...Appropriate Teaching Strategies Korianne Shafer SOC312: Child Family & Society (BMF1441A) Art Tolentino October 27, 2014 Developmentally Appropriate Teaching Strategies Diversity encompasses numerous characteristics including socio-economic background, ethnicity, special needs, gender, and giftedness (Cazden, 2001). Today, classrooms are getting more varied and diverse with students from diverse linguistic and cultural backgrounds, and students with a disability. It appears that teachers must meet the needs of all students successfully and individually to effectively teach a classroom of diverse students. This paper will first identify three challenges involved with ensuring that teaching strategies are appropriate for culturally diverse children. These three challenges are acknowledging there is a difference and that all students are not the same, establishing school-wide cultural collaboration, and implementing culturally responsive teaching. Second it will discuss these cultural challenges in the classroom using the sociological perspective of conflict theory. Third and finally it will discuss these cultural challenges in the classroom using the relevant perspective of Piaget’s preoperational stage of development. To make certain that all students in a certain classroom justly feel like they belong to that class, teachers who teach in diverse and inclusive classrooms must employ major strategies. The first challenges involved with ensuring that teaching strategies...
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...Developmentally Appropriate Teaching Strategies Monica Santo SOC 312: Child, Family, & Society Instructor: Jeanette Maxey July 13, 2015 Developmentally Appropriate Teaching Strategies Teachers in today’s classrooms have a challenging position in making sure to use developmentally appropriate teaching strategies with culturally diverse children. Not all children learn and understand information in the same way especially, when coming from different cultures. Developmentally appropriate practice (DAP) teaching strategies can aid teachers in helping children meet certain learning goals. Teachers can select a DAP teaching strategy that is suitable with the particular culturally diverse classroom to help every child learn. Although DAP teaching strategies are effective for culturally diverse children, teachers may encounter challenges when utilizing a teaching strategy. Stereotyping is a challenge that teachers may encounter when ensuring teaching strategies are developmentally appropriate for culturally diverse children. Teachers should not make decisions about a child such as who the child is or their abilities based on their culture. Teachers may compare one child to another when the children share the same cultural background and then assume that using the same teaching strategy will be effective for all children from that same culture. A teacher should not base a child’s abilities or weaknesses on the culture of the child. Even positive stereotyping does not get...
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...Appropriate Teaching Strategies In the Steinhardt School of Culture, Education and Human Development (2008) it describes the management of a classroom has “to those activities of classroom teachers that create a positive classroom climate within which effective teaching and learning can occur” (Martin & Sugarman, p.9, 1993) (Steinhardt School of Culture, Education, and Human Development, 2008). In the class of culturally diverse children , the teacher has to receptive and appreciative of the diverse cultures which is represented by the students. The first challenge most teachers do not appreciate the fact that their culture is not necessary the right approach to situations or even lives. They will endeavor to conform the students or children to their own beliefs, which will inturn the students in a rebellious classroom, full on insuborination and indiscipline. The main perspective article explains by Southern Poverty Law Center in reference to a quote by one high school student which the student quoted by expressing his disappointment of the teacher at his school “think they know what’s wrong with us. But they don’t know. If people want to helpus, they have to see what we’ve been through, not from what their own experiences tell them” (Southern Povery Law Center, 2014). In this paper it says that many schools in the United States that the teaching staff are all middle aged, middle class, and monolingual and that they intend to represent or teach highly diversified culturally. To bring...
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...(2009) young, diverse children usually find themselves struggling not with the task of comprehending a new language but also with socio-cultural background knowledge they have not been exposed to. Gonzalez (2009) stated this new knowledge includes all beliefs systems, practices, and shared experiences that members of their culture often take for granted but that may in fact be quite foreign to young diverse children. Gonzalez (2009) stated diverse children bring with them extensive experiences and knowledge grounded in their native language and culture, and teachers must find ways to first familiarize themselves with students’ experiences and background knowledge. Identify and discuss three challenges involved with ensuring that teaching strategies are appropriate for culturally diverse children. According to Gonzalez (2009) cooperative learning is a strategy that teachers can use the help of peer group to increase conceptual learning to integrate prior knowledge to subject and topic learning, and ultimately, to increase academic achievement. The author stated young peers can act as resources for one another because they have different strengths and weaknesses across content and developmental areas. Another strategy that teaching is appropriate for culturally diverse children is storytelling. According to Diaz-Rico (2004) the use of stories is probably the most important means by which teachers can develop oral and written language in young children. Diaz-Rico (2004)...
