Please post your question, quote, and fact here. Also, please respond to at least two of your peers' posts and answer my questions.
Questions:
1.) Discuss the role of teachers as multicultural curriculum designers.
2.) Discuss the significance of developmentally and culturally appropriate practices in the curriculum.
3.) Describe the characteristics of an early childhood, multicultural educator.
Question: What is one thing that you know (positive or negative) about yourself that you can either bring into the multicultural curriculum (negative things are ok, that’s the part where we have to look to our own views/values/etc…and adapt)??
ReplyDeleteFact: The first step is to look at yourself! You must recognize how important you are as a teacher and, even more, as a professional early childhood educator.
Quote: “The child is the heart of the curriculum. All children are competent and their learning must be rooted in experiences appropriate to their developmental levels and cultures” (ACEI & OMEP, 2000)--(our book page 255).
Questions:
1.) Discuss the role of teachers as multicultural curriculum designers.
The role of teachers [as designers of the curriculum] involves 4 steps. (p 245 figure 7-2)
1. Knowing yourself. Self assessment in which teachers examine their own teaching beliefs.
2. Assessing our present practices. What kind of program do we offer our students? What should my teaching be like? What do my students need?
3. Designing the program itself. What are the goals and objective we want to set? Which (of the many approaches) will we use? What materials and resources do I have and need?
4. Implementing. When will actions take place? How can I find out about their effects?
2.) Discuss the significance of developmentally and culturally appropriate practices in the curriculum.
The curriculum ensures that the physical, emotional, linguistic, cognitive and social needs of young children are met. It provides opportunities to master knowledge and skills that are connected to the real world experiences (regardless of culture, we all do live in the same world-some just see it differently).
Our book says that the goal of multicultural education is for every child to find a nurturing and appropriate environment where they are welcome as they are. In order for us to do well to provide this environment, we need to first recognize where our students stand (developmentally and culturally). The curriculum itself blends development with learning while focusing on the whole child (no matter what culture). We must then have to choose the appropriate practices and do our best!
3.) Describe the characteristics of an early childhood, multicultural educator.
Cognitive, Reflective, Collaborative, Student Centered, Authentic, Social,
Holistic, Expressive, Developmental, Challenging, Constructivist
Question: What is the best way to handle a situation in which one’s colleagues in do not fully embrace a multicultural teaching model? Some educators come from an era when fully accepting EVERYONE is difficult.
ReplyDeleteQuote: “At all times, good curricular practices should be guided by knowledge of the children’s developmental and cultural strengths, needs, and individual characteristics.” (p. 259)
Fact: “Multicultural education is for all students.” (p. 241)
1.) Discuss the role of teachers as multicultural curriculum designers.
Teachers are really the key factor in developing the multicultural curriculum. The first step for the teacher to take is to get to know their students and the needs of those students. Another important factor is getting to know the surrounding community and parents as well. Before implementation, the planning process is crucial and part of that process is a careful self-assessment of multicultural knowledge. Setting up the classroom for each child’s success will ensure a smooth implementation process.
2.) Discuss the significance of developmentally and culturally appropriate practices in the curriculum.
It is important to be sure that activities and practices that are used in the classroom fit the age range and the cultural population of a particular community or school. The questions must be asked: How will these activities fit into the themes that are being taught? How do they fit into the objectives set out for multicultural education? Do all of these activities help to create a bias free environment?
3.) Describe the characteristics of an early childhood, multicultural educator.
An educator that is embracing multicultural education in an unbiased manner must be a student centered teacher. This person needs to be open to learning new information on a daily basis. With that in mind, such a teacher needs to be willing to assess their own practices regularly in addition to assessing their students’ learning.
Kelli-I very much agree with your quote about children being at the heart of the curriculum. I think this is especially true when it comes to dealing with multiculturalism. When we think of children with disabilities in classrooms, children who speak other languages, or children who are being raised in a non-traditional home, all students in our classroom need to realize their life stories are important.
ReplyDeleteChandra posted:
ReplyDeleteQuestion: Which characteristics do you think you possess of an early childhood multicultural educator?
Quote: You must recognize how important you are as a teacher and, even more, as a professional early childhood educator.
Fact: When you make the decision to infuse the multicultural perspective into your teaching, you make a commitment to invigorate your instructional practices and provide children with learning experiences that are valid in the context of today’s world.
