How to be a culturally responsive teacher
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Being a culturally responsive teacher means creating an inclusive classroom where all students feel respected and appreciated for their unique cultures, rather than focusing only on superficial cultural celebrations. A culturally responsive teacher ensures their classroom library represents all students' cultures, involves parents to teach about their cultures, and understands that cultural differences are acceptable and should not alienate students.
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Essay On Race And Ethnicity
Race and ethnicity is something that we all have to live with because we all have a race and ethnicity that claims us. Race and ethnicity was something discussed daily at my household because I was the only Hispanic at my school until the third grade. This was difficult because as a child it s hard to understand why my skin color, language, and ideals are different. I wouldn t have survived school without my parents and support from my instructors that allowed me to transition into the mainstream without a traumatic effect. Throughout the year my parents would take me to activities like Cinco De Mayo, Religious activities, Independence of Mexico, and other cultural events that celebrated our history and culture. This helped feed my love for my culture and ancestors. Race is usually determined by how one looks but your...show more content...Some of these differences include, dialects, accents, food, music, religion, lifestyle, values, and clothing.
Ethnicity is something I m proud of and something I would never deny. (Catholic/Hispanic) Ethnicity is something that you can t change and if you disrespect or deny it then you are disrespecting your ancestors. You can t change who you are or where you came from. I believe that we should embrace your ethnicity in a positive manner.
It doesn t matter to which ethnic group one belongs to, it all depends on the environment you grow up in. I would have the same mentality of respect for my culture and history. I think my childhood would all depend on my parents because they are the ones who help teach us about our culture and how we should act and treat others. They lay down the foundation to how you view the world
Essay About Cultural Diversity
This document discusses cultural diversity in schools and classrooms. It begins by providing historical context about how schools have addressed cultural diversity from colonial times to the present. It notes that in the past, the dominant American culture was the norm in most schools and appreciation of minority cultures was rare. In more recent decades, educators have recognized the importance of cultural diversity and teaching students about different cultures. The document advocates teaching students to develop cross-cultural acceptance and understanding in order to sustain democratic values and promote inclusion of all cultures. It emphasizes the teacher's role in creating a welcoming environment for all students and incorporating their cultural backgrounds into the curriculum.
Self Identification and Culture
This document discusses self-identification and culture. It begins by examining Saint Leo University's core value of personal development and how having a sense of self and cultural understanding enhances character. It then explores how culture is deeply ingrained in individuals, shaped by various traits. The document also discusses how the author's small, homogeneous community impacted their interest in other cultures. Later sections provide suggestions for incorporating multicultural education into classrooms, from having students learn about their own culture first before exploring others, to celebrating diversity and different perspectives. The document advocates creating an environment of cultural tolerance and understanding to pave the way for a more accepting society.
Culturally Responsive Teaching
How teachers can make their classrooms more culturally sensitive and culturally responsive. This presentation was prepared as a group project for a class on Diversity at Broward College
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Classrooms can have an extremely diverse range of students from several countries and cultures. As an educator, care needs to be taken when approaching values and beliefs to let students feel acknowledged and respected.
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The document discusses the author's cultural identity and upbringing. They were born in Los Angeles to Mexican parents and had a large family with three older sisters. They were taught strong values of respect, manners, and patience from a young age. Their family has traditions of singing happy birthday early in the morning and traveling to Mexico, where they have a house and feel safe. The author is proud of their Mexican heritage.
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The document discusses diversity in schools and how teachers can address it. It begins by noting that the US population is becoming more diverse and schools are reflecting this change. It then discusses the author's own diversity and a SWOT analysis of addressing diversity as a teacher. Finally, it analyzes the diversity of a sample school, Madison Elementary, which has socioeconomic, racial, linguistic, and academic diversity. It emphasizes that teachers must understand student diversity and use inclusive practices to engage all learners.
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How can i be culturally aware
Classrooms are becoming more culturally diverse, so teachers must be aware that their words and actions can greatly impact students and families from different backgrounds. The document provides tips for teachers to create a respectful learning environment, including becoming familiar with students' cultures, communicating with parents, encouraging home languages, assigning work that includes culture and language, and sharing stories from various cultures and points of view.
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MarianI never thought much about my cultural framework as a ch.docx
Marian
I never thought much about my cultural framework as a child. I knew I was part of the black race. That’s what I was taught as a child. When I got older I gained insight about my own identity, I was no longer called the black race. I’m known as an African American. My cultural has went through many name changes, but it doesn’t describe my character. I know I am a unique individual. I was raised in a loving family and environment. We were taught to treat people as you would want to be treated, “the Golden Rule”.
