7.+Advice+for+Educators


 * Because of The Discourse of Multiculturalism, in your classroom practice, you should know/you need to consider . . . **

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** ... that teaching has no borders. ** ==== // As multiculturalism continues to spread like wildfire across our society, being able to teach in a diverse and multicultural setting is vital. You will often be faced with a classroom of twent //// y or more individuals each with their own individual needs and attention. While not all twenty students will have different cultural heritages, they will all have diverse qualities about them that need special consideration and attention. // ====

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· Every student is different. Some prefer oral lectures, some prefer hands on instructions. These differences can correlate to a student's cultural heritage, but also vary greatly within one's own culture. Being able to teach using PowerPoint, worksheets, lectures, videos, and more will help each student become an independent learner and will enable them to grasp onto the material in their own way.

// People usually only pay attention to things that are of value or things that are personally meaningful. //
· This notion is entirely counterproductive to a classroom filled with a diverse group of students. Lectures on Chinese history will lose American youth, at the same time PowerPoint about America's independence may lose Chinese students' attention. Therefore it is important to incorporate all cultures into each lesson. Relating the history of China to the United States may be tricky, but doing so in some manner will engage those students that would otherwise not pay attention.

// Give students choices in activities and assessments. This provides the students with opportunities to showcase their individual talents and can aide in classroom management as well. //
· Forcing a student to write on Chinese history may deter his/her attention and effort. An idea would be to force a student to write on another culture different from their own, but giving them the option to chose what cultural to write on. This enables a diverse perspective towards an assignment while keeping the student engaged in the material. Whatever setting or scenario you may find yourself in, it is important to take into account the variety of individuals in your classroom. Cater to this variety in a fun and meaningful way. This will help engage the entire classroom while keeping individuals happy and ready to participate.

// 1. //// Teachers and students working together //
· A collaborative environment between both teachers and students

// 3. //// Connecting lessons to students’ lives //
· Find relevance between what is taught in school, with other subjects and ideas that students’ can relate to from their homes, community, etc.

// 4. //// Engaging students with challenging lessons //
· Setting high expectations for students and helping them discover, learn, and solve more extensive, in depth and complex issues

// 5. //// Emphasizing dialogue over lectures //
· Have students demonstrate what they have learned and let that type of discourse steer the entire classroom instruction so all students can contribute, clarify, or contextualize.

// Try to be sensitive to the cultural shock that new students experience. //
· There is a cycle children often go through in any new setting. At first they are excited. Then reality sinks in: They may feel stupid, lonely, and depressed. This can last anywhere from six weeks to three months or more. Most of these students will eventually learn to accept and feel comfortable in their new situation.

// It is important to embrace every child's culture so they do not feel left out. //
School is the time when children are forming their identity and if they feel that their teacher does not support their culture, they will feel that they are not welcome which may cause the child to become violent, shy, etc.

It will be difficult to embrace all the different traits of each culture so it may be best if teachers focus on one aspect of each culture such as holidays or languages.

// Culture Affects Behavior //
Students from a high-context culture (i.e. French Canadian, French, Finnish, Russian, Italian, Spanish, Latin Americans, Greek, Arab, Chinese, Japanese, Korean, Filipinos, Indian, and Brazilian) tend to say less in class Student from a low context culture (i.e. German, Scandinavia, American, English, Irish, English Canadian, and Australian) tend to say more in class because explicit verbal messages are a daily habit for them. ·

Tracking Time:
Monochronic: people do one thing at a time and adhere to schedules; The United States is considered a monochronic society. Polychronic: people do several things at a time, put interpersonal needs over schedules, and may view time as an invasion of self; Latin American and Arabic cultures use the polychronic system of time.

// Teachers should be aware of these cultural differences. //
· You can learn a lot about other cultures from your coworkers. Organize an after-school gathering for teachers and other school staff to bring in a favorite dish from their culture and to share cultural characteristics.

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· Taking their students to a World Day fair allows the students to go to different booths and learn about different countries as well as their own culture. · Teachers should look to celebrate all holidays to the best of their abilities. Become familiar with all the holidays and traditions that your students celebrate. Record important dates on a yearlong calendar and check it before you schedule special events. Plan activities such as performances and parties that will bring parents into the school. Try mixing holidays around the same time so students have the opportunity to see how each culture has their own beliefs that sometimes coincide with one another. (i.e. World Celebration Day)

// A teacher has student’s lives at her/his hands. //
A lot of people remember their childhood teachers and if they were good or bad. Usually one bad instance a teacher participated in will be remembered forever. Therefore, as teachers, we need to take in account that culture is a part of that child’s identity. When a teacher offends you by talking about your family, your friends, your dog, you would be very upset and remember this for a while. Hence, if a teacher violates the rule of disrespecting an individual’s culture, not only did the teacher make that an unsafe environment, but the individual themselves is hurt. When we are teaching we need to keep in mind that someone’s culture is a huge part of their identity and we must never look down upon, make rude remark, or slam this in any way. For more information on culture identity, visit this health website, __ [|Individual Culture] __, which is doctor reviewed.

