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Cooperative Learning Supports Culturally Responsive Classrooms - Assignment Example

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A great classroom is one where students from different walks of life feel comfortable to study with each other, in this kind of class room, students do not think in an inferior way about each other, rather support each other and welcome each other in a positive manner. This kind…
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Cooperative Learning Supports Culturally Responsive Classrooms
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Cooperative Learning Supports Culturally Responsive rooms Cooperative Learning Supports Culturally Responsive Classrooms
A great classroom is one where students from different walks of life feel comfortable to study with each other, in this kind of class room, students do not think in an inferior way about each other, rather support each other and welcome each other in a positive manner. This kind of environment is not the student’s responsibility to create, the educators and the facilitators are the main elements that can create this kind of classrooms. To make students comfortable with each other, educators have to make them work in groups (Montgomery, 2001). These groups should be created very carefully; these groups should concentrate on encouraging diversity among students. Students from different backgrounds should be made to work in different groups and group tasks and assignments should be assigned. The tasks and assignments should allow all students to equally participate in these tasks. When students work in pairs and groups, they obtain ideas and opinions from each other and students tend to provide ideas and understanding of topics from their own cultural perspectives, which helps students from other cultures, learn about each other’s culture and this makes students flexible with other students coming from different cultures. In such class room settings, teachers and educators do not need to heavily interfere in the groups business. The task is assigned 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. Read More
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