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...Entire Course ECE 405 Week 1 DQ 1 Teaching Respect for Cultural Diversity Poster Teaching Respect for Cultural Diversity Poster. Twenty first century early childhood classrooms in the United States are filled with culturally diverse students. As an early childhood educator, you can help prepare this future generation of children to succeed in school. Chapter 1 of the textbook describes different strategies educators can use to support children in their classroom success. ECE 405 Week 1 ePortfolio Submission 1 Culturally Relevant Methods ePortfolio Submission 1: Culturally Relevant Methods. Throughout this course you will develop an ePortfolio that includes evidence of your cultural competence in each of the following areas: § CulturallyRelevantMethods § Anti-BiasCurriculum § DiverseFamilyStructures § MulticulturalEducation Using Chapters 1 and 2 of your text and at least one additional scholarly source, compile a list of 20 culturally competent strategies for English language learners (ELLs). At least five of your strategies should be appropriate for infants/toddlers, five strategies should be appropriate for preschool, and five strategies should be appropriate for early elementary age. You may select the age level for the five remaining strategies. ECE 405 Week 2 DQ 1 Culturally Relevant and Anti-Bias Classroom Culturally Relevant and Anti-Bias Classroom. Teachers can be genuine in their efforts to design and provide a culturally relevant and anti-bias classroom,...
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...Culturally Responsive Education Since the early 1970’s, there have been robust conversations about how to improve the K-12 educational experience for students of color, African American students in particular. Most of the studies that were conducted showed that African American students (and students of color) lagged behind their white counterparts in both mathematics and reading. The Coleman Report in 1966 gave rise to future discussions regarding gaps in achievement between African American and White students. Such conversations about disparities in academic achievement between African American and White students were generally from cultural deficit perspectives, meaning, students of color, were blamed for the gap in achievement between...
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...Cultural Competency Interview Paper Elizabeth Asch is one of two teachers in a community education preschool classroom in Michigan. She works with children from different socioeconomic statuses, different cultural backgrounds, and with different abilities and disabilities. Asch (personal communication, November 6, 2014) explained her job responsibilities include leading groups, creating lessons, helping the children progress in school, and home visits occasionally. She began working at daycare centers in high school, attended college for a few years, took a few years off to raise children, and then began looking for classroom jobs. The families that have attended her classroom are from both similar and diverse cultural backgrounds. She has had students from Hispanic, African American, Middle Eastern, Asian, and Caucasian families. There are rewards that accompany working with diverse families, Asch explains that she enjoys teaching the children about different cultures as well as learning about them from the children and parents. The students tell her stories about their families and their cultural practices, such as holidays, which she encourages them to tell. It is rewarding for her to be able to make connections with the students and their parents. A specific example that she always remembers is about an African American child from a lower SES who was in one of her classes who did not have the best life at home. He had problem behaviors and trust issues, but she was able...
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...& Smith, B. A. (2011). A blueprint for developing culturally proficient/responsive school administrators in special education. Learning Disabilities -- A Contemporary Journal, 9(1), 33-46. Retrieved from EBSCOhost. Introduction Nationwide, schools are being faced with a rapid increase in the number of students of color, culturally and linguistically diverse students, students with learning disabilities, students from low-income families, and students from non-traditional and single parent families. As a result, determining how schools can adapt to meet the needs of these vast demographics, as well as how the varied demographics can play a role in the education of these students, has become more than just a topic of conversation and research for academic professionals, educators, researchers, and practitioners. Literature and research point to educational reform by improving school systems to foster multicultural educational environments. Specifically, school leadership and professional development are closely looked at as driving factors in which to achieve this educational reform. In their article “A Blueprint for Developing Culturally Proficient/Responsive School Administrators in Special Education,” Bakken and Smith (2011) focus on the need for school administrators to be culturally responsive/proficient in the special education arena particularly in order to better meet the needs of culturally and linguistically diverse (CLD) students who have learning disabilities (LD)...
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...Cultural Diversity Activities Amanda Brogdon ELL240: Linguistically & Culturally Diverse Learners Instructor Jerrica Mesquita July 30, 2014 Cultural Diversity Activities “Connecting with families of ELLs is every bit as important as connecting with the learners themselves in the classroom” (Syrja, R. pg. 81. 2011). Learning about cultural diversity is an excellent way to get families involved. Cultural diversity is something that our children begin to understand at an early age. It is up to those who educate our children to help get parents as well as students involved in educating our children about the different cultures in our society as it is important in the success of their development. Some activities that could involve both students and their parents in cultural diversity education could include culinary diversity, arts and crafts, and culturally diverse textiles. Description of Target Group: “Building positive identities and a respect for differences means weaving diversity into the fabric of children's everyday lives. Working with families is an important first step in helping children accept, understand, and value their rich and varied world” (Gonzalez-Mena, J. & Pulido-Tobiassen, D. 2014). The target group for these activities is children in Kindergarten through second grade who are of American and Hispanic descent. They have been developed for students and their parents to do together and all three of them honor and respect cultural diversity...
