StudentShare
Contact Us
Sign In / Sign Up for FREE
Search
Go to advanced search...
Free

Becoming a Culturally Responsive Teacher - Assignment Example

Cite this document
Summary
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 paper File format: .doc, available for editing
GRAB THE BEST PAPER91.4% of users find it useful
Becoming a Culturally Responsive Teacher
Read Text Preview

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
Tags
Cite this document
  • APA
  • MLA
  • CHICAGO
(“Becoming a Culturally Responsive Teacher Assignment”, n.d.)
Retrieved from https://studentshare.org/education/1489128-becoming-a-culturally-responsive-teacher
(Becoming a Culturally Responsive Teacher Assignment)
https://studentshare.org/education/1489128-becoming-a-culturally-responsive-teacher.
“Becoming a Culturally Responsive Teacher Assignment”, n.d. https://studentshare.org/education/1489128-becoming-a-culturally-responsive-teacher.
  • Cited: 0 times

CHECK THESE SAMPLES OF Becoming a Culturally Responsive Teacher

Do Children Benefit When Their Teacher Speaks Their Second Language

This study focuses on the impact on the minority children groups of the language used in classroom curriculum; more specifically on the impact when the teacher shares their language.... As students themselves, most teachers were socialized in mainstream schools for at least 12 years and often attended teacher preparation programs grounded in the mainstream culture.... To do that it is vital that teachers and teacher educators explore their own beliefs and attitudes about non-white and non-middle-class people....
9 Pages (2250 words) Research Proposal

Teaching Pedagogy in Urban Schools

Consequently, due to high economic activities, urban areas have a culturally diverse population since masses from different cultural backgrounds move to these areas in search for employment opportunities.... This is reciprocated in the schools and this calls for the educators to be responsive to the diverse needs of their students....
10 Pages (2500 words) Essay

Cultural Sensitivity Reflection

culturally responsive teaching does not incorporate traditional educational practices with respect to students of color” (Gay, 2000).... culturally responsive Teaching: Theory, Research, & Practice.... a culturally competent teacher knows perfectly well how to relate the skill of cultural awareness with his/her work which includes dealings with the students, parents, staff, and community members almost on daily basis.... Acting in a culturally competent manner becomes especially important in a classroom as that is the place where a teacher has to deal with the students in a very direct manner....
2 Pages (500 words) Essay

Teaching and Learning Styles

y experience in the community made me realize that I want to be a teacher.... If I become a teacher, I then I can give my share in transforming lives and making the world a better place to live in.... n being a teacher, I shall follow what I learned from Reggio Emilia, a community in North Italy famous for bringing about educational transformation for children.... This means that a teacher should value the thoughts of students and listen to what they know in order to determine what else needs to be taught and how they should be taught....
19 Pages (4750 words) Assignment

Culturally Responsive Teaching in American Education

In this discussion “culturally responsive Teaching in American Education,” the national minorities' dedication both to the mainstream and native cultures is described.... hellip; culturally responsive teaching empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes.... nbsp; culturally responsive teaching is particularly important in the case of the USA....
11 Pages (2750 words) Research Paper

Culturally Responsive Teaching

This literature review "Culturally Responsive Teaching" presents a culturally responsive classroom that is important because it is a way that many cultures can come together and be included in the learning process.... culturally responsive classrooms go beyond teaching diversity.... nother important aspect of culturally responsive teaching is that it provides a way for students who do not belong to the dominant culture to show their expertise in academics as well as in other areas....
15 Pages (3750 words) Literature review

The Need of Professional Development for Current Teachers

This paper "The Need of Professional Development for Current Teachers" examines the need for professional development for teachers with a focus on culturally relevant pedagogy, or culturally responsive teaching, in order to close the achievement gap found among students of color in middle school.... Even though it is most probable that the educational achievement gap is a result of several interrelated elements, this proposal explores the need for professional development for current teachers with a focus on culturally relevant pedagogy, or culturally responsive teaching, in order to close the achievement gap found among students of color in middle school (Forster-Scott, 2011)....
12 Pages (3000 words) Research Proposal

Dilemmas in Teaching

(1996), there are significant grounds to prove that learner achievement is dependent on teacher quality.... Overcoming challenges or dilemmas in the course of instruction is a major determinant factor of teacher quality.... Dilemmas in teaching can easily be subdued if a teacher is intellectually capable, culturally sensitive, compassionate, and morally responsible.... Perhaps the best way to begin this discussion is by trying to understand who an effective teacher and what quality teaching is....
6 Pages (1500 words) Literature review
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.
Contact Us