The document discusses multicultural literacy and its importance in education. Multicultural literacy consists of understanding knowledge from diverse cultural perspectives. It is important for teachers to reflect diversity and cultural understanding in their classrooms. The document provides several strategies for embracing multicultural literacy, such as celebrating cultural festivals, incorporating diverse books and presentations, and hosting culture days. Overall, the document advocates for inclusive education that respects all cultural backgrounds.
An overview of a teacher summer institute designed for K-12 educators looking to connect sciences and area studies by gaining hands-on experience at a field station and in a home-stay abroad.
Human diversity in education refers to the scholars, activists, and minorities who fought for inclusive education, as well as immigrants bringing diverse cultures and languages into classrooms. It also includes school activities, assemblies, and clubs that promote cultural knowledge, acceptance, and friendships between students of all backgrounds through multicultural education.
The document discusses international understanding and education. It argues that narrow nationalism has led to wars, so education should promote internationalism by teaching students about other cultures, countries, and global issues. It provides aims and methods for international education, including celebrating UN days, pen pals with foreign students, and learning about other social and cultural lives. The roles of teachers and UNESCO in fostering international understanding through education are also outlined.
Mosaic leadership approach to address pluralism
Introduction to pluralism
Pluralism is the perspective emerged from ground reality of the human phenomena. When we talk about a nation, a society or an organization, we cannot ignore the natural existence and possession of the unique belief systems of the people at individual, at group, at organization and / or a national level that are shaped by their local ecological, biological and cultural contexts and ways of subsidies. Individuals and leaders come together in organizations from all different abilities, ages, backgrounds, genders, orientations and races (Wilsey, 2013:4).
The term pluralism is used to signify multiple ideologies in political participation and diversified cultural systems in social institutions. Merriam-Webster dictionary defines pluralism as ‘a state of society in which members of diverse ethnic, racial, religious, or social groups maintain and develop their traditional culture or special interest within the confines of a common civilization’. The pluralism philosophy believes in mutual respect, equal importance and contributions in human civilization. According to Oxford Dictionaries, pluralism is ‘a condition or system in which two or more states, groups, principles, sources of authority, etc., coexist’. For Rechard Norman, ‘pluralism means divided loyalties- competing values and commitments, moral codes, principles and goals, distinctive regional and ideological outlooks, revolt ethnic and religious claims- but it also implies strength in diversity’. In educational leadership, it has similar meaning that is implied in social institutions.
Concept of term ‘mosaic’
The mosaic is found being used to refer to the decorative assemblage of the buildings in the ancient Greece and Rome. Mosaic is the art of creating images with an assemblage of small pieces of colored glass, stone, or other materials. It is a technique of decorative art or interior decoration. Most mosaics are made of small, flat, roughly square, pieces of stone or glass of different colors, known as tesserae; but some, especially floor mosaics, may also be made of small rounded pieces of stone, and called "pebble mosaics". As argued in the literature, ‘mosaic’ is the term derived from ‘Moses’ or ‘Muses’, name of person given by Pharaoh’s daughter in Egypt, which means ‘son of’ God.
Road mosaic Floor mosaic
‘Mosaic’ as metaphor
Metaphor is popularly used by speakers and writers to make an effective conceptualization or understanding on new, complex or abstract phenomenon. It is a figurative language represented in a single word or phrase that identifies one thing as being the same as some unrelated other thing by highlighting the similarities between the two. Metaphors are powerful and useful bridges particularly during time of upheaval. Metaphors operate by linking known concepts with new concepts and images (Marshak, 1993 , cited in Wilsey, 20
This document discusses the importance of integrating diverse cultures into education. It argues that exposing students to various cultures helps develop understanding of different backgrounds. When students see their own cultures represented, they feel valued and engaged. The document provides some strategies for building a culturally sensitive learning environment, such as using culturally responsive teaching, diverse literature, traditions, and English language learner techniques. Overall, it advocates integrating multicultural elements throughout the curriculum to accommodate an increasingly diverse student population.
Human diversity in education refers to the range of different people and ideas that are represented in educational systems. Wikipedia notes that humans are uniquely able to use symbolic communication like language, art, and organization to exchange ideas and express themselves. Diversity encompasses a range of different things, while education involves transferring knowledge, skills, and habits between generations through teaching, training, and research. Viewing this presentation can help reach a conclusion about what constitutes human diversity in education.
This is the talk I gave to the Tar River Reading Council of Pitt County, NC, about multicultural children's literature. The main idea is that all texts send messages, so as teachers we should be sure those messages are as inclusive as possible of our students and our world. Using Rudine Sims Bishop's definition of multicultural children's literature and her concept of how books can be both windows into the lives of others and mirrors to reflect back our own stories, I share information, recommendations, and arts-based instructional approaches with multicultural children's literature that teachers can use in their classrooms.
The document discusses multicultural literacy and its importance in education. Multicultural literacy consists of understanding knowledge from diverse cultural perspectives. It is important for teachers to reflect diversity and cultural understanding in their classrooms. The document provides several strategies for embracing multicultural literacy, such as celebrating cultural festivals, incorporating diverse books and presentations, and hosting culture days. Overall, the document advocates for inclusive education that respects all cultural backgrounds.
An overview of a teacher summer institute designed for K-12 educators looking to connect sciences and area studies by gaining hands-on experience at a field station and in a home-stay abroad.
Human diversity in education refers to the scholars, activists, and minorities who fought for inclusive education, as well as immigrants bringing diverse cultures and languages into classrooms. It also includes school activities, assemblies, and clubs that promote cultural knowledge, acceptance, and friendships between students of all backgrounds through multicultural education.