1.) The curriculum process includes the methods and procedures teachers follow to deliver their content. The process entails the strategies, techniques, and overall methods used in the classroom to convey specific content and skills. The processes the teacher selects will influence the child as a learner. There are steps toward multicultural teaching: 1. knowing ourselves as teachers. Who am I as a teacher? Self-assessment in which teachers examine their own teaching and beliefs. 2. Assessing our present practices. 3. Designing the program. 4. Implementing.
2.) The curriculum provides opportunities to master knowledge and skills that are connected to valuable and real-world experiences. It is also important to allow young children to acquire positive values of both their cultural group and of the mainstream society to meet the expectations of families and communities.
3.) An early childhood multicultural educator should have:
• has a sound knowledge about child development that he or she uses and applies in classroom teaching.
• believes that multiculturalism is an integral part of our society and that schools need to incorporate multiculturalism into their programs.
• is committed to helping the child face and understand our social diversity.
• is aware of and works to clarify his or her own ideas about diversity, biases, and beliefs, and recognizes and accepts his or her own diversity and that of children.
• holds high expectations equally for all children and helps all children to develop to their fullest.
• works and interacts in a respectful way with all families as partners and collaborators for the benefit of the child.
• is willing to try out new methods and materials to accommodate the needs of children.
• is constantly assessing his or her own teaching to guarantee its responsiveness to the children’s needs.
• is constantly searching for new approaches and/or methods to improve multicultural teaching.
• creates a classroom environment where tolerance, respect, and openness to learn and understand others are its essential characteristics.
• keeps a positive, willing, and open attitude toward self and others as professionals.
• recognizes that reality is a composite of many different perspectives.
Class,
ReplyDeleteGood job so far! Keep up the good work!
Lori,
ReplyDeleteAs far as addressing colleagues in the ways of them not being able to fully "embrace" the mulitcultural education. I would simply show them ideas of things that you are adding in or adjusting to your cirriculum that display a great model, or be straight forward. I know that I am a very open person and welcome all advice or criticisms. We all should be. How will we ever become great people/teachers without reflection of our own thoughts/actions- good or bad!
Honesty is always the best policy!!
Chandra-You asked which characteristics you think we possess as an educator regarding multiculturalism. This may sound a little odd, but I think my own sense of curiosity is what helps me to accept people who are different than me. I always want to know about others and I want to hear their story. I think everyone has a story to tell and I love finding out their perspective.
ReplyDeleteQuote: Never assume you know everything about your school. pg 250
ReplyDeleteQuestion: Why would an individual who does not care to work with children apply to work at a daycare setting?
Fact: A variety of learning experiences provides for the children’s diverse needs and learning styles.
1.) Discuss the role of teachers as multicultural curriculum designers.
Teachers of young children must be committed to building collaborative relationships with diverse groups in communities and schools to create more equitable and nurturing environments for all children. Teachers are the key to successful multicultural education. Teaching transforms lives, according to the old adage. Teachers have to care and look for ways to reconcile the child’s own needs with the aspirations of education.
2.) Discuss the significance of developmentally and culturally appropriate practices in the curriculum.
Teachers of young children need to incorporate both the perceptive of diversity and DCAP into their instruction to respond to the whole child; this is the essence of a multicultural teacher.
3.) Describe the characteristics of an early childhood, multicultural educator
Thorough and strong knowledge, honest assessment of their own biases, and the ability to view reality through countless perspectives. They must believe in social justice and advancement of democracy., ensure that every child is treated fairly, and have equal opportunity to develop to their full potential.. They must have a sound knowledge about child development that is used and applied in the classroom teaching. Believes that multiculturalism is an integral part of our society and that schools need to incorporate multiculturalism into their programs. Is committed to helping the child face and understand our social diversity. Is aware of and works to clarify their own ideas of diversity, biases, and beliefs, and recognizes and accepts their own diversity and that of children. Holds high expectations equally for all children and helps all children to develop to their fullest. Works and interacts in a respectful way with all families as partners and collaborators for the benefit of the child. Is willing to try out new methods and materials to accommodate the needs of children . Is constantly assessing their own teaching to guarantee the needs of children. Is constantly searching for new approaches and/or methods to improve multicultural teaching. Creates a classroom environment where tolerance, respect, and openness to learn and understand others are its essential characteristics. Keeps a positive, willing, and open attitude towards self and others as professionals. Recognizes that reality is a composite of many different perspectives.