My cultural framework influences me to teach infant and toddlers normal thing that are positive. When children are small they learn from mimicking what they hear and see. That’s why I provide my infants and toddlers with home loving environment, because at their age they don’t see different cultures. They only see each other as a boy or girl. As parents and caregivers, we have to teach our children about their culture.
As an early childhood professional, I have a diverse childcare center. Our center base environment is culturally respected to all our families and children. Every month we salute a different cultural to help our children to learn about each other nationality. We also allow our children to eat different cultural food with parents’ permission. “Differences between people within any given nation or culture are much greater than differences between groups. Education, social standing, religion, personality, belief structure, past experience, affection shown in the home, and a myriad of other factors will affect human behavior and culture” (1999 by The Regents of the University of California and Gregorio Billikopf). One question I do have about culture is when do children begins to understand their own culture and not their race color.
Zoraida
Some insights that I gained about my own identity is that I am American with a Hispanic background. The way I was raised was the American way. My father is from Puerto Rico and my mother was born in Costa Rican. Being that they both came to New York at such a young age they were both were already use to the way Americans do things and they were both Catholic and believed in the same beliefs. Being raised with Hispanic parents they believed that all infants and toddlers were normal they just developed differently and sometimes some children are more advanced than others. One of my cousins was diagnosed with Autism at a very young age and both of my parents didn’t understand the diagnoses they just felt like that my little cousin was just extremely spoiled and coddled a lot that’s why he didn’t want to talk or didn’t know how to eat solids or anything. It was hard to explain to them that he had delays and that why he needed to receive services at home and in school.
Some ideas that I have in building a good relationship culturally responsive and respectful with families of infants and toddlers that I am working with is first by having the child pair w ...
Multicultural Diversity
This document discusses the challenges that cultural diversity poses for global teachers. It defines culture and notes that people are set apart primarily by their cultures. It emphasizes that multicultural education enables teachers to value the differences in prior knowledge and experiences that students from diverse backgrounds bring to the classroom. The document provides suggestions for teachers on how to be sensitive to diversity, including avoiding assumptions, getting to know each student, and infusing multicultural materials. It outlines guiding principles for multicultural education, such as equitable opportunities for all students and eliminating stereotypes.
Running Head MULTICULTURAL PERSPECTIVE 1 Multi.docx
Running Head: MULTICULTURAL PERSPECTIVE 1
Multicultural Perspective
EDU372: Educational Psychology
MULTICULTURAL PERSPECTIVE 2
Multicultural Perspective
Today’s world contains such a wide range of cultures all living and working together,
side by side. Within any classroom, you will find a melting pot of beliefs, cultures, and races, all
going about their day and living their lives, as one, in school, often not realizing how different
each of their lives are on a day to day basis than their neighbors. Embracing each culture and
allowing the children in the classroom to share where they come from in unique ways allows
every one of their peers, as well as their teacher(s), to understand and gain a strong grip on the
unique individual they are, while at the same time giving that student the time to shine and to be
proud of their culture.
The Common Core standard covered for the following lesson is CCSS.ELA-
Literacy.RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or
maps) with other information in print and digital texts, which can be found at
http://www.corestandards.org/ELA-Literacy/RH/6-8/7/. The learning activity chosen for 6th
grade students is a short essay and poster board project that each student will create about their
ancestors, culture, and where they/their family came from. The students will be able to be as
creative as possible, using magazine cut-outs, photographs, and other materials that represent
their culture/heritage to share with the class, in order for the entire class to gain a well-rounded
vision of what their home is like, how they celebrate holidays or traditions in their families, and
other unique factors that contribute to their individuality. The students’ essays will not only
discuss their personal lives currently, but will incorporate their ancestor’s lives and traditions as
well, as the children will have to do some research dating a hundred or so years back, to gain that
understanding of how they got where they are today.
http://www.corestandards.org/ELA-Literacy/RH/6-8/7/
MULTICULTURAL PERSPECTIVE 3
This learning activity definitely meets each element of multicultural education in a
number of ways. The first element, Integration of content, is solid in this activity, in that the
activity itself integrates the content of each individual student’s culture and background. Each
student must come up with a two to three page essay on the history of their family, including
country, languages spoken, traditions celebrated, holidays, and so on, leading up to what is still
celebrated today and any unique aspects from their lives they wish to share with the class,
including visuals on a poster board or other materials brought in that represent their culture. In
watching each student’s presentation, the class will gain a deeper respect for each student and
his/her culture and where t ...