The document discusses international understanding and education. It argues that narrow nationalism has led to wars, so education should promote internationalism by teaching students about other cultures, countries, and global issues. It provides aims and methods for international education, including celebrating UN days, pen pals with foreign students, and learning about other social and cultural lives. The roles of teachers and UNESCO in fostering international understanding through education are also outlined.
Mosaic leadership approach to address pluralism
Introduction to pluralism
Pluralism is the perspective emerged from ground reality of the human phenomena. When we talk about a nation, a society or an organization, we cannot ignore the natural existence and possession of the unique belief systems of the people at individual, at group, at organization and / or a national level that are shaped by their local ecological, biological and cultural contexts and ways of subsidies. Individuals and leaders come together in organizations from all different abilities, ages, backgrounds, genders, orientations and races (Wilsey, 2013:4).
The term pluralism is used to signify multiple ideologies in political participation and diversified cultural systems in social institutions. Merriam-Webster dictionary defines pluralism as ‘a state of society in which members of diverse ethnic, racial, religious, or social groups maintain and develop their traditional culture or special interest within the confines of a common civilization’. The pluralism philosophy believes in mutual respect, equal importance and contributions in human civilization. According to Oxford Dictionaries, pluralism is ‘a condition or system in which two or more states, groups, principles, sources of authority, etc., coexist’. For Rechard Norman, ‘pluralism means divided loyalties- competing values and commitments, moral codes, principles and goals, distinctive regional and ideological outlooks, revolt ethnic and religious claims- but it also implies strength in diversity’. In educational leadership, it has similar meaning that is implied in social institutions.
Concept of term ‘mosaic’
The mosaic is found being used to refer to the decorative assemblage of the buildings in the ancient Greece and Rome. Mosaic is the art of creating images with an assemblage of small pieces of colored glass, stone, or other materials. It is a technique of decorative art or interior decoration. Most mosaics are made of small, flat, roughly square, pieces of stone or glass of different colors, known as tesserae; but some, especially floor mosaics, may also be made of small rounded pieces of stone, and called "pebble mosaics". As argued in the literature, ‘mosaic’ is the term derived from ‘Moses’ or ‘Muses’, name of person given by Pharaoh’s daughter in Egypt, which means ‘son of’ God.
Road mosaic Floor mosaic
‘Mosaic’ as metaphor
Metaphor is popularly used by speakers and writers to make an effective conceptualization or understanding on new, complex or abstract phenomenon. It is a figurative language represented in a single word or phrase that identifies one thing as being the same as some unrelated other thing by highlighting the similarities between the two. Metaphors are powerful and useful bridges particularly during time of upheaval. Metaphors operate by linking known concepts with new concepts and images (Marshak, 1993 , cited in Wilsey, 20
This document discusses the importance of integrating diverse cultures into education. It argues that exposing students to various cultures helps develop understanding of different backgrounds. When students see their own cultures represented, they feel valued and engaged. The document provides some strategies for building a culturally sensitive learning environment, such as using culturally responsive teaching, diverse literature, traditions, and English language learner techniques. Overall, it advocates integrating multicultural elements throughout the curriculum to accommodate an increasingly diverse student population.
Human diversity in education refers to the range of different people and ideas that are represented in educational systems. Wikipedia notes that humans are uniquely able to use symbolic communication like language, art, and organization to exchange ideas and express themselves. Diversity encompasses a range of different things, while education involves transferring knowledge, skills, and habits between generations through teaching, training, and research. Viewing this presentation can help reach a conclusion about what constitutes human diversity in education.
This is the talk I gave to the Tar River Reading Council of Pitt County, NC, about multicultural children's literature. The main idea is that all texts send messages, so as teachers we should be sure those messages are as inclusive as possible of our students and our world. Using Rudine Sims Bishop's definition of multicultural children's literature and her concept of how books can be both windows into the lives of others and mirrors to reflect back our own stories, I share information, recommendations, and arts-based instructional approaches with multicultural children's literature that teachers can use in their classrooms.
Cross-Cultural Competence through Education, Training, and Experience at the ...CIEE
The mission of the United States Naval Academy is to graduate leaders prepared for a volatile, uncertain, chaotic, and ambiguous international environment. This workshop will be facilitated by leaders from across the institution and provides insights into curricular, co-curricular, and experiential programs for cross-cultural competence development. Attendees will learn about planning, delivering, and assessing cultural immersion programs. This presentation will include information on language study abroad, regional expertise and cultural immersion, university exchange programs, and global leader development.
This presentation outlines an interdisciplinary Asian Studies course that incorporates new technologies and project-based learning. It demonstrates how students created multimedia projects on various Asian topics. The presentation explores how students viewed experiential learning activities, the impact of technology in the curriculum, and how interdisciplinary topics were integrated. Participants will learn about challenges and advantages of integrating new media into Asian Studies courses and examine the process of developing project-based activities and assessments. Resources and links to student projects will also be shared.
This presentation covers phases of colonization, definitions of decolonization and indigenization, and steps to take in classrooms. Decolonization is a long-term process of dismantling colonial structures and restoring Indigenous cultures, knowledge, and worldviews. Indigenization incorporates Indigenous ways of knowing into education. In New Zealand, Māori-focused schools have helped revitalize language and culture but gaps remain; Ontario schools often lack Indigenous content due to discomfort. Culturally-responsive teaching empowers students through respecting diversity.