Kelli,
ReplyDeleteYou have to begin by taking a hard look at yourself and seeing your own weaknesses and biases. In the Iron Jawed Angel movie, Alice Paul even uses "man in office," and a reporter corrects her and says "man or woman in office." She is thankful for his correction here and makes the cookie comment. Biases are constructed and are everywhere--especially in the language we use everyday. Look at the movie. When today's on-campus video is posted, you will see the sexism in the film itself. It is sad, but that is why we have to be so reflective. That is why we must start with a look at our own biases and our own backgrounds, cultures, ethnicities, races, abilities, etc. We are constructed with these as we grow up, so we have to be critical and look deep inside ourselves, our own personalities, our own dispositions etc. to work on these! It is never ending!
Class keep up the good work! Keep working ahead too! I am glad to see your drive here Kelli, Chandra, Lori, and C. Libby!
Quote
ReplyDelete"Therefore, teachers aof young children must be committed to building collaborative relationships with diverse groups in communities an schools to create more equitable and nurturing environments for all children." page 240
Fact
"Nationally, Census statistics show that nearly 20 percent of children age 5 and older speak a language other than English." page 253
Question
Do you think to some extend what we teach our student in general education classes that there will need to be a change?
1.) Teachers in generally guide students to focus on topics the teacher has decided to focus on. teachers can influence studetns and also open students' eyes to something new. Teachers need to pay claose attention to what students' know and whay may be abluable for student to know, also encouarage students to try somethin they haven't.
2.) Teachers need to assess what would be appropriate for their students at the level they are at. Teachers need to assess students' interest and needs. This way students are interested in participating in their learning and in retuen needs can be met.
3.) They needto be respectful and aware of culture differences and values. Have a intereist in learning the different needs and views of cultures, also knowledge on how to handle it within the classroom.
cllibby,
ReplyDeleteI hate to say it, but its a job. That's never a good reason, but some people look at it that way.
Kelli Hovey said...
ReplyDeleteQuestion: What is one thing that you know (positive or negative) about yourself that you can either bring into the multicultural curriculum (negative things are ok, that’s the part where we have to look to our own views/values/etc…and adapt)??
Kelli,
I would say looking back on my experiences teaching in the public school system is being undertanding. Knowing that my students come from different backgrounds and their homelife may have been troublesome the night before.
Lori,
ReplyDeleteI have a colleague now who does not like multicultural education or social justice. He is an older, white male, and he is threatened by it. As a colleague, I respect his view although I do not agree with it, and I am always nice to him. Even though we disagree, we can still work together. I hope this helps!
I actually converted another colleague, and he shared that with me just the other day. Progress is slow, and we do not have to always agree. That is a part of conflict management!
Remember to use Perrin's Pocket Guide to APA Style 3rd Ed. That is the little book for the class. It will help with your journals and papers! There is a great model of a paper at the end of it in APA style!
Question: If we have a classroom of students and only one is a minority, how do we make that student feel comfortable when we talk about their culture? (Some may not be willing to share, might get made fun of etc.)
ReplyDeleteQuote: "Next to parents, teachers are the single most important factor int he lives of children" (p 241).
Fact: Social rejection has one of the most negative effects on a child because it hinders positive emotional growth and negativity impacts self confidence.
1. The teacher is the key to a multicultural classroom. The school may design the curriculum but it is ultimately up to the teacher how much diversity is included in day-to-day activities. Teachers must go through steps to incorporate multicultural ideas into the classroom. First they must have an understanding of who they are as a teacher. Next, they must assess what they are doing now. Third, teachers design the program. Finally, they implement the program they design.
2. It is important that the classroom activities and lesson plans are developmentally and culturally appropriate. We need to challenge kids, but also nurture them in their learning. Culturally appropriate activities allows you to teach to the demographics of your community and also include multicultural elements. We must teach students about different cultures so they do not form biases.
3. There are many characteristics of a multicultural educator. They know how children develop, they are committed to helping children understand diversity,and they create a classroom of tolerance. They are constantly reassessing their teaching practices, looking for new approaches to improve their teaching, and they are aware of there own personal biases. They have high expectations for their students, and respect students' parents. They have a positive attitude about diversity and they recognize perspectives different from their own.
Cheryl,
ReplyDeleteYour quote really startled me. The more I read in our education books, the more I realize that I am going to be teaching in a vastly different way that I was taught. I think in the future ELL classes will boom and all teachers will be required to have an ELL class, if that is not required already. It is amazing how things change!
Lori,
ReplyDeleteThe quote you used really stuck out to me. In the reading I was surprised that teachers thought that they did not have to include multicultural elements because their classroom was not diverse. I feel that it is important to teach all kids about different cultures. So I guess your quote is true, multicultural education is really for all students.
