Cultural Diversity Classroom

ICC9K1  Personal cultural biases and differences that affect one’s teaching. - Competency 4   I am very careful to be respectful of the various cultures and differences among the students at my school, so this does not impact my teaching. I differentiate my instruction in order to accommodate the needs. I am in a school with students from a wide range of countries.

The first two chapters of this book deal with the mindset that we as teachers must have in incorporating the framework and pedagogy into our classrooms. In becoming a culturally responsive teacher you must look at validation, affirmation, building, and bridging. In validation, we have a responsibility to our students to legitimize their culture and language. In being a teacher, rapport I with your students is critical in your success for reaching your students.

As a future teacher, I will strive to resemble culturally responsive teaching by seeking to understand the student's perspective further. Understanding the student’s perspective will create an educational environment that represents all people, honor individual diversity, and affirm unity among all members if the educational community (8a.0). As I begin to learn about ethnic, cultural, linguistic, and socioeconomic groups through different learning experiences, I realize how to pursue positive interactions with students of other backgrounds (8a.1). With this knowledge, I can analyze and adjust the curriculum to meet all groups of diversity in the classroom (8a.2).

Students are diverse. They arrive in our classrooms as unique individuals. They come from various cultures, races, religions, and economic backgrounds. They have varying interests, familial situations, life experiences, and motivations to achieve. Recognizing and honoring these differences through “varied approaches to content, process, and product” is the purposeful way a teacher can create a differentiated classroom (Tomlinson, 2001, p. 7).

An approach considered by the authors for reducing intergroup conflict is the same approach used in negotiations. Citing several books on positive negotiation tactics, including Galluccio (2015), the authors explain that when two parties successfully negotiate a resolution - whereby the parties are content with the outcomes - the parties are more amicable towards one another in future encounters. The authors refer to specific real-world examples of political world peace negotiations where this was the

Coleman, P. (2014). Power and Conflict. In M. Deutsch, P. T. Coleman, & E. C. Marcus (Eds.), The Handbook of Conflict Resolution: Theory and practice (pp. 137–167). San Francisco: Jossey-Bass. 4.

In today’s world, educators must be aware that talking about diversity with their students is crucial. Classrooms throughout the United States consist of diverse groups of students, specifically students of different cultures. In “The Melting Pot,” Anna Quindlen describes how individuals from different cultures can get along with one another—a positive relationship. This relationship represents a melting pot; a pot in which individuals from different cultures are treated equally—one’s culture is respected. A melting pot is a community in which different individuals from different countries intermingle with each other—a diverse community is formed.

Good morning and welcome to our first annual cultural diversity retreat for South Glen Elementary school. The school board funded this three-day event in preparation for our upcoming school year. We will be receiving students from a culture different than the American culture we, as staff and our present students, are accustomed. We will have 30 Bosnian immigrants. Each class will take approximately 6 to 7 new students to maintain the average class size of 25 students.

2. Diversity Within any classroom there are students and each student has a variety of needs that can affect the learning of the student and the teacher’s ability to instruct the student. These needs can influence a student’s learning experience academically, emotionally, socially and many other aspects to varying degrees; depending on how much a student’s learning experience is affected, the student’s academic progress can be hindered due to their needs not being addressed. Any parent and teacher would want every student to have equal opportunities to grow and develop academically and to become productive members of society.

In the world of communication, there are many theories that describe diverse ways people communicate with one another. According to S.F. Scudder, who proposed the Communication Theory, said “all living beings existing on the planet communicate although the way of communication is different”. This paper will focus on Stella Ting-Toomey 's, a professor of Human Communication Studies at California State University, Fullerton, communication theory on face negotiation. The Face-Negotiation Theory is used to understand how people from distinct cultures manage relationships and disagreements.

The United States has an increasing ethnically and racially diverse population. According to the U.S. Census Bureau (2012), the U.S. population is projected to be considerably older and more racially and ethnically diverse by 2060. By then, groups that are commonly referred to as racial minorities, will make up the majority of the U.S. population. With the constant increase in this country’s diverse population, public schools are also becoming more diverse. Given the wealth of diversity in our nation 's public schools, it is no wonder that instructional theory is promoting a shift toward a teaching style that emphasizes a feasible and academically enriching environment for students of all ethnicities and races.

IDEA lists three ways of being culturally skilled in the classroom. This includes the teacher being culturally alert in the class to connect the gap of learning about other ethnicities, learning to communicate to students in unwritten and non-vocal styles, and know the different views of the cultures, for example, skin-to skin contact, no communication, the clothing of the student, and simple gestures. This is important in my eyes because my school alone is very diverse, and I had my share of teachers that did not respect a certain students religion or culture. This upset me and made me want to learn more about different cultures and religions. It also leads me to want to work harder to become more culturally aware, and diverse for my future students and willing to do what I can to break down barriers that may be created by students of different cultures or religions.

People are living in the era of globalization. Every year, there is an increase in the number of immigrants and emigrants to foreign countries with the purpose of living and studying. As a result, cross-culture communication takes place in many nations. Obviously, no one can learn everything about all cultures and not any culture is completely similar. This inevitably entails culture conflict.

Introduction Have you heard before about multicultural education?. In the last years multicultural education has been increasing in all the countries around the world, but the question is why this issue became so relevant and how this kind of education brings impact, rather positive or negative to students? Schools are being forced to change their method and increase the academic level because of multiculturalism. In this passage you would know about what is the definition of multicultural education in United States schools.

“Diplomacy is a complex and often challenging practice around the world in order to resolve issues and advance interests” (U.S. Department of State). This quote about diplomacy relates greatly to the topic of accepting each other 's differences allows violence to simmer down in a time of conflict because diplomacy is basically the definition of that very claim. “You only really get to know people when you’ve had a jolly good row with them. Then and only then can you judge their true colors!” (Goodrich, Hackett, Kesselman).