Becoming a Culturally Responsive Teacher - Assignment Example

Comments (0) Cite this document
Becoming a Culturally Responsive Teacher Name: Course: Tutor: College: Date: Becoming a Culturally Responsive Teacher Introduction With the current globalization trends, school instructors have been compelled to acquire cultural diversity management skills to achieve the cultural responsiveness that is expected in a multi-culture learning environment…
Download full paperFile format: .doc, available for editing
GRAB THE BEST PAPER98.7% of users find it useful
Becoming a Culturally Responsive Teacher
Read TextPreview

Extract of sample "Becoming a Culturally Responsive Teacher"

Becoming a Culturally Responsive Teacher College: Becoming a Culturally Responsive Teacher Introduction With the current globalization trends, school instructors have been compelled to acquire cultural diversity management skills to achieve the cultural responsiveness that is expected in a multi-culture learning environment. 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. Student Voices Video As a preliminary, I watched a video that was a presentation of the voices of students who raised various concerns on the challenges that they come across while learning in a culturally diversified environment. The students in the video expressed that they felt they learned the most when their teachers were encouraging, even if they had the wrong answer, provided rewards, and were enthusiastic. They enjoy teachers who act like a friend and provide them with a variety of teaching strategies. Students enjoy learning one-on-one, in groups, playing purposeful games, watching videos, and completing worksheets. Overall, they like to be seen, heard, and paid attention to. Students expressed that being ignored and choosing favorites really hindered their learning. As the students from the video, my middle school students like to have a variety of activities presented in one lesson because this keeps them from being bored. They like when I am enthusiastic in the classroom because this sets the tone for class. As most students, they do not like being ignored, they like to know they play an important role in the classroom. A Survey of My Class In this survey, a 3?5 card was provided to the students and they were requested to write 3 things that make them happy in class and 3 things that hinder their learning. After consolidating the information obtained from this survey, it was clear that different cultural factors affect different student differently. Most African students identified that they were not pleased by certain jokes that were used in class. Asian students felt that they were not engaged to participate in interactive sessions in class. Non-natives students were affected by the use of English language especially in the literature lessons. On the other hand, most non-natives were pleased with inclusive class presentations that allowed each student to participate in the session. Also most students felt that their seating positions in class enhanced their interaction with a person from a different culture. Lastly, they were pleased with teachers who did not have a cultural accent and those that did not use local jokes. Graphical Representation of the Survey Chart. 1 Cultural Hindrances Chart. 2 Positive cultural influences Culturally Responsive Teaching Strategy From the graphical representation of the students’ responses, it is clear that cultural issues have a great impact on the learning process, and hence there is a need to apply strategic teaching approaches to minimize cultural influence in learning. In this case, the best strategy would be to adopt an integrative approach to teaching. Velliotis (2008) recognizes the need to integrate transformative and empowering approach to contain the challenges that emerge in multi-cultural learning environment. To achieve this, it would be recommendable to reduce stereotypical jokes and cultural biases in the classroom. To empower students from different cultures, it would be recommendable to enhance interactive sessions that allow all students to take part in. This would be implemented by allowing 15 minutes for interactive discussion in every lesson in which every person would be allowed to participate. Data Collection to Evaluate Designed Strategy After implementing my designed strategy, I invited my co-language teacher to measure my cultural diversity management skills during a one hour class period. The parameters that were captured in this survey were the student teacher engagement trees, student participation and the stereotypical references that were used by either the student of the teacher. From the data collected by this teacher, there was no use of stereotypic references and the student teacher engagement was adequate. However, it was clear that the Asian students remained silent during most of the session and their participation was minimal. At this stage, I decided to resort to a consultative meeting with the Asian students as a way of getting close to them and learning their challenges in the classroom. Conclusion From this survey, it is clear that cultural factors go a long way in standing the way of the learning process. The use of stereotypes and culture-specific jokes are hindrances to class interaction and student participation. Nonnative language learners have language barrier problems that prevent them from participating actively in class. Responsive teaching skills require that an integrative approach be used to encompass all the dimensions of cultural issues that are common in a multi-cultural class. References Velliotis, E., (2008). Classroom Culture and Dynamics. New York: Nova Publishers. Read More
Cite this document
  • APA
  • MLA
(“Becoming a Culturally Responsive Teacher Assignment”, n.d.)
Retrieved from
(Becoming a Culturally Responsive Teacher Assignment)
“Becoming a Culturally Responsive Teacher Assignment”, n.d.
  • Cited: 0 times
Comments (0)
Click to create a comment or rate a document

CHECK THESE SAMPLES OF Becoming a Culturally Responsive Teacher

Stand and Deliver: Becoming a Teacher

...the course of my future. He was my Algebra teacher and he was unlike any teacher I had met during the course of my young educational life. From experience I knew that such complicated Math topics could become very frustrating for the students who had to learn it and a pain for the teachers who had to teach it. That was how I came to learn about Math concepts over the years. But this teacher was different. He made teaching so interesting because he dared to think outside of the box just like Jaime Escalante did. For my teacher was more than just a series of numbers, letters, and graphs. Math was a way of life. Something that we had used...
3 Pages(750 words)Movie Review