1. Question: Do you think the aspects of multiculturalism will become such a part of societies understanding that it won’t make it so difficult to teach? The examples of women voting and African Americans voting for example. Is it going to be centuries of battles?
ReplyDelete2. Quote: Multiculturalness, according to Davidman and Davidman (2007), is the perspective and posture the teacher assumes and imparts through her or his classroom practices, even when teaching an all-European American class. Simply said, multicuturalness is a quality that must define classroom teaching.
Fact: CREDE proposes five standards as a framework for teaching practices in programs serving children with diverse characteristics. The CREDE standards identify specific pedagogical practices, "proven successful with majority and minority at-risk students in a variety of teaching and learning settings over several decades" (Dalton, 1998).
1.) The role of teachers as multicultural curriculum designers begins with believing in the importance of this kind of teaching. Your heart has to be in this area as much as it was when you decided teaching was your career of choice; because you love children but more importantly you love teaching them, making a difference in their life, and being a part of who they become. Social justice and democracy are obviously the foundations of our nation. These foundations are a part of designing your multicultural classroom. The child must be valued, respected, and feel a welcome part of the classroom. The classroom setup, the curriculum used, and the methods of teaching will contribute to the effective teaching of multiculturalism. As a teacher we are designing and re-forming the way the child looks at the world rather than focusing only on the tunnel they live in. After all this is the world they are going to live the entire life in and multiculturalism affects them socially and politically.
2. The significance of developmentally and culturally appropriate practices in the curriculum of education starts with knowing the child’s needs. This lets us know what changes or new programs need to become part of our curriculum. The constant evaluation and exploring of new ways to approach these lessons will always be required. Finding fun and interesting (attention grabbing) ways of conveying the lesson will always have to fit the children we are working with that year. There are stages of physical, emotional, cognitive, linguistic and social teaching moments that are proper in facilitating appropriate learning experiences. There are many angles of looking at multiculturalism and with it being an integral part of society bias will always be huge and to overcome this can be very difficult especially if there is no reinforcement at home. So appropriate practices are necessary to teach not only to the child but the parents too in some cases. Making the parent feel comfortable with the curriculum being taught and the reasons behind it.
3. The characteristics of a multicultural early childhood teacher are the very qualities that the classroom teachings and effectiveness. The teacher must be respectful and inclusive of each child’s culture and social reality. We must believe we will affect their future and know what we teach and how we teach if will be the difference in understanding and retaining or just going on in life fighting society in the changes that will remain to take place in regards to multiculturalism.
Question: Do you know of any schools or communities incorporating multicultural information or activities for students?
ReplyDeleteQuote: Next to parents, teachers are the single most important factor in the lives of children.
Fact: The development and education of a hcild is a responsibility of families, teachers, caregivers and communities.
1. Teachers play a significant role in a child’s educational experience. Teachers must look at themselves and realize the impact they have on children. Teachers must be aware of their student’s culture and incorporate multicultural curriculum so all students experience an education for a successful future.
2. Teachers need to look at each child’s needs individually and provide them with an education that complements diversity. Teachers should prepare their classrooms so it is comfortable for all development and culture levels. It is imperative teachers are aware of each child’s needs for the most effective learning, both inside and outside the classroom.
3. An early childhood, multicultural educator must ensure that every child has the same opportunity and fairness. Teachers must be aware that evey child’s education goes beyond the classroom and into our society as a whole. Teachers are not only teaching children, they are indirectly teaching our society through our children
Theresa,
ReplyDeleteI liked your quote about Multiculturalness being the perspective and posture the teacher assumes and imparts through her or his classroom practices, even when teaching an all-European American class. I think this is so true with anything in life. We need to embrace multiculturalism inside and outside our classrooms regardless of the cultures that surround us. Sometimes I hear people say they are not prejudice or racist, only to later hear them make unjust comments when they think no one is listening. We need to not only teach it, but live it.
Christina Whitfield said...
ReplyDeleteQuestion: If we have a classroom of students and only one is a minority, how do we make that student feel comfortable when we talk about their culture? (Some may not be willing to share, might get made fun of etc.)
I think we need to teach about all types of cultures, not just the ones in our classrooms. If we approach it this way, sharing all cultures, hopefully the one student will not feel singled out, instead realize this is part of the norm, to learn everyone's differences and similarities.
Question: How do you get parents to take their childs education seriously?
ReplyDeleteQuote: "The partnership between schools and families is important for the healthy development of any young child."
Fact: The goal in the multicultural classroom is for every child to find a nurturing and appropriate environment where they are welcomed as they are.