This document discusses international mindedness and intercultural education. It begins by outlining the goals of becoming familiar with these concepts and looking at how the IB Learner Profile can help understand relationships. Tables then rank how internationally minded certain public figures are. The document discusses 21st century skills and why internationalism is important for children. It provides context on the history and definitions of internationalism, internationally minded, and intercultural education. Key concepts like the IB Learner Profile attributes are presented as tools to obtain knowledge from a personal, local and global perspective to foster international mindedness. The presentation encourages thinking of ways to teach children international mindedness and ends with inviting questions.
This document provides tips and resources for culturally responsive teaching for immigrants, refugees, and English language learners. It emphasizes the importance of including students' cultural references in all aspects of learning, having high expectations for students, developing knowledge of their cultures, using student-centered and culturally mediated instruction, building strong parent partnerships, and providing socio-emotional support. A variety of online tools, projects, and strategies are recommended to help teachers create a safe, inclusive environment that celebrates diversity.
Curriculum Vitae of Robert F. Cohen May 2015Robert Cohen
Robert Cohen is a professor of English as a Second Language (ESL) at Hostos Community College in New York City. He has over 40 years of experience teaching ESL at various colleges and universities. He is known for developing innovative ESL curricula and textbooks. Cohen has also consulted on ESL programs in Turkey and the United Arab Emirates. He has authored or co-authored numerous publications and presentations related to ESL pedagogy. Cohen received distinguished achievement awards for his work developing the North Star ESL textbook series.
Museum education leaders from across the United States are invited to attend a convening from May 27-29, 2015 in Denver, Colorado to discuss leadership challenges and opportunities in the museum education field. The convening, hosted by Bank Street College's Leadership in Museum Education Program and several Denver museums, will bring together directors and managers to focus on key issues like redirecting programs and resources, articulating public value, and ensuring access, learning, and engagement remain central to institutional missions. Participants can register on Eventbrite at the provided website.
This project aimed to promote cultural awareness among students in three age groups from December 2011 to June 2012. A variety of activities were used such as meetings, exhibitions, competitions, folk dances, and debates to educate students about Turkey's various regions and cultural heritage. The project focused on sharing cultural identities across different groups and connecting younger and older generations. Surveys, interviews, trips and seminars helped students learn about their own culture and values while appreciating cultural diversity.
The document discusses the importance of art education by outlining several benefits. It states that art teaches fundamental cognitive skills used in core subjects like reading, writing, and math. It also notes that artistic skills are highly valued by employers and that art promotes self-directed learning and better school attendance. Additionally, art lends itself to multiculturalism, collaboration, technology and media literacy, and is fun and engaging for students.
Human diversity in education can be seen through cultural, academic, interest/skill, and social class differences among students. Culturally, students come from various ethnic, racial, gender, and socioeconomic backgrounds. Academically, students excel in different areas like reading, math, science, or arts and have unique learning styles. In terms of interests/skills, some students participate in groups like choir, sports teams, or band. Socially, students can form cliques or groups within the classroom. As teachers, it is important to welcome all students, understand various cultures and backgrounds, and create an open and accepting environment for human diversity.
The document announces the 44th annual Fay B. Kaigler Children's Book Festival at the University of Southern Mississippi. The festival will feature several children's book authors as speakers, including Derek Anderson, Chris Barton, Phil Bildner, Carmen Agra Deedy, David Diaz, and Gary Schmidt. Visitors can register for the event and see the full speaker list online at www.usm.edu/bookfest.
This document outlines the tenets of culturally responsive teaching which include validating student experiences, being inclusive of all students, having multidimensional content, empowering students, helping students grow, and enabling student success independently. It also lists recommended places to visit in Atlanta and emphasizes using language across the curriculum to create a multicultural environment. The document discusses constructing meaning through contextualizing actions and rules taught in school. It provides examples of content for group presentations, differentiation activities, and engaging discussions to build critical thinking.
The document describes an intensive month-long academic summer program held at Barnard College in New York City for students ages 14 to 18 from around the world. Over 140 students from 70 countries live on campus and take daily classes taught by top faculty from institutions like Columbia, Barnard, and NYU. The program includes classes, guest speakers, and cultural excursions around New York City. Students choose a major course, like International Relations, that involves over 100 hours of classwork, assignments, and a final project. The program aims to provide an outstanding academic experience and preparation for university.
This document outlines the tenets of culturally responsive teaching including validating student experiences, being inclusive, having multidimensional content, empowering students, helping students grow, and enabling student independence. It promotes teaching approaches like contextualization and collaborative teaching to foster complex thinking. The advocacy project highlights integrating student differences and similarities into the curriculum. Quotes discuss what it means to be American in terms of opportunity and education as well as celebrating diverse cultures.
This document discusses frameworks for analyzing diversity and inclusion in multicultural literature featuring dragons. It presents two continuums: one measuring diversity to homogeneity, and another measuring "something" to "nothing". "Something" refers to culturally unique, locally meaningful content, while "nothing" means shallow, impersonal content. A matrix crosses these, with examples like folktales in the "something for somebody" quadrant versus generic stories in the "nothing for nobody" quadrant. The document cautions against absolute judgments and encourages considering diverse elements even in otherwise homogeneous texts.
Education can promote internationalism in several ways:
1) Observing international days and celebrating independence days of other countries in educational institutions can help students understand the importance of international cooperation and different cultures.
2) Organizing United Nations societies, putting up bulletin boards with information about other countries, and arranging international tours can help develop feelings of internationalism in students.
3) Making internationally popular encyclopedias and magazines from other countries available in libraries and establishing international colleges can also promote international understanding.