Culturally Responsive Classroom 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...
7 Pages(1750 words)Essay

Studying Culture: Becoming Culturally Conscious

... Studying Culture: Becoming Culturally Conscious The likelihood of interacting with people of different cultures from ours has increased over time because of the world becoming a small village. Hence, there is a need to become culturally aware; which is interpreting and evaluating other people’s values, beliefs and norms. Becoming culturally aware implies acknowledging cultural diversity and having self-awareness. Therefore, to be able to interact with people from different cultures, we must first become aware of our own culture. This is done by taking note of our experiences, behaviors and attitudes and identifying why they are the way they are (Quappe and Cantatore, 1-2). I shall thus embark on identifying my own culture... and values that...
4 Pages(1000 words)Essay

Culturally Responsive Teaching Summary and Response

...several ways that classrooms can become culturally responsive and the author describes a variety of ways that schools can change from singular discipline processes to a more culturally sensitive way of understanding and knowing. Another important aspect of CRT is the teacher and their ability to understand what they need to do to become culturally respective and responsive to the needs of their students. Siwatu (2011) suggests that teachers must be trained to understand why culturally responsive classrooms are important. In an explanatory mixed methods...
14 Pages(3500 words)Research Paper

Becoming a teacher

...? Becoming a teacher al Affiliation: Introduction A teacher refers to an individual who offers education for or pupils depending on the level of education they are in. Most of the times, the role of a teacher is official and constant. The process of providing information is often carried out in education institutions which are also referred to as schools. In most countries all over the globe, an individual who aspires to be a teacher has to obtain some specified credentials from a college or a university to qualify as one. A teacher always uses a lesson plan for facilitation of student learning, offering a course study referred to as a curriculum. A curriculum according to formal education refers to planned interaction of students... . It...
10 Pages(2500 words)Essay

Becoming a teacher of English in Thailand

...Becoming a teacher of English in Thailand Article summary - Becoming a teacher of English in Thailand by David Hayes This paper mainly focuses on the motivation behind Thailand teachers who teaches English in Thai schools. They were positively influenced by their own former teachers or family members who were teachers’. The author believes that influences from one’s own schooling have an impact on motivation to enter the teaching profession. The author argues that non native English speaking teachers facing stiff challenges in western countries. This article says that in Thailand, English is not at all...
4 Pages(1000 words)Essay

Becoming A Culturally Competent Counselor

...Becoming a culturally competent counselor How has your decision to become a counselor influenced your views towards cultural diversity? My decision to become a counselor influenced my views towards cultural diversity in the sense that it opened my eyes to other cultures and the fact that people’s cultures affect human behavior greatly. My decision to become a counselor taught me that the impact of culture is different for each individual. I learned not to generalize and to stereotype my clients. People have reasons for behaving the way they do or for acting in a...
2 Pages(500 words)Essay

Analysis of Articles

...and culturally sensitive teachings, and the way it can mold the minds of the students. It suggests that learning process can never reach the desired targets in a classroom where there is anti-racial or discriminatory environment. Teachers have to be especially responsible in sorting out such displeasing and disturbing issues and create a cooperative aura for the classroom. It is identified in the article that teachers should change their orthodox thinking and realize that every tradition is respectable in some ways and all values should be genuinely regarded, because that is the only way teaching can become culturally sensitive and...
6 Pages(1500 words)Essay

Cooperative Learning Supports Culturally Responsive Classrooms

... by the teachers, the students then start working to gather, they generate different ideas about how to solve the assigned problem, these ideas are then evaluated by all students and finally an idea is selected by all the member of the groups. This process increases student involvement and student participation which helps in making students comfortable and welcoming to each other. References Montgomery, W. (March 01, 2001). Creating Culturally Responsive, Inclusive Classrooms. Teaching Exceptional Children, 33, 4, 4-9.... Cooperative Learning Supports Culturally Responsive rooms Cooperative Learning Supports Culturally Responsive Classrooms A great classroom is one where...
1 Pages(250 words)Assignment

Engaging families in culturally relevant ways

...Engaging families in culturally relevant ways Culturally relevant teachings is a term that primarily describes a pedagogy that helps to empower students both socially, intellectually, politically, and emotionally by utilizing cultural referents to impart skills, attitudes and knowledge. Taking part in culturally relevant ways means that the teachers try to bridge the gap between school lives and student’s home lives, while meeting the state and district curricular requirements. Schools which adopt culturally relevant ways of teaching use the knowledge, experience and backgrounds of their students to inform the methodology and lessons of...
2 Pages(500 words)Essay
sponsored ads
We use cookies to create the best experience for you. Keep on browsing if you are OK with that, or find out how to manage cookies.

Let us find you another Assignment on topic Becoming a Culturally Responsive Teacher for FREE!

Contact Us