1. The role of teachers as multicultural curriculum designers is to have knowledge about the children's developmental needs, the nature of the family, and the reality of the community. The teacher must understand these elements in order to teach children. The teacher must use differentiated instruction in the classroom to meet all students needs in the classroom.
2. "Effective learning and teaching is anchored by what is relevant for the child to learn." Pg 248 Teachers need to make sure their teaching strategies meets the needs of all students. "Good multicultural programs for children exist because teachers have a special commitment to children." Pg 242 Teachers that stay committed to their students learning makes them great teachers.
3. An early childhood multicultural educator....
>has a sound knowledge about child development that he or she uses and applies in classroom teaching
>is committed to helping the child face and understand our social diversity
>holds high expectations equally for all children and helps all children develop to their fullest
> works and interacts in a respectful way with all families as partners and collaborators for the benefit of the child
> is willing to try out new methods and materials to accomodate the needs of children
>is constantly assessing his or her own teaching to guarantee its responsiveness to the children's needs
>creates a classroom environment where tolerance, respect, and openness to learn and understand others are its essential characteristics
Kelli asked....What is one thing that you know (positive or negative) about yourself that you can either bring into the multicultural curriculum (negative things are ok, that’s the part where we have to look to our own views/values/etc…and adapt)??
ReplyDeleteSome aspects that I can bring to the table is one my own experiences in life and secondly I am a great listener and am not judgemental. I am always willing to listen to both sides of the story and figuring out what the real problem is and find a way to fix the problem.
Lori, I agree with your answer to Chandra's question about what characteristics we bring as an educator. I always like to hear about other cultures and traditions other than mine. I think that I am boring because I fall under the European-American mainstream culture. I always wonder what my ancestor background is because nobody in my family knows or seems to care to know. My sister tells me that grandma used to say we are made of Heinze 57. I never got to meet my grandparents my sister was lucky she got to.
Question: How do you work with or implement change when your co-teacher does not feel multicultural diversity is necessary?
ReplyDeleteQuote: "Because multicultural education is a transformational process, it is essential to constantly evaluate your own practices to ascertain what needs to be changed and why it needs to be changed." p.248
Fact: The partnerships between families and schools is crucial for the healthy development of all children.
1. The role of the teacher as a multicultural designer is to provide children with a nurturing environment that builds self-confidence, respect, a sense of belonging, and feelings of pride. When designing the curriculum the teacher must not only examine the environment, activities, and materials, but must also examine their own beliefs. The teacher needs to understand and respond appropriately to the range of the developmental needs of all the children. The teacher's role is to also work with all of the families as a partnership. The teacher will assess, design, implement, and re-evaluate to ensure the curriculum is meeting the diverse needs of the children.
2. The curriculum must be developmentally and culturally appropriate in order to meet the needs of all the children. Being developmentally and culturally appropriate allows for the children to use their prior knowledge and skills to build new knowledge. This is necessary in order to facilitate physical, social, emotional, cognitive, and linguistic growth.
3. The character of an early childhood multicultural educator is one who promotes, respects, and appreciates diversity. This educator evaluates and assess their current program and beliefs to ensure they are providing an environment that appreciates and reflects diversity. This teacher uses great planning and preperation techniques to facilitate learning.
Question: Who do you believe has a bigger influence over a child’s perspective of the world and the different peoples that inhabit it, the teacher or parents? How do you reply to a student that says, “my patents say ____ are all ________.”? How do you contradict parent’s biases or racism tactfully?
ReplyDeleteQuote: “the best way to teach a child is always based on what the child needs.” (pg 259)
Fact: Although the U.S. has a growing number of students of increasingly diverse backgrounds, the large majority of teachers continue to be white, of European American ancestry.
1) Discuss the role of teachers as multicultural curriculum designers.
ReplyDeleteTeachers need to foster cohesiveness with social and ethnic groups that promote feelings of belonging and group pride (pg 240). In order to accomplish that, teachers need to incorporate multiculturalism into curriculum design. Additionally, teachers need to recognize that they are a mentors and role models; their own beliefs and biases will rub off on students. Not only do we need to recognize multiculturalism in the curriculum, we have to believe in it.
2) Discuss the significance of developmentally and culturally appropriate practices in the curriculum.
Developmentally and culturally appropriate practices in curriculum design are important for two main reasons. First, appropriate learning experiences help facilitate the physical, social, emotional, cognitive, and linguistic development of the child. Second, it provides for learning experiences that are respectful and inclusive of the children’s cultural and social reality. Both prepare students to be well rounded and educated individuals that are prepared to function in today’s global culture. More than ever, biases and isolationism will only hinder the success of our students. Not only do they need to be smart, but aware of the world around them.