World Book and Copyright Day is celebrated annually on April 23rd to raise public awareness about reading, publishing, and copyright. It highlights the importance of books in providing freedom of expression worldwide and was founded by UNESCO in 1995 to be celebrated in over 100 countries. Every year, authors and illustrators hold various events to encourage reading among the general public and serve as a tribute to famous books and authors globally.
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
Cross-Cultural Competence through Education, Training, and Experience at the ...CIEE
The mission of the United States Naval Academy is to graduate leaders prepared for a volatile, uncertain, chaotic, and ambiguous international environment. This workshop will be facilitated by leaders from across the institution and provides insights into curricular, co-curricular, and experiential programs for cross-cultural competence development. Attendees will learn about planning, delivering, and assessing cultural immersion programs. This presentation will include information on language study abroad, regional expertise and cultural immersion, university exchange programs, and global leader development.
This presentation outlines an interdisciplinary Asian Studies course that incorporates new technologies and project-based learning. It demonstrates how students created multimedia projects on various Asian topics. The presentation explores how students viewed experiential learning activities, the impact of technology in the curriculum, and how interdisciplinary topics were integrated. Participants will learn about challenges and advantages of integrating new media into Asian Studies courses and examine the process of developing project-based activities and assessments. Resources and links to student projects will also be shared.
This presentation covers phases of colonization, definitions of decolonization and indigenization, and steps to take in classrooms. Decolonization is a long-term process of dismantling colonial structures and restoring Indigenous cultures, knowledge, and worldviews. Indigenization incorporates Indigenous ways of knowing into education. In New Zealand, Māori-focused schools have helped revitalize language and culture but gaps remain; Ontario schools often lack Indigenous content due to discomfort. Culturally-responsive teaching empowers students through respecting diversity.
This document discusses international mindedness and intercultural education. It begins by outlining the goals of becoming familiar with these concepts and looking at how the IB Learner Profile can help understand relationships. Tables then rank how internationally minded certain public figures are. The document discusses 21st century skills and why internationalism is important for children. It provides context on the history and definitions of internationalism, internationally minded, and intercultural education. Key concepts like the IB Learner Profile attributes are presented as tools to obtain knowledge from a personal, local and global perspective to foster international mindedness. The presentation encourages thinking of ways to teach children international mindedness and ends with inviting questions.
This document provides tips and resources for culturally responsive teaching for immigrants, refugees, and English language learners. It emphasizes the importance of including students' cultural references in all aspects of learning, having high expectations for students, developing knowledge of their cultures, using student-centered and culturally mediated instruction, building strong parent partnerships, and providing socio-emotional support. A variety of online tools, projects, and strategies are recommended to help teachers create a safe, inclusive environment that celebrates diversity.
Curriculum Vitae of Robert F. Cohen May 2015Robert Cohen
Robert Cohen is a professor of English as a Second Language (ESL) at Hostos Community College in New York City. He has over 40 years of experience teaching ESL at various colleges and universities. He is known for developing innovative ESL curricula and textbooks. Cohen has also consulted on ESL programs in Turkey and the United Arab Emirates. He has authored or co-authored numerous publications and presentations related to ESL pedagogy. Cohen received distinguished achievement awards for his work developing the North Star ESL textbook series.
Museum education leaders from across the United States are invited to attend a convening from May 27-29, 2015 in Denver, Colorado to discuss leadership challenges and opportunities in the museum education field. The convening, hosted by Bank Street College's Leadership in Museum Education Program and several Denver museums, will bring together directors and managers to focus on key issues like redirecting programs and resources, articulating public value, and ensuring access, learning, and engagement remain central to institutional missions. Participants can register on Eventbrite at the provided website.
This project aimed to promote cultural awareness among students in three age groups from December 2011 to June 2012. A variety of activities were used such as meetings, exhibitions, competitions, folk dances, and debates to educate students about Turkey's various regions and cultural heritage. The project focused on sharing cultural identities across different groups and connecting younger and older generations. Surveys, interviews, trips and seminars helped students learn about their own culture and values while appreciating cultural diversity.
The document discusses the importance of art education by outlining several benefits. It states that art teaches fundamental cognitive skills used in core subjects like reading, writing, and math. It also notes that artistic skills are highly valued by employers and that art promotes self-directed learning and better school attendance. Additionally, art lends itself to multiculturalism, collaboration, technology and media literacy, and is fun and engaging for students.
Human diversity in education can be seen through cultural, academic, interest/skill, and social class differences among students. Culturally, students come from various ethnic, racial, gender, and socioeconomic backgrounds. Academically, students excel in different areas like reading, math, science, or arts and have unique learning styles. In terms of interests/skills, some students participate in groups like choir, sports teams, or band. Socially, students can form cliques or groups within the classroom. As teachers, it is important to welcome all students, understand various cultures and backgrounds, and create an open and accepting environment for human diversity.
The document announces the 44th annual Fay B. Kaigler Children's Book Festival at the University of Southern Mississippi. The festival will feature several children's book authors as speakers, including Derek Anderson, Chris Barton, Phil Bildner, Carmen Agra Deedy, David Diaz, and Gary Schmidt. Visitors can register for the event and see the full speaker list online at www.usm.edu/bookfest.
This document outlines the tenets of culturally responsive teaching which include validating student experiences, being inclusive of all students, having multidimensional content, empowering students, helping students grow, and enabling student success independently. It also lists recommended places to visit in Atlanta and emphasizes using language across the curriculum to create a multicultural environment. The document discusses constructing meaning through contextualizing actions and rules taught in school. It provides examples of content for group presentations, differentiation activities, and engaging discussions to build critical thinking.
