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Instructional leaders can create culturally compatible classrooms by understanding how students’ motivation to learn is influenced by culture. If instructional leaders are able to know the role that culture plays in creating motivation, they can respect the various cultures of different students in the classroom. They can also incorporate the different cultures of different students in teaching and learning activities. By doing this, no cultures will be favored, and no cultures will be looked down upon. When students feel that their cultures are respected and incorporated in their teaching and learning activities, they will be more motivated to learn.
Instructional leaders can also make it their duty to understand the cultural backgrounds of all students in the classroom. For example, in most title I schools in America, instructional leaders can focus on understanding the backgrounds of Asian American cultures, Mexican American cultures, American Indian cultures and African American cultures among others. By understanding the cultural background of each student in a classroom, instructional leaders can ensure that culture is used as the backdrop of learning and teaching. By doing this, students can be taught how to appreciate the cultures of other students, thus creating a classroom that is culturally compatible. Instructional leaders can also create culturally compatible classrooms by conducting teaching that is culturally relevant. This can also be supported by developing classrooms that are bilingual and focusing on creating culturally responsive classroom environments. The curriculum should also be made to be culturally responsive so as to ensure that classrooms are culturally compatible. Instructional leaders can finally ensure that instructional strategies are culturally responsive and
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For this activity, the teacher will break their classroom into units where every section utters one segment of a new word as an additional activity of drilling students to learn new vocabulary. In small groups, the teacher can direct some training activities on vocabulary (Marzano and Pickering, 2010).
Moreover, the analysis provides remediation for many of the negative responses and likely scenarios that could be presented within the student experience. Rationale: The rationale behind writing such a piece is concentric upon the fact that each and every educator approaches classroom management from a unique perspective; however, notwithstanding, there are benchmarks of performance that must be met and universal approaches which must be included.
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.
1. For group work, all students will be contributors. Groups should assign each student a specific job, such as materials gatherer, scribe, or discussion leader, but should also contribute to other parts of the group's work. At the teacher's discretion, students who are observed failing to participate adequately in their group's work may not receive the same grade as other group members.
However, there are also additional functions such as 'keeper of the runes' or identifier of special educational needs (Moon et al., 2002).
To indulge in etymology, there is more to 'educere' than imparting wisdom; the word implies that something is drawn out from within.
There are ten useful tips that can lead teachers to maintain successful classroom management and discipline.
Most of the primary school teachers make the mistake of making a poor plan for the maintenance of discipline in the classroom.(Beykont, 2002, pp-24) Young student have the ability to quickly assess the situation in their classroom and they after that they analyze and realize what they will be able to do and get away with it.
highly important that our voices should be heard and it is only possible, if we are given an opportunity to explain that how UC Denver can expand its sphere and how university can gain a competitive edge over the other universities in United States of America.
The aim of this
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
lasses with children from poor families, but, however it poses difficulties even for classes where children don’t come from low-income families (Wexler, 2014). Lack of discipline or children’s willingness to learn might have a negative impact on general academic performance
It is a critical process that assists teachers to prevent reflexive loops and routines. The three types of reflection include critical, technical and practical. Of great significance is a critical reflection that focuses on the comprehension of
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