3) Describe the characteristics of an early childhood, multicultural educator.
The traits of and early childhood, multicultural educator include (pg 243):
* Having knowledge of child development which is applied in the classroom.
* Believes in multiculturalism and that it important to incorporate it into the classroom.
* Is committed to helping children understand out diverse society.
* Knows their own beliefs and biases and accepts the diversity of their students.
* Holds equally high expectations for ALL students regardless of background.
* Works well and respectfully with everybody for the benefit of their students.
* Is willing to try new methods and materials to accommodate the needs of students.
* Is constantly evaluating their own teaching to guarantee its responsiveness to the students needs.
* Is constantly looking for new ways to improve multicultural teaching.
* Creates a classroom environment of tolerance, respect, and openness.
Marci asked...Do you know of any schools or communities incorporating multicultural information or activities for students?
ReplyDeleteI don't know of any specific districts that go further than any other when it comes to multiculturalism. However, in every textbook I come across multiculturalism is included. Some more than others; but it was easy to notice multiculturalism in the classroom observations I did last semester. Readings included people from other cultures, illustrations were of diverse peoples, and the overall tone was that of inclusiveness. Students now learn about the contributions made by both minorities and women, something that had been overlook or intentionally left out in the past. Additionally, they don't just learn the "facts and figures" about other countries. They learn about the people and culture as well.
Theresa asked... Do you think the aspects of multiculturalism will become such a part of societies understanding that it won’t make it so difficult to teach?
ReplyDeleteYes, I think so. The world is shrinking and the interactions among cultures is increasing. Also, the distinction between cultures is blurring as societies and people merge with one another. On one hand it is sad because we are losing some of the world's cultural diversity. On the other hand it isn't so easy to divide people up into neat little categories that separate us.
I think over the next few decades multiculturalism will become more persuasive and commonplace. We will know when we have reached that point when we don't have to go out of our way to teach it. It will become a non-issue; just something that is.
Tara,
ReplyDeleteThe materials have the diversity in them anyway. As a guide, point that out as you go through them. That will help! If she does not agree, do what you can. It is a slow process, but keep with it! It can and does make a big difference. Today, I shared your Three Little Pigs idea (and bragged on you) to my on-campus group! It is just the way you look at it. Remember the different lens and Dubois' "double consciousness." We need that as educators!
Do not lose heart!
Thomas,
ReplyDeleteYou do not have to point that out directly or insult the parents either. You can redirect a child in the classroom to the classroom behavior expectations, the rules, respect, and using "put ups" (compliments) not "put downs" (insults). You can address it as--in our class, we... That helps! Hate and disrespect are not values in our class. Then, students go along with the rules most of the time.
Christina,
ReplyDeleteGood question here! You do not have to put the student on the spot. You can teach about it and/or you can ask the student way ahead of time if he or she would like to help you teach about it. Either way, you do not put the student on the spot then.
Keep up the good work!
Class,
ReplyDeleteKeep up the good work here!
Take care,
Dr. Hendrix
Melissa Culey said...
ReplyDeleteQuestion: How do you get parents to take their childs education seriously?
I think you need to invite parents into your classroom and make goals for their child as a team. The more involved and committed you can get the parents to be the better off the child
will be.
Christina Whitfield said...
Question: If we have a classroom of students and only one is a minority, how do we make that student feel comfortable when we talk about their culture?
I had a Spanish speaking child last year in my classroom. His family was from Mexico and the another child had made a comment about the child's dark skin. I invited the child's parents to come into the classroom to share their Mexican culture with the class. They brought clothes, money (coins, & paper), pinata that they children broke open after using a broom on it, and we made a Mexican dish that the children ate. Also, the dad taught the children to count to 10 in Spanish. We had a blast but yet the children learned too.
cllibby said...
ReplyDeleteQuestion: Why would an individual who does not care to work with children apply to work at a daycare setting?
I have asked myself this many times, or why would they have children of their own. I do not understand what is going through their heads, most probably do it for the money.
Thomas Kimberling said...
ReplyDeleteQuote: “the best way to teach a child is always based on what the child needs.” (pg 259)
I really liked this quote! NOt many people really look at it this way.
Lori,
ReplyDeleteI just read your question and was surprised that we basically asked the same question. This leads me to believe that this occurs often. I read Dr. Hendrix's response and that was very helpfull. I hope it helps you as well.