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...Essay #1 Compare and contrast the perspectives of diverse peoples/populations. Diversity can be defined as people coming together from different races, nationalities, religions and sexes to form a group, organization or community. A community that is diverse is a community that values different types of people. It is aware that people with different types of backgrounds, skills, attitudes and experiences bring different ideas and perceptions to the table. Most people view diversity as a good thing because it gives the chance to experience different things outside of what they normally accustomed to. Diversity in this country is openly viewed as a beneficial bacterium, so many backgrounds and not knowing which ones are good and which ones are bad. Studies show that the lack of unity between races, sexes and cultures is due to mistrust, stereotyping, are more within culture conversation and language problems. Being cultural aware provides an opportunity to stand back and consider that there are certain backgrounds, personal values, beliefs and upbringing that shape the things we all do. Something that is considered inappropriate behavior in one culture may be perfectly appropriate in another. The first thing to acknowledge about diversity is that it can be difficult and the key to understand the positive influence of diversity is the concept of informational diversity. When we as human are brought together to solve problems in groups, diversity plays a big part because we would...
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...The overall goal for early educational professionals, however, is to provide every child, including children who are linguistically and culturally diverse, with a responsive learning environment. For culturally and linguistically diverse students to reach their full potential, instructions should be provided. As educators, it is imperative that we recognize that all students are cognitively, linguistically, and emotionally connected to the language and culture of their home. A curriculum that is culturally responsive capitalizes on student’s cultural background rather than attempting to override them (Zero to Three, 2008). Cultural, ethnic and racial diversity are important and are valued characteristics of the population of young students currently served by early childhood education programs. According to research, early elementary educators are facing the challenge of creating quality educational programs for young students from diverse cultural...
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...Many students lived in areas widespread with gangs, drug deals, and drive by shootings. It was common place for the students to have parents that had to work two jobs to pay their bills and feed their family. The state wanted to improve the lives of their students so they quickly implemented the Education Improvement Panel. They were to explore how to improve teaching and learning, enhance the community and encourage parental involvement, and reduce racial isolation in the public-school systems. Besides the charter and magnet school the panel also started inter-district after-school, Saturday and summer programs, recruiting minority staff, inter district school building projects, and experiences to increase awareness of the diversity of individuals and cultures. All these changes to the school system were good in the respect of segregating the schools but there was no timetable set was set for it to happen. It is over two decades later and the plan has only been half implemented. Only 41% of Hartford students are enrolled in schools that are diverse so the battle for educational equality is still being fought. Winning the case meant that schools could now become integrated and although it has taken time there are students that are seeing the benefits. Those who were in school while the trial was taking place have a different view...
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...Multicultural education is a complex approach to teaching and learning that includes the movement toward equity in schools and classrooms, the transformation of the curriculum, the process of becoming multicultural competent, and the commitment to address societal injustices. What types of schools are offering multicultural education in the classroom? Segregated schools are bad, desegregated schools are good. The reason for this is that segregated schools have unequal opportunity than desegregated schools. Multicultural education is a term that causes conflicts. Teachers shy away from the use of this word because of the misconception it brings. One of the misconceptions that it brings, is that it has been believed to be harmful to the unity...
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...mandated by the No Child Left Behind Act (NCLB), is facing yet another “unprecedented challenge” (D’Angelo & Dixey, 2001) that has far-reaching implications. The increasing diversity of the student populations served by public education systems is already having an adverse effect on overall student achievement and is forcing more and more educators to question their own beliefs and prejudices. The article focuses on the major issues in public education failing to reach our culturally and linguistically diverse student population, particularly those with and at risk for disabilities, including disproportionate academic underachievement, special education referrals, and disciplinary actions (Cartledge & Kourea, 2008). An eruption of social consciousness and moral seriousness has occurred about the “savage inequalities” faced by minorities and poor children in so many of America’s urban schools today (Kea & Utley, 1998). Even while it is clear that culturally and linguistically diverse students have the greatest need for quality instructional programs, many researchers argue that they are less likely to be taught with the most effective evidence-based instruction. Banks (2002) contends that the challenges facing educators in meeting the needs of multicultural students is of highest importance. I believe qualitative research method was used in this study. The author states Cultural awareness, sensitivity, and competency will help both preservice and in-service...
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...Developmentally Appropriate Teaching Strategies SOC 312 March 4, 2015 Today, classrooms are filled with children of many different cultural backgrounds. Therefore, it is important that educators have proper knowledge of dealing with children of diversity. Teachers need to establish strategies to academically meet the needs of their diverse students. In this paper, I will discuss three challenges involved with ensuring that teaching strategies are appropriate for culturally diverse children. I will also discuss these cultural challenges in the classroom using one sociological perspective and another perspective. One issue is lack of knowledge of students’ cultural backgrounds. “Gaining general knowledge about a cultural or ethnic group can give teachers a sense of views about behavior, rules or decorum and etiquette, communication and learning styles.” (New York University Steinhardt School, 2008). Teachers should show interest in learning about their students. This can be done on their own time by paying visits to the home to communicate with parents to learn information or in the classroom by doing class projects that relates to the student’s culture. Another issue is stereotyping. Educators need to know their place. Students should not be judged because of their race, culture, ethnicity, etc. Minorities should not be looked at any different because of cultural characteristics. “To engage students effectively in the learning process, teachers must know their students...
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