Addressing the Needs of a Multicultural Classroom - Research Paper Example

Educational Plan: Addressing the Needs of a Multicultural Classroom In this age of globalization, there is much controversy on the coming together of all kinds of people for a common purpose. In an environment with people from different cultures attending school together, one needs to understand the culture where another comes from if harmony is to be achieved and to recognize the significance of diversity experiences and how they impact the students’ learning process as individuals, and as citizens (Lopez, Gurin & Nagda, 1998). In teaching a diverse classroom, the educator is committed to providing a well-balanced plan that empowers students to achieve their highest potential, which in turn demands an equal, fair, and a culture sensitive teaching-learning process. This process involves specific teaching methods and practices that address the different needs of a multicultural environment. Understanding the Diversity of Students in the Classroom To successfully decide on teaching methods that facilitates students’ learning, a teacher must initially be familiar with the students, both as an individual and as a group (Burnette, 1999).These students will originate from varied backgrounds and may have different learning needs. A classroom may have students with different ethnic, cultural and religious beliefs, or may consist of immigrants who speak only their own native language. Some students may have a different sexual orientation; others may come from lower economic status, or have been raised by a single parent. Instances are also rampant when students have specific learning and physical disabilities that require special teaching provisions. At the beginning of the school year, it may prove beneficial for teachers to complete a student profile. Profile includes anecdotal records, questions that elicit helpful information regarding their individual backgrounds. Informal interviews may also help gain further information and build teacher-student rapport. Promoting Human Relations with Emphasis on Respect and Dignity Because the classroom environment influences effective learning, a teacher must ensure that all students feel welcomed and accepted. In an open and friendly environment, rules must be firmly set against oppressive remarks and verbal abuse that are highly discriminatory. While teaching general values such as human respect and justice may be vague, setting positive examples and providing reinforcement to positive behaviors may be effective. The way teachers relate with the students impacts the students’ confidence, outlook and their capacity to learn. However, some students may be misinterpreted by their teachers. A teacher’s way of dealing with the students may be formed by certain ways of thinking. Often, teachers are oblivious that they treat their students with biases, according to religion, gender, or capabilities. Teachers need to evaluate, be aware of their own biases and make extra effort to avoid them from affecting their relationships with students. This creates an environment of trust and acceptance. Designing a Multicultural Lesson Plan Multicultural lesson plan is designed to develop students in an equal society- with consideration to the needs of all students (Opalek, 2006).  It portrays how issues of ethnicity, culture, language, religion, gender, abilities and family history are interrelated with learning. Developing a lesson plan that incorporates a mixture of viewpoints not only allows teachers to talk about perspectives, opinions and facts that are not commonly referred to, but it also provides students a complete insight of the concept discussed. Examples from a selection of different cultural groups can be given to enhance learning. In teaching Geography, Social Studies, Science, History, Music, Arts and Literature- integrating concepts and activities that represent ideas, and discoveries of various people from different ethnic and religious backgrounds encourages students to cultivate their analytical judgment skills and develop self- perception. Implementing a Multicultural Strategy and Method of Teaching The classroom will facilitate a set of well-established instructional practices and strategies to foster achievement for all students from diverse ethnic, religious, gender, ability, and socioeconomic levels. This utilizes an assortment of teaching styles that matches students’ learning styles, alternative approaches, and varied instructional materials that are constant with the different needs of a multicultural classroom setting. Inclusion of students with disabilities. With the move to include all children with disabilities in the general education, plan for objectives, materials for instructions, activities devised by the teacher will ensure appropriate and sound learning experiences for these students. Modifying teaching techniques, course content, evaluation and grading procedures to accommodate the student’s learning needs will be beneficial (Allen & Schwartz, 1996). Getting to know all about children with exceptionalities and observing student interactions ensures that the learning situation is effective for students’ maximum development. Utilizing an effective teaching style. The culture, socio-economic and ethnic background of individuals affect their own way of learning things. Because each