diverse students. In regards to counseling with Asian students, multicultural school counselors should use religious and spiritual traditions with their Asian students to effective build rapport and trust with the student’s families. Fred J. Hanna and Alan Green discusses ways school counselors can implement their use of multiculturalism with Asian students, specifically with students who beliefs were Hinduism, Buddhism, and Islam in their article “Asian Shades of Spirituality: Implications for Multicultural School Counseling” in three different case examples
In today’s education world, children are coming to our schools with different family, racial, ethnic, and religious upbringings; therefore, as an educational leader I will have to demonstrate an appreciation to all the diversity within our school community. I will have to plan and develop policies and procedures that support our diverse family. As a leader, I will have to research the different cultures that will exist within my school in order to treat everyone fairly, equitably, and with dignity and respect. According to ISLCC standard 6 the administrator should ensure the environment in which schools operate is influenced on behalf of students and their families.
To assist migrant learners with the transition into a new culture, schools can recruit cultural and language diversity educators that will serve as role models to students. Schools can also ensure cultural acceptance throughout the school environment. Parents, especially mothers, are the sources of motivation for migrant learners. Schools need to ensure that they are extending resources and materials to the family unit of migrant learners. These resources should be language friendly and individualized for the migrant family.
Teachers use formative assessments which can be formal and informal within learning to review the child’s induvial needs and to be able to adapt their teaching techniques when planning lessons or activities to meet the needs of induvial children to improve within their learning and develop. Teachers in each year group would then assess this information with subject leaders to make sure they record and maintain induvial progress. The assessments can be used to give feedback to the children or young people, so they can understand and develop on their work and to give parents or carers feedback on their child’s learning and the level they are working at. formal/informal assessments are carried out by the teachers using assessment strategies such
Teachers and other professionals require more training to work effectively with interpreters and pick up on body language and social, nonverbal cues. Teachers also need more training to work with bilingual students and their families. Wolfe and Duran (2013) also suggested that professionals provide knowledge to parents about IDEA and current laws concerning special education, informing them of their rights and the responsibilities of the school. Parents should be provided special training about the IEP process to become familiar with the steps and their role in the meeting. Access to other parents with students involved in special education could provide parents with a network of support.
Being taught the proper way to speak about disabilities really helps, I am now trying to speak in “ Person first” so as not to discriminate or place a stigma upon a person’s shoulders. When I eventually become a teacher all the new information I learned about diversity and disabilities in SED 125 such as knowing that not all children learn the same way or that some children may have a bigger struggle than others, and how to build healthy positive relationships with my future student. I will try to apply all the new information to my classroom