The document describes an intensive month-long academic summer program held at Barnard College in New York City for students ages 14 to 18 from around the world. Over 140 students from 70 countries live on campus and take daily classes taught by top faculty from institutions like Columbia, Barnard, and NYU. The program includes classes, guest speakers, and cultural excursions around New York City. Students choose a major course, like International Relations, that involves over 100 hours of classwork, assignments, and a final project. The program aims to provide an outstanding academic experience and preparation for university.
This document outlines the tenets of culturally responsive teaching including validating student experiences, being inclusive, having multidimensional content, empowering students, helping students grow, and enabling student independence. It promotes teaching approaches like contextualization and collaborative teaching to foster complex thinking. The advocacy project highlights integrating student differences and similarities into the curriculum. Quotes discuss what it means to be American in terms of opportunity and education as well as celebrating diverse cultures.
This document discusses frameworks for analyzing diversity and inclusion in multicultural literature featuring dragons. It presents two continuums: one measuring diversity to homogeneity, and another measuring "something" to "nothing". "Something" refers to culturally unique, locally meaningful content, while "nothing" means shallow, impersonal content. A matrix crosses these, with examples like folktales in the "something for somebody" quadrant versus generic stories in the "nothing for nobody" quadrant. The document cautions against absolute judgments and encourages considering diverse elements even in otherwise homogeneous texts.
Education can promote internationalism in several ways:
1) Observing international days and celebrating independence days of other countries in educational institutions can help students understand the importance of international cooperation and different cultures.
2) Organizing United Nations societies, putting up bulletin boards with information about other countries, and arranging international tours can help develop feelings of internationalism in students.
3) Making internationally popular encyclopedias and magazines from other countries available in libraries and establishing international colleges can also promote international understanding.
World Book and Copyright Day is celebrated annually on April 23rd to raise public awareness about reading, publishing, and copyright. It highlights the importance of books in providing freedom of expression worldwide and was founded by UNESCO in 1995 to be celebrated in over 100 countries. Every year, authors and illustrators hold various events to encourage reading among the general public and serve as a tribute to famous books and authors globally.
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
Running Head MULTICULTURAL PERSPECTIVE 1 Multi.docxtoltonkendal
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 ...
Multicultural Diversity A challenge Global TeachersRheaRoseCapuz
This document discusses the challenges that global teachers face with multicultural diversity in their classrooms. It defines culture and diversity, noting that diversity comes from differences in factors like race, ethnicity, religion, language and socioeconomic background. It also discusses Gardner's theory of multiple intelligences and how students have different strengths. To address diversity, teachers need to modify their instruction, teaching styles, and attitudes to provide equal opportunities to all students. Multicultural education aims to increase equity by valuing students' varied experiences and backgrounds. Teachers should avoid stereotyping, get to know each student, and infuse multicultural materials while accommodating both differences and commonalities among their diverse students.
Multiculatural Diversity A challenge to Global TeachersRheaRoseCapuz
This document discusses the challenges that global teachers face with multicultural diversity in their classrooms. It defines culture and diversity, noting that diversity comes from differences in factors like race, ethnicity, religion, language and socioeconomic background. It also discusses Gardner's theory of multiple intelligences, which recognizes that students have different strengths. To accommodate diverse learners, teachers need curricula and instructional modifications, different teaching styles, and to re-examine their own attitudes and perceptions. The goals of multicultural education are to transform schools so all students experience equal opportunities to learn. Teachers must value students' varied prior knowledge and experiences to achieve this.
The document discusses various aspects of student diversity, including racial, cultural, ethnic, and English as a second language (ESL) diversity. It notes both benefits and challenges of diversity, such as new immigrants reviving local economies but also new conflicts arising. It emphasizes that diversity need not be a problem if schools and communities respond appropriately. It also discusses how teaching about diversity can help develop student understanding and decrease negative feelings toward other groups.
The document discusses the changing nature of English, learning, and teaching in the 21st century. It notes that more people now use English globally than any other language in history. Learning and teaching must adapt to this new landscape by embracing linguistic and cultural variation, focusing on real-world skills like problem solving, and using technology judiciously to enhance education rather than replace it. A key aspect is preparing students for unknown future worlds by cultivating flexibility, collaboration, creativity and other skills for a complex world.
Community centered language teaching views teaching as a social process where language is seen as people interacting and responding to each other. It promotes two types of interactions: interactions between learners and interactions between learners and teachers. This establishes a community of learners where students learn from and support each other. The teacher provides a safe environment for learning and builds relationships among students. Students work independently and help less advanced peers while benefiting from more advanced students. Teachers encourage self-evaluation so students can reflect on their own progress.
ELECTIVE 1 (The impact of culture in schools)Divine Ampongol
The document discusses the impact of culture on academic performance in schools. It examines three theories that explain differences in school performance among racial and ethnic groups: cultural deficit theory, expectation theory, and cultural difference theory. It explores how cultural differences may affect student performance through communication styles like eye contact and physical contact. The document advocates for culturally responsive teaching that builds on students' cultural backgrounds to create a positive learning environment and equal opportunities for all students.
The document discusses the importance of cultural competence for teachers in increasingly diverse classrooms. It outlines key cultural differences, such as ways of communicating, learning, and dealing with conflict, that teachers should be aware of. The document provides suggestions for teachers to gradually develop cultural competence, including building relationships, seeking cultural resources, and learning about students' cultures.