Carol,
ReplyDeleteYour question about why would someone who does not care about children take a job working in a daycare setting, is something that I have seen as well. The response that this person made was not only that it was just a job, but they took it because the hours and summers off was the payoff. The sad thing is it reflected in the way she did her job and in her interactions with the children. She lasted a year before being fired for her conduct. However, it does anger me as well when I see and hear comments like this.
Dr. Hendrix,
ReplyDeleteThank you for the response to my question. Thank you for sharing with others the lesson my co-worker and I did on homelessness. It was alot of fun and the children are still talking about it. It was amazing to see three, four, and five year olds grasp the concept. I thought they would have a harder time with understanding it so that I why I chose the theme The Three Little Pigs. I have more three year olds this year than four's or five's so I was a little skeptical. I also put their picture and an article about it in last weeks local Mound City paper. When some of the parents saw it in the paper that were so proud of their child. I had a homevisit today at one child's house and she could not wait to show me the picture hanging on their refrigerator.
Cathy W. posted:
ReplyDeleteQuestion: What is the best approach to address parents when they visit your classroom who do not accept multiculturlism?
Quote: What is in the environment also alerts children to what the teacher considers important or not important. Children are as vulerable to omission as they are to inacccuracies and stereotypes. What isn't [seen] can be a powerful a contributor to attitudes as what is seen? (Derman-Sparks pg.270)
Fact: Multiculturalness, according to Davidman and Davidman (2007), is the perspective and posture the teacher assumes and imparts through her or his classroom practices, even when teaching an all-European American class. Simply said, multiculturalness is a quality that must define classroom teaching.
Questions:
1.) The role of teachers as multicultural curriculum designers fosters from 4 steps.
1.) Knowing ourselves as teachers. Examine a teacher's beliefs and their method of teaching.
2.) Assuming our present practices. Evaluate program offered and the needs of the children. Evaluation of the current curriculum to determine the content and process used.
3) Designing the program. Know the goals and objectives to have and the approach that you will use as a teacher.Be educated on resources and materials available to you.
4) Implementing. When will actions take place? How can one find out about their effects?
2.) The significance of developmentally and culturally appropriate practices in the curriculum are skills that are connected to valuable and real-world experiences, which provides the opportunities to master knowledge. All children are competent and their learning must be rooted in experiences appropriate to their developmental age level and cultures.
3)The characteristics of an early childhood, multicultural educator are:
1) has a sound knowledge about child development that he or she uses and applies to classroom teaching
2) believes that multiculturalism is an integral part of our society and that school need to incorporate multiculturalism into their programs
3) is committed to helping the child face and understand our social diversity
4) is aware of and works to clarify his or her own ideas about diversity, biases, and beliefs, and recognizes and accepts his or her own diversity and that of children
5) holds high expectations equally for all childrne and helps all children to develpo to their fullest
6) works and interacts in a respectful way with all families as partners and collaborators for the benefit of the child
7) is willing to try out new methods and materials to accomodate the needs of children
8) is constantly assessing his or her own teaching to guarantee its responsiveness to the children's needs
9) is constantly searching for new approaches and/or methods to improve multicultural teaching
10) creates a classroom environment where tolerance, respect, and openness to learn and understand others are its essential characteristics
11) keeps a positive, willing, and open attitude toward self and others as professionals
12) recognizes that reality is a composite of many different perspectives
These characteristics should describe a classroom teacher who will use their skills and knowledge for the best interests of the children in their classroom.
Tara,
ReplyDeleteGREAT! We are proud of you! Thanks again for sharing that information!
Question:What if as a new teacher we get a job in a school that doesnt really support multicultural education in its curriculum?
ReplyDeleteQuote:"Curriculum respects and supports individual and cultural linguistic diversity. Curriculum supports and ecourages positive relationships with childrens families" page 257
Fact:good and effective multicultural education requires soundand objective knowledge of the place and program where you teach.
1.) Discuss the role of teachers as multicultural curriculum designers. As a teacher you must realize that your attitude and openess will be learned by the student. Providing lessons that offer insight and ideas into other cultures and lifestyles will help the children in your class understand the differnences and similarities that all people share.
2.) Discuss the significance of developmentally and culturally appropriate practices in the curriculum.
Getting children to understand these practices is vital in our world and communties today. Children who understand theses practices will be help create a open mind when it comes to the diversity in out world today
3.) Describe the characteristics of an early childhood, multicultural educator.
* Having knowledge of child development which is applied in the classroom.
