THE CUTURAL RESPONSIVE PEDAGOGY, THE PARADIGM Name Subject Professor School Complete Date Abstract Changing the position of the word “achievement potential” to “potential achievement” gives two different meanings. The first one refers more of a trait of an individual as in “anticipated capability to achieve” whereby the other one means a “prospective thing to complete or accomplish”…
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Likewise, this paper seeks to break down and simplify in explaining the key components and concepts of this paradigm to have a better understanding of what cultural responsive pedagogy requires. Initially, it will explain the realities of the situation and identify the players, their key roles to achieve successful cultural responsive pedagogy as well as simple frameworks that will guide any modifications intended for better performance of school and its pupils in the future. Keywords: cultural responsive teaching, cultural responsive pedagogy, achievement potential, multicultural diversity, multidisciplinary education, I. Rationale Behind Cultural Responsive Pedagogy Traditional Education and Its Impact A regular scenario inside a conventional classroom environment would be having a single teacher-facilitator mentoring about 15 or more pupils with the same age range. Traditional education generally adopts the ‘carrot-stick’ method and the ‘one-teaching technique-fits all’. “The structures, assumptions, substance and operations of conventional educational enterprises are patterned on European American icons”(Gay, 2010, p. 23). Generally, conventional educators ignore things of what students are receptive of like their culture, individuality, basic norms of behavior, body language as well as communication signals. Children are forced to swallow everything taught all in the same manner which eventually ends up provoking student resistance to the learning process. However, not all children fall under the same receptive category so some turns out to be more counter-productive instead. Actually, “there are many underlying factors of traditional education that contribute to the failure of students in different kinds of achievements in academic, school attendance, personal well being, dropout preventions and avoidance of discipline problems” (Gay, 2010.p.26). The Growing Influx of Multi-Diversified Students "The increasing diversity in schools, the ongoing demographic changes across the nation and the movement towards globalization dictate that educators should develop a more in-depth understanding of culture if it is intended to bring about true understanding among diverse populations” (Portuondo, et. al, n.d). It was reported that “in the 34-year period from 1973 to 2007, the percentage of students of color in the U.S. public schools increased from 22% to 55% by the National Center for Education Statistics, 2008.” (Gay 2010, p. xi). That being said, an “alarming rate of increased low-academic achievers among student of colors, the minority and the mainstream of students” was also detected” (Gay 2010, p. ix) which according to the second generation of social theorists may be attributed to “cultural deprivation”, a major influencing factor of this outcome” (Gay, 2010, p. ix). II. Understanding the Significance of Cultural Responsive Teaching (CRT) Cultural Responsi
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Consequently, a teacher has to learn the characteristics of their students well to identify the issues that are barriers to effective learning and hence adopt strategies to overcome these barriers. In this case, a survey based approach will be used to identify challenges that exist within a multi-cultural environment and recommendations to overcome these challenges will be provided.
But while teaching, a teacher at times is not able to treat all these multicultural students equally and this leads to discrimination between these students. In order to teach students of different cultures in one class room the teacher has to maintain some rules and principles to teach the class.
obalization, teaching children about accepting, respecting and appreciating others from cultures different from theirs should begin at a very early age. This is possible through the implementation of various interactive activities and exposure to materials that reflect
Culturally relevant pedagogy is the method that helps preserving the cultural identities of the students, while stimulating them to succeed academically.
Nieto (2003, pp. 1-7) has claimed in her article that the
The mind has difficulties when trying to come up with new solutions. Often, mental set leads to rigid thinking that makes it difficult to come up with new solutions. For example, in the past a vacuum cleaner has been breaking down due to a broken belt. The owner of the
The paper finds that some of the challenges that teachers and other education stakeholders face include peer influence, parenting style, media influence, lack of skills and training, cultural differences and inconsistent classroom rules. The paper will also discuss behaviour management mistakes and ways to manage students’ behaviour in the classroom.
Instructional leadership has to do with the actions taken by principals, or delegated to others, so as to promote and foster growth and development in student learning. Instructional leaders in title I schools have the responsibility of creating
things in the classroom management, and I have also had the opportunity to reconcile theory with practice, which has given me such rich experience in my work.
With time, I have discovered that creating a holistic and healthy classroom environment that foster’s rich learning
Name: Title: Course: Tutor: Date: Working with Children from Culturally Diverse Backgrounds Professional development has been defined diversely by various professionals with great association to personal growth. Russell (6) perceives it as continuous learning which propagates the affirmation of existing understanding among practitioners and acquisition of new skills and knowledge that enables them to align themselves to current developments in their respective fields of operation.
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