The document discusses the Literacy Prism framework developed by E. Priscilla George based on Aboriginal perspectives. The framework views literacy through the lenses of spirit, heart, mind, and body. Each color of the rainbow symbolizes an aspect of literacy education, such as language, skills, creativity, technology, and spiritual interpretation. The framework aims to take a holistic approach to literacy instruction that recognizes all aspects of the learner. It has been implemented in literacy and Native studies courses to better support Aboriginal students.
This document discusses culturally responsive teaching and provides examples of how to incorporate culturally responsive practices into an urban planning unit for 6th grade students. It proposes using cross-curricular lessons across subjects like math, science, literacy, and more to teach about urban planning. Examples of lessons include estimating land use, sustainable water sources, cultural demographics, and more. The document also provides guidance on ensuring instruction is culturally responsive through practices like content menus, oral history interviews, and considering multiple cultural perspectives.
This document discusses culturally responsive teaching and presents an example of a 6-week cross-curricular unit on urban planning that incorporates these principles. The unit involves lessons in multiple subjects like math, science, social studies, literacy, photography, and music. It aims to educate students about diverse cultural perspectives and validate different cultural experiences. Oral history interviews and analyzing communication styles help promote cross-cultural understanding. Ensuring all students feel included through approaches like differentiated instruction and heterogeneous grouping is also discussed.
This document discusses the importance and strategies for implementing multicultural curriculum in classrooms. It provides examples of how to make a classroom look multicultural through displays of maps and international materials. It also explains that multicultural curriculum is needed to prepare students for diverse environments, address biases, and accommodate different learning styles. The document recommends books, articles, and websites to incorporate multicultural perspectives across subjects and grade levels.
Amb respecte: desenvolupant una cultura d’alfabetització entre comunitat immi...BPIMMIGRACIO
This document summarizes strategies for developing a culture of literacy among immigrant youth. It discusses promoting literacy practices at home, school, and in the community through culturally and linguistically relevant approaches. This includes storytelling, bilingual books, family literacy programs, and partnerships between schools and public libraries. The goal is to create opportunities for youth to engage with literature in multiple ways so they can thrive and develop important life skills.
This document discusses connecting students to a cultural canon through culturally responsive teaching. It defines a cultural canon as a tacit agreement that builds bridges between students' home and school experiences. The teacher's role is to facilitate this connection by incorporating students' diverse cultural resources and materials into the curriculum. A culturally responsive curriculum considers students' real lives and cultures, promotes cultural literacy, and includes input from the community. The goal is to teach students to appreciate both their own and other cultures through a variety of instructional strategies and classroom resources that represent humanity's diversity.
Culturally responsive teaching emphasizes empowering students through incorporating their cultural experiences and backgrounds into all aspects of learning. It recognizes that culture plays a central role in learning and communication. Key aspects of culturally responsive teaching include having positive perspectives on students' families and cultures, acting as a facilitator rather than solely a lecturer, reshaping the curriculum to be culturally relevant to students, using student-centered collaborative instruction, and fostering a sense of belonging for all students.
Indigenous pedagogy and learning oct2011ctluregina
This document discusses Aboriginal perspectives on teaching and learning. It provides definitions of key terms and explores the ongoing impact of colonization. It describes Indigenous knowledge as experiential, rooted in language, and teaching responsibility. Indigenous pedagogy values independent learning through observation and encourages experiential learning through talking circles and storytelling. The document suggests strategies for teaching Aboriginal students, such as using a variety of teaching methods, including Aboriginal content, acknowledging systemic racism, and maintaining open communication.
Similar to Team a AET 500 Cultural_Awareness_Presentation (20)
The document summarizes several theories of adult learning, including:
- Behaviorist theories from Ivan Pavlov, John B. Watson, B.F. Skinner, and Albert Bandura that view learning as a process of forming associations between stimuli and responses through conditioning or observation.
- Humanist theories from Carl Rogers that view learning as a personal process of self-actualization striving for fully functioning people.
- Cognitive theories from Edward Thorndike about connections between stimuli and responses and from Benjamin Bloom on educational objectives and taxonomies of learning.
- Social cognitive theory from Albert Bandura emphasizing observational learning, social experience, and self-regulation.
1) A presentation about lifelong learning programs in Chandler, Arizona including photo album making, personal history writing, and Latin dance fitness classes.
2) The photo album and personal history classes guide participants in preserving family memories and creating keepsakes.
3) Chandler offers a variety of classes through community and senior centers to promote lifelong learning for people of all ages.
The document outlines a facilitator training program with four parts. Part I discusses the training program goals of teaching facilitators how to engage online learners and provide effective feedback and assessments. Part II covers the skills and phases of development needed for effective distance learning facilitation. Part III identifies learning management systems and technology tools for presenting content, discussions, and student collaboration. Part IV describes different learner types, synchronous vs asynchronous facilitation, and managing issues like feedback, challenging behaviors, and accessibility. The training aims to help facilitators effectively instruct trainees on quality customer service skills through online learning.
1. The document discusses several theories related to multicultural education proposed between 1970-1992, including Nieto's theory and Bank's theory.
2. It outlines characteristics of multicultural education, such as anti-racism, inclusion, social justice, and ongoing development.
3. Critical race theory is also discussed, including concepts like racism as ordinary, interest convergence, social construction of race, and intersectionality.
Sheri alexander aet560_skills_and effective_practices_infographic Sheri Renée Alexander
You need strong commitment, communication skills, determination, experience, intelligence, and effective practices to be an effective change leader. Key attributes include good character to overcome obstacles, seeing problems through to completion while maintaining a vision for future progress, and having the proper disposition and character to demonstrate the kind of effective change leader you are.