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· Some people are not going to understand your reasoning of doing things. This could cause some problems with your students or his or her parents. Some times you are going to have to try and understand other peoples’ view points and meet them half way with it so it does not cause a problem.

// obstacles. //
· What works for one child may not be as effective for another. Especially in a multicultural classroom, teachers need to adjust to the learning styles of all children.

// There is a difference between awareness and blindness. //
· To treat all students equal does not mean teachers are blind to their culture and/or their differences. It means teachers need to gather as much knowledge about their students’ culture and differences with an open mind, and use this knowledge to put their own prejudice aside and realize that although students are different, they all deserve equal opportunity to a quality education. As educators it is our duty to provide them with that opportunity to our fullest extent and accept our students for who they are.

// Teachers need to consider that everyone learns differently and everyone comes from different backgrounds. //
· Teachers need to consider that while every student is special in their own way; all students ought to have to identical treatment in regards to administering rewards and consequences. Establish expectations and clearly communicate them that way, no one will be made to feel second-rate or superior · Teachers need to remember that there will be kids who are a lot like each other and share the same types of lifestyles and traditions. However, there will also be kids who are not like the others, and that it is important to help them fit in and make friends. · Teachers will have to help the students learn about where those who are different came from, why they are different, and help them to accept and treat those who have a different lifestyle equally, even though that lifestyle may be completely opposite to their own lifestyle. They will learn that accepting each other is a big part of the learning environment.

// Teachers not only need to consider the feelings of their students but also the feelings of their families. //
· When dealing with issues at home, such as a language barrier, it is up to the teacher to find a way to communicate to that family. · Schools differ from culture to culture, as do parents' conceptions of the function of the school and the teacher. Before the school year begins, you might put together a newsletter describing: the benefits of school, the opportunities that are available, what you expect of the students and parents, how the school operates, and how parents can get in touch with you if they have any problems or questions. Have volunteers translate the newsletter into the necessary languages. · Establish rapport with parents. Encourage them to share about their and experiences with you. They will feel more respected, and will be more open to hearing about what you have to say. It is difficult for some parents to hear criticism of their children, so it will be easier to discuss a child when trust has been built. Let parents know that you care about their child, and suggest ways that they can help their child succeed in school. · Recruit parent volunteers. Explain the benefits of their involvement and create a range of volunteer opportunities. If parents seem hesitant to volunteer, find out why. They may be embarrassed by their language skills or clothing, may need baby-sitting help, or may lack transportation. You may be able to encourage them or help them find solutions. · Be consistent and honest. Teachers have told me that parents from certain cultures can be particularly unforgiving if they feel betrayed. It is often harder to reestablish trust after it's been damaged than to build it the first time. · Help parents locate community resources. They may be keeping their child out of school to baby-sit or because they do not have appropriate clothing.

// Teachers need to take pride in their teaching and try to make a difference when it comes to diversity. //
· The best possible way to do such a thing is by being a model for how to treat others. Even though a teacher should embrace each culture's differences, teacher remembers that he/she should treat everyone the same because their other students observe every move their teacher makes and if they see the teacher treating a child differently because of their background, then they will too. · Encourage students to be honest about their own fears and misconceptions. It helps to be direct and deal with student biases right away.

// for the class to read, first study it carefully to check for any parts that can be considered offensive to a certain culture. //
· When in doubt about the appropriateness of certain materials, consult others. Think about forming a committee of parent volunteers to evaluate authenticity in questionable material. · Make sure your classroom reflects diversity. Take a quick inventory. Do the pictures on your walls include a variety of cultures? Do you have a multicultural curriculum? Little changes can make a big difference, and, if necessary, you can get grants for larger efforts.

// As teachers teach throughout the years the students will become different as individuals; therefore, the class itself must change in order to keep up to date. //
· For example, the way a teacher teaches a class in 2010 might not be the appropriate way to teach that same class in 2011. ==== // Keep in mind that not student in your classroom will have accessibility to computers or printers at home. It is important that with that in mind, teachers look for alternatives for each student. // ====

// NOT SURE WHAT TO DO WITH THESE??? //
Another great idea could stem from testing children’s ability about all cultures not just one. This allow for children to see how other cultures work and are not so focused on just one belief system. This could create a more diverse learning environment thus could help the child have an easier move into the real world of diversity. What if a teacher were to incorporate a racial example in her lesson and the students didn't get offended but then went home to discuss it with their mom and dad, they would be pretty upset with the teacher.