Ssd2 Entry 2

Teachers should advocate for all students’ backgrounds and cultures to better their students’ learning. To accomplish this, teachers should be informed about their students’ home lives, be conscious of how and what they should be taught, and ultimately make their education a priority. Students from poverty in a multicultural classroom need the correct tools and teaching approaches from their teachers.

2. “Including ethnic and cultural diversity content in the curriculum” Seek out and use only factually based information on different cultural traits. “This is needed to make schooling more interesting and stimulating for, representative of, and responsive to ethnically diverse students,” and this is a teacher’s ultimate goal in being culturally

We will teach a third grade class located at PS. 31 in Staten Island, New York. The classroom has a total number of 27 students; 15 girls and 12 boys. The classroom is ethnically diverse. Most of the students in the classroom are African-American, Haitians, Chinese and Portuguese. Even though the classroom is considered as a general education class, they are few students with learning differences, such as: visual, auditory, kinesthetic and linguistic.

In order to implement this into my future class I first need to recognize the variety of individual culture, gender, background, socioeconomic status, learning style, developmental stage and other factors of students, families and colleagues. Establishing that my classroom is a safe zone and a place where differences are celebrated and embraced will help me create an environment where everyone’s diversities are respected.

And, although preschool administrators have a desire to begin increasing the amount of multicultural materials in the center as well as train the staff on ways to incorporate a child’s culture into the learning environment, it has been found that teaching practices are notoriously slow to change (Hooven & et al., 2018). By conducting literature research, examining the current practices at Kiddie Academy, and meeting with the center’s staff, it is hoped that new and innovative ways to celebrate diversity will be found and agreed upon by staff members. Since collaboration is crucial to the implementation of anti-bias curriculum in order for students to learn about their own culture and those of people who are different from them, communicating the results of the study will increase the chances of finding additional ways to up productivity, provides access to new sources of information, present opportunities to learn and go beyond traditional ways of thinking, problem solving, and forming partnerships as teachers and administrators begin to see positive results from the trainings, acknowledgement and celebration of diversity, and anti-bias curriculum being put into action. It is critical for early childhood teachers to promote culturally inclusive classrooms and experiences and provide learning materials and other resources that help children develop a greater appreciation of

Provide culturally relevant professional development to English-Language Arts teachers to ensure that their lesson plans and instruction reflects more diverse content.

To effectively reach all learners from diverse backgrounds, it is imperative that implementation of the content reflect and relate to students cultural background (Woidkowski & Ginsberg, 1995). Culturally responsive teaching is multidimensional including curriculum and instructional practices as aforementioned however; failure to address teacher-student interaction, classroom climate, performance assessment, and overall school culture will lead to a fractured approach (Howard, 2012). Wiodkowski and Ginsberg outline a framework for culturally responsive teaching focusing on motivational conditions related to respect, choice, rigor, and competence. This framework included establishment of an inclusive setting so all members of the community feel included and respected, development of positive attitude towards the learning experience through personal significance and choice, creation of challenging work that creates values for learning new material and having been exposed to the growth experience (Woidkowski &

enjoyable. The setting could organise a day where everyone has to perhaps dress in their cultural

Whether it includes word families, guidelines for reading and writing, a globe, pet pockets, alphabet letters and words, or shelves filled with books, establishing the right learning environment is a key component to reaching all learners. In Figure 1, you will see the décor of Mrs. Jackson’s domain, even including her humor about common sense. Despite the fact that she teaches a population of students with a small rectangular table and two desks, she also designates one of her walls with finished products of her students’ work—a sign of culturally responsive teaching (CRT), where students show their work and explain their processes to their classmates. With that inclusion, the wall art reflects that students make an

Program Component B, under environment #2: This component states, “the physical environment reflects cultural and ethnic diversity. This component is important because it shows that the children are learning about diversity. While observing the conference, I will look for indicators that the preschoolers have done activities that showcase diversity. In addition, I will be looking around the classroom to see what type of enhancements there are that promote cultural diversity. I always ask for multicultural materials to enhance my toddler classroom; therefore, it will be interesting to see how the preschool teachers incorporate multicultural learning into their lesson plans.

The district is committed to practices that will teach students to appreciate diversity and recognize its necessity in a democratic society aiding students in continuing the lifelong learning process. Priorities of this commitment include removing prejudice, cultural barriers, and discrimination that may occur regardless of intention or not. The district recognizes that students need to be educated about social justice and equity while learning to accept and respect those that are not the same as they are. To achieve this requires that the district’s faculty also treat students and each other with acceptance and respect. Students should be prepared to thrive in a society that is multicultural and interconnected globally. Lifelong learners need an appreciation for the various cultures and their innate differences which bring about greater problem solving when each group’s contribution may be

I can return with a wealth of information, but I can also return with pictures, art, music, books, toys, games, and artifacts to incorporate in classroom instruction. Using artifacts in the classroom will support students experience with culture, expand their knowledge,

Having materials that represent their culture is another way of preserving their home language. Speaking with the parents and asking about any songs that are sung in their home and having children sing the songs in class. “Ask families and community members to tell stories or sing a song in their language.” (Bullard, J. (2017). pg. 235). Children will feel more comfortable in an environment where they see culturally relevant materials or activities. This will help the child learn English in an environment where he feels respected and valued for his

To accomplish this, we brainstormed the idea to do a speech presentation that would teach classmates about the certain culture that had been connected with. Mrs. Klein approved this idea developed it so the speeches would be presented as part of the semester test. This semester test presentation will include basic background information over the country they contacted and what they learned from their pen pal. The Carroll juniors will be required to ask certain questions of students from other nations about their culture. Hopefully, through skyping or email attachments pictures can also be shared and included in the final speech as visual aids. We expect this presentation to feed the fire of interest that our students have for world cultures as we have received positive feedback so

Diversity and Inclusion: I will approach diversity by embracing and being open to learning about other people and their families. I would make sure everyone is included and make sure students are respectful and open to diversity. I will adapt instructions if needed to meet the needs of a class or an individual student. I would adapt a lesson for an individual student if that student is struggling or needs extra help to make sure everyone is learning effectively.