As a facilitator, it is important to set clear goals for students, be available to them, serve as a good role model through personal example, keep a positive learning environment, and show students that you are engaged and learning can be fun. The document outlines key responsibilities for facilitators, including setting expectations, being present for students, modeling good behavior, maintaining a supportive environment, and demonstrating enthusiasm for learning.
Self-directed learning involves individuals taking initiative to diagnose their own learning needs, set goals, and identify and use resources to choose and implement strategies to meet their goals and evaluate outcomes. Experiential learning is learning through experience and reflection on doing. Transformative learning theory states that perspective transformation, the core of adult learning, has three dimensions: psychological changes in self-understanding, revision of belief systems, and changes in lifestyle.
Kinderkids is a small international toy company that produces toys in China and sells them to major retailers like Walmart, Kmart, Toys R Us, and Meyers. They use formal communication like charts and reports to encourage markets to buy their safe, high quality toys. The company plans to begin using social media and blogging to help consumers learn about product safety.
The document discusses several methods for understanding cultural differences, including surveys, interviews, and the Schwartz Value Survey. Surveys can provide information on cross-cultural differences but results may be skewed by individual values or response style. Interviews allow one-to-one feedback to disprove stereotypes but require more resources. The Schwartz Value Survey identifies universal basic values across cultures but takes a long time to complete. Understanding cultural worldviews and values helps work efficiently across cultures.
As people mature, their self-concept shifts from dependence to self-direction. Their perspective changes from postponing knowledge application to immediately applying it, shifting from subject-focused to problem-centered learning. Adults prefer topics directly relevant to their work or personal lives. Motivation to learn becomes internal, and readiness to learn aligns more with social role responsibilities. Experience accumulates and aids further learning.
This document discusses different types of reports and their purposes. Informational reports offer data, facts, feedback or other types of information without analysis or recommendations. Analytical reports offer both information and analysis, including recommendations. There are also three common types of structured reports: progress reports, which track developments; marketing or policy reports, which aim to influence internal decisions; and grant proposals, which aim to influence external funding decisions. The document emphasizes choosing the right report type and audience as well as consistency in structure, style and medium.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
4. Why cultural awareness is
important to adult
educators?
• Understand the audience
• Better engagement
• More robust lesson plan
5. 8 COMMUNICATION STRATEGIES FOR
INTERACTING WITH DIVERSE
LEARNERS
1. Use a variety of instructional
strategies.
2. Consider students' cultures and
language skills.
3. Incorporate objectives for
affective and personal
development.
4. Communicate expectations.
5. Provide rationales.
6. Provide frequent reviews of the
content learned.
7. Set goals.
8. Provide frequent feedback.
6. SKILLS FOR DEMONSTRATING CULTURAL
SENSITIVITY IN A LEARNING ENVIRONMENT.
Good teachers not only learn from, but learn
about their students.
Active listening is a process where both the
sender and receiver are fully engaged, the listener
is focused and attentive, and distractions are
minimized.
Culturally-responsive teaching engages students
in self-awareness activities that lead to reflection
on cultural assumptions.
Culturally competent instructors are willing to
learn from their students; they recognize the
potential of intercultural communication as a
means for enhancing the learning of the entire
learning community.
Respect for the learner is a critical component of
effective teaching.
7. WE ALL COME FROM THE SAME PLACE AND WE
ARE ALL PLEASING TO
LOOK AT AND ENJOY
8. STRATEGIES FOR AVOIDING BIAS
AND PREJUDICE IN INSTRUCTION.
Positively Interact with
Students
Encourage Open, Honest
and Respectful Class
Discussion
Use Inclusive Language
Actively Discourage
Classroom Incivilities
10. STRATEGIES FOR PROMOTING
ACCEPTANCE IN THE LEARNING
ENVIRONMENT
Cultivate Awareness of
Personal Biases
Increase Empathy
Practice Mindfulness
Develop Cross-Group
Friendships
12. • The impact of body language must be given
priority consideration.
• Appear relaxed and allow feedback and input
from students.
• Never downplay another’s contribution to the
class.
• Open yourself to new possibilities.
13. “Everyone should
be able to enjoy
the sweetness
that life has to
offer.”
- Sheri Alexander
The end……….
14. References
Dictionary.com's 21st Century Lexicon. (n.d.). Cultural diversity. Retrieved from http://www.dictionary.com/browse/cultural-diversity
English Oxford Living Dictionary. (n.d.). Definition of cultural diversity in English. Retrieved from
https://en.oxforddictionaries.com/definition/cultural_diversity
Merriam, S., & Bierema, L. (2014). Adult Learning: Linking Theory and Practice. San Francisco, CA: Jossey-Bass.
UNESCO. (2017). Learning to live together. Retrieved from http://www.unesco.org/new/en/social-and-human-sciences/themes/international-.
migration/glossary/cultural-diversity/
Fruits Basket Grape Strawberry Apple Watermelon Blueberry Cherry .... Retrieved from
wallsdream.com/wallpaper/fruits-basket-grape...apple.../Y5MA
The meaning and symbolism of the word - Apple. Retrieved from
Incredible Dream and Meaning Apple - Dictionary of Dreams
http://dreamicus.com/apple.html
11 Surprising Benefits of Banana | Organic Facts. Retrieved from
https://www.organicfacts.net/health-benefits/fruit/banana.html
The surface of a strawberry: pics Let’s look on a random strawberry from ...Retrieved from
https://www.reddit.com/r/pics/comments/3of5xf/the_surface_of_a_strawberry/.