individual has different needs, it is important that teaching styles used by the teacher complement the various learning preferences of students. As described by Kelly (2000), there are three basic learning styles: (a) the visual learners, those who learn best by paying close attention to details in pictures, graphs, diagrams and other visual materials, (b) the auditory learners, who prefer to learn details and ideas by hearing them. They perform best in oral reports or presentations, video shows, verbal and group discussions and reinforced are by music, and (c) the tactile learners, also called the kinesthetic learners who prefers to learn through actual experiencing and doing of things. The use of hands-on learning, small or large group discussions and incorporating different learning strategies and materials guarantees maximum retention of concepts and mastery of learning. Adopting a bilingual education. There is an unequally low account of Hispanics in four year colleges and universities throughout the nation (Gandara, 1986). This predicament is the consequence of numerous incidents: there is a record of an increasing rate of drop out in high school, the family’s failure to support education due to financial issues, an insufficient training for persistent education, and the lack of effort in the educational system to promote bilingual education for these students. Teaching subjects through the concept of a bilingual education not only promotes understanding, academic achievement, but prepares the individual’s professional participation in a diverse work force. Grouping styles. Grouping of students during classroom activities will be heterogeneous, regardless of gender, race, ability and socio-economic background. This strategy promotes equality, a better understanding of the self and others, and provides opportunity for others to learn new and uncommon perspectives. Supporting Multicultural School Events and Extra Curricular Activities Holidays and school events. With respect to a various religious beliefs and ethnic backgrounds that comprise a classroom, as an educator, it is not only imperative to value one’s practices and customs. Acknowledging other’s beliefs and integrating them in classroom activities may have their own benefits. Lessons about holidays may be taught without focusing on its religious aspect. It can be taught from the perspective of history and customs. Celebrating and exploring different traditions of other cultures like Hanukkah and Chinese New Year not only expand knowledge, it also bridges social and culture gaps through social awareness. Extra- Curricular Activity. All students will be encouraged to participate in extra curricular activities such as sports, cheerleading, drama plays and other clubs regardless of ethnic, religious, gender, ability and socio-economic background. Equal opportunities for all individuals, including those from minority groups will be made available. Designing a Multicultural Classroom While lesson content and its benefits have been given much emphasis, physical set-up of the classroom may have its own significance. To accommodate a multicultural education, choices of classroom materials should be well planned. Materials such as books, test papers, audio-visual equipments should be all-encompassing- representing roles of various people, and addressing the needs of all students. Appropriate seating arrangement will work best for people with special disabilities. While room decorations such as bulletin boards are materials for learning, they should convey messages that are free of biases. The bulletin board illustrated below is designed for United Nation’s Celebration. Every October, schools around the globe take part in this event. Involving students in creating this bulletin board not only develops cooperation, it also expands knowledge and cultivates pride and awareness of their own origin. During one of the classes, students may be given time to make paper flags from the country of their ancestors, or of a country they want to visit. A show and tell activity may follow, where students showcase the country of their choice. They may include reports of interesting information from that specific country. Reference Allen, K. & Schwartz, I. (1996). The exceptional child: inclusion in early childhood education. New York: Delmar Publishers. Burnette, Jane. (1999).Critical behaviors and strategies for teaching culturally diverse students. ERIC Digest [Online]. Retrieved from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED435147 Gandara, Patricia. (1986). The education of Hispanic Americans: A challenge for the future American. Journal of Education, 95 (1), 256-272. Kelly, Melissa. (2000). Understanding and using learning styles. Secondary Education. Retrieved from http://712educators.about.com/od/learningstyles/a/learning_styles.htm. Lopez, Gretchen E., Patricia Gurin, and Biren Nagda. (1998). Education and understanding structural causes for group inequalities. Political Psychology, 19 (2), 305-329. Macias, Rose. (1988). Bilingual teacher supply and demand in the United States. Los Angeles, CA: USC Center for Multi-lingual, Multicultural Research and The Tomas Rivera Center. Opalek, Tamara (2006). Best practices of brain research for teaching primary readers. The International TEYL Journal. Retrieved from http://www.teyl.org/article13.html. Read More