African American Culture Essay
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34 E D U C A T I O N A L L E A D E R S H I P M A R C H .docx
34 E D U C A T I O N A L L E A D E R S H I P / M A R C H 2 0 1 5
Paul C. Gorski
and Katy Swalwell
I feel like a visitor in my own
school—that hasn’t changed,”
Samantha said, confusion and
despair in her voice. We were
at the tail end of a focus group
discussion with African American
students at Green Hills High, a pre-
dominantly white, economically
diverse school. We had been invited to
conduct an equity assessment, exam-
ining the extent to which Green Hills
was an equitable learning environment
for all. We had asked Samantha and
a small group of her classmates how
they would characterize their school’s
two-year-old Multicultural Curriculum
Initiative, touted by school adminis-
trators as a comprehensive effort to
infuse a multicultural perspective into
all aspects of school life.
“I’m invisible,” Sean added, “but
also hypervisible. Maybe twice a year
there’s a program about somebody’s
food or music, but that’s about it. I
don’t see the purpose.”
Then Cynthia, who had remained
quiet through most of the hourlong
discussion, slammed her fist on the
table, exclaiming, “That multicultural
initiative means nothing. There’s
racism at this school, and nobody’s
doing anything about it!”
We found ourselves only a few
moments later in our next scheduled
focus group, surrounded by the
school’s power brokers: the prin-
cipal, assistant principals, deans, and
department chairs. Still taken—maybe
even a little shaken—by what we had
heard from the young women and
men who felt fairly powerless at Green
Hills, we asked the administrators
about the purpose of the Multicultural
Curriculum Initiative.
After a brief silence, Jonathan, the
principal, leaned back in his chair.
We had observed him over the past
few days interacting with students,
and it was clear he cared deeply about
them. The Multicultural Curriculum
Initiative was his brainchild, his baby.
Jonathan decorated his office door
with quotes about diversity and his
office walls with artwork depicting
diverse groups of youth. “We see
diversity as our greatest asset. That’s
what this initiative is all about. What
we aim to do here,” he explained with
measured intensity, “is to celebrate
the joys of diversity.” When we shared
with Jonathan the concerns raised
by the African American students,
he appeared confused and genuinely
concerned. “They said that?” he asked,
before interrupting a member of his
leadership team who had begun to
defend the initiative. “Maybe it’s time
to rethink this.”
Beyond Artwork
and Celebrations
If we’ve learned anything working
with schools across the United States,
it’s this: When it comes to education
equity, the trouble is not a lack of
Equity Lıteracy
FOR ALL
Schools can commit
to a more robust
multiculturalism by
putting equity, rather
than culture, at the
center of the diversity
conversation.
Gorski.indd 34 1/29/15 7:48 PM
A S C D / W W W . A S C D . O R G 35
multi.
Whatisamulticulturalcurriculum 111113210654-phpapp01
A multicultural curriculum recognizes and values diversity by integrating the histories and cultures of all groups in a society into the courses of study. It aims to help students understand cultural differences and similarities, appreciate diverse groups, and function effectively across cultures. Experts believe a multicultural curriculum is important given increasing diversity in the US population. For schools to foster multiculturalism, they must reflect diversity in staff, policies, instructional materials, extracurricular activities, and integrate multicultural content throughout the curriculum rather than in isolated units. Effective professional development is also needed to help staff examine biases and increase cultural knowledge and competency.
#Globaledcon13 My Presentation
In this slideshow I present my experience as a cultural exchange educator, advice and tips for current teachers, those willing to teach abroad and ideas after you are back teaching in your home country, or not.
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How to be a culturally responsive teacher
- 1. How to be a Culturally Responsive Teacher By: Chelsea North
- 2. Being a culturally responsive teacher does not mean you make pinatas on Cinco de Mayo, or each fried chick and purple soda for lunch during black history month.
- 3. Being a culturally responsive teacher does not alienate students because their culture is different than the rest.
- 4. All teachers have the chance and opportunity to create a beautiful salad bowl of cultures. A place where all people are respected and feel appreciated because they are unique.
- 5. Be aware that all cultures have differences. AND That those differences are okay.
- 6. A culturally responsive teacher has tons of books that represent each of their children. Underrepresented children feel inferior.
- 7. Involve parents and family members to teach about their culture. This shows appreciation.
- 8. For more information please check out my Wiki Page :) http://humrel15sou.wikispaces.com/North%2C+Culturally+Respo nsive+Classroom+Development