15. References pg. 2
http://www.healthline.com/health/food-nutrition/best-watermelon-seed-benefits
The 5 Best Watermelon Seed Benefits
Grapes PNG Images Transparent Free Download | PNGMart.com. Retrieved from
Grape PNGhttp://www.pngmart.com/im age/tag/grapes
Orange Images, 35 Orange High Resolution Wallpaper's Collection ...Retrieved from
... Wide HDQ Orange Wallpapers, Popular Photo
11 Surprising Benefits of Nectarines | Organic Facts. Retrieved from
https://www.organicfacts.net/health-benefits/fruit/nectarines.html
National Board of Professional Teaching Standards. (1987). English Language Arts Standards Third Edition Fairness, Equity, and Diversity.
Retrieved from http://www.nbpts.org/sites/default/files /documents/certificates/NB-Standards/ELA%20_NB_Standards.pdf
Suttie, Jill, Psy.D. (2016, October 28). Four Ways Teachers Can Reduce Implicit Bias. Retrieved from
https://greatergood.berkeley.edu/article/item/four_ways_teachers_can_reduce
Barker, M., Frederiks, E., & Farrelly, B. (n.d.). GIHE Good Practice Resource Booklet – Designing Culturally Inclusive Learning and
Teaching Environments - Classroom Strategies. Retrieved from https://www.griffith.edu.au/__data/assets/pdf_file/0011/184853/Creating-a-
Culturally-Inclusive-Classroom-Environment-mcb2.pdf
Editor's Notes
According to Dictionary.com (n.d.), a contemporary definition for cultural diversity is the “coexistence of different ethic, gender, racial, and socioeconomic groups within one social unit”. The Oxford dictionary defines cultural diversity as “The existence of a variety of cultural or ethnic groups within a society”. Lastly, UNESCO (2017) defines cultural diversity as a “…complex whole which includes knowledge, beliefs, arts, morals, laws, customs, and any other capabilities and habits acquired by [a human] as a member of society”. It is important for educators to understand cultural diversity because classrooms in the United States are diverse an unique.
Educators should understand positionality, privilege, context, and power to better understand themselves and understand their students (Merriam & Bierema, 2014). Understanding cultural diversity can help an educator relate to the audience and build a lesson plan that can engage everyone in the room. This can help students have a more robust learning environment and encourages teamwork and diversity.
This will not only help build relationships among the students, it will help students open up and create discussion about diversity. Another way to build a positive rapport with students is provide students with information about your teaching style and methods as well as your expectations. Teachers should also express their own desire to continue to learn and develop understanding about other cultures.
This leads to the second point, to encourage open, honest, and respectful class discussions. My modeling that you are open to discuss challenging topics, students will learn from your behavior. It is important to encourage all students to participate in class discussions without singling anyone out. This would put them on the spot and uncomfortable with can kill a class discussion. Teachers should encourage turn taking when discussions get going because you do not want one or two people to monopolize the conversation. The teacher needs to strive to include everyone—which leads to point three.
The teacher needs to use inclusive language and appropriate modes of address. You should always use the name the student prefers and this should be established at the beginning of the term. Some students will have unique names with unique pronunciations and it is important to learn how to pronounce them correctly. The teacher should encourage other students in class to the same.
The last point, to help establish a classroom culture of respect and acceptance, involves eliminating classroom incivilities. The teacher needs to create a safe environment. One would think that adults would already know how to treat one another in the classroom, and for the most part they do; nonetheless, it is a good idea to establish classroom norms at the onset to proactively address potential issues. The teacher needs to establish “explicit rules for appropriate classroom conduct to protect cultural exclusion and insensitivity” (Barker, Frederiks & Farrelly, 2004, p. 2). The teacher needs to avoid stereotypes and encourage students to do the same. The teacher should also be wary of catering to one group more than another. If an incident arises where a behavior might be considered prejudiced or discriminatory, it needs to be address immediately. Students need to feel safe in order to contribute to discussions and participate in class activities.
As stated before, the teacher’s positive attitude and modeling of appropriate behavior will go a long way to promoting a positive, healthy classroom environment.
Confront your own ideas and preconceived notions concerning different cultures.
Teachers can cultivate awareness of personal biases. Teachers are human beings and, as such, are influenced by psychological biases. The goal of teachers should be to recognize these biases so that they can improve interactions with others and decrease any unease in interracial contexts. Admitting to yourself that you are subject to biases creates a place where you can examine them and correct them.
One way to avoid bias is to increase empathy. The ability to understand another’s perspective helps the teacher to understand where students are coming from. Teachers need to learn about the lives of their students; this shows them that you care. By trying to place yourself in the other’s shoes helps to avoid serotyping and working from false assumptions. Above all, a teacher should treat students with kindness.
According to Suttie, “Mindfulness practices—such as paying attention in a nonjudgmental way to one’s breath or other sensations—has been shown to decrease stress in teachers, which can indirectly have an effect on reducing bias. But according to some research, mindfulness may also have a direct effect on bias reduction as well” (Suttie, 2016).
The last suggestion to help avoid bias and prejudice is to expand the people you include in your sociocultural groups. When creating friendships that include people other than yourself, you end up decreasing prejudice. This doesn’t mean that teachers should indiscriminately approach someone just because they are from a different racial group, however, teachers can reach out to colleagues or get involved in activities where people from different backgrounds come together for a common cause.
Instructors must be accepting of others views .We can all learn from each other. It is important to not assume what you thought the student meant by finishing the statement made; in other words, always needing to interpret meaning., or rephrase the statement.