* Believes in multiculturalism and that it important to incorporate it into the classroom.
* Is committed to helping children understand out diverse society.
* Knows their own beliefs and biases and accepts the diversity of their students.
* Holds equally high expectations for ALL students regardless of background.
* Works well and respectfully with everybody for the benefit of their students.
* Is willing to try new methods and materials to accommodate the needs of students.
* Is constantly evaluating their own teaching to guarantee its responsiveness to the students needs.
* Is constantly looking for new ways to improve multicultural teaching.
* Creates a classroom environment of tolerance, respect, and openness.
thomas's question. I think as a teacher that if a child says that to me, I would be honest with them, and tell explain to them that its not fair to paint all people a certain way and then I would explain to them that they would not like it if some body did that to them, and if they did how would it make them feel!
ReplyDeleteMelissa's question. I think as a teacher all you can do to get parents involved in your childs education is to offer as many possibilities for them to be involved as you can. Express to them when you meet them how important it is for them to be involved, maybe offer them some literature about the subject, let them know that you will senda Class newsletters home or maybe make a class website that you post pictures and class information on and have the kids take a interactive approach to those things, make sure they are involved in the process and then maybe they will be excited to share those things with their parents, maybe the parents will be involved simply through through their kids excitement about what they helped create.
ReplyDeleteQUESTION: How will you design your multicultural classroom? Cover what goals and objectives you would have, what approach you will use and what materials and resources to you need. (pg.245)
ReplyDeleteQUOTE: "To make teaching a truly integated intellectual and social experience, materials and the school environment must mirror the community of the children and families served." (Bredkamp & Rosegrant,2001) (pg.247)
FACT: The goal in the multicultural classroom is for every child to find a nurturing and appropriate environment where they are welcomed as they are.
Dr. Hendrix Questions Answered:
ReplyDelete1. The role of teachers as multicultural designers involves 4 steps.
1.Knowing ourselves as teachers. Know who you are as a teacher. Examine your own teaching and beliefs.
2.Assessing our present practices. Know where you stand and what kind of program you offer your students. Know the current curriculum to determine the content and processes used. Now what should my teaching be like and what do my students need.
3.Desiging the program. Know which goals and objectives you will have. Figures out the approach they will take and what materials and resources they need.
4.Take actions. Discover how to find out the effects.
2. The significance of developmentally and culturally appropriate practices in the classroom is great. To reach and teach each child a teacher must know their student and their culuture. They must help their students to develop and grow physically, emtionally, cognivity, and lingustical.
3. The characteristics of an early childhood multicultural education is: Teachers who
.Has knowledge about child development the he or she uses and applies in classroom teaching.
.believes that multiculturalism is an integral part of our society and incorporates into the classroom.
.Committed to helping children face and understand social diversity.
.Aware of and works to clarify our own ideas about diversity, biases, and beliefs. Accept all differences.
.Holds high expectations for all children and helps children to develop to the fullest.
.Interacts with families as partners and collaborators for the child.
.Willing to try new methods and materials to meet the needs of the children.
.Assessing our own skills when it comes to if we are meeting the needs of our students.
.Searches for new approaches and/or methods to improve teaching.
.creates a classroom environment where tolerance, respect, and opennes to learn and understand others are its essential characteristics.
Eric,
ReplyDeleteIf I got a job at a school that didn't support multicultural education in its curriculum I would speak up. I would share not only the knowledge I have gained from this class but I would also share our textbook. I would have to say that look at your students. Look at the diversity to be against multicultural education is to be against your students.
Clibby,
I think some people see it not only as a job but they see it as an easy job. Some people think its just a babysitting job. That how easy can it be to just sit there and watch the kids play. I am sure they go for the weekends off and the flexiable schedule as well. Little do they know is that it is the start to each childs learning experiences. Love kids and love education because thats whats expected by the boss, parents, and the children themselves.
Question: How can a teacher assess what multicultural lessons are more valuable than others?
ReplyDeleteQuote: "... it is critical to create classrooms where each child feels valued and where the cultures of children are respected and welcome." and "When you make the decision to infuse the multicultural perspective into your teaching, you make a commitment to invigorate your instructional practices and provide children with learning experiences that are valid in the contect of today's world." (pg 260)
Fact: One can make a classroom environment more enriching with increasing multicultural elements in lesson planning.
1.) Discuss the role of teachers as multicultural curriculum designers.
One must hold the same, high expectation for all students. Know who you are teaching to and know the differences in your students. Be positive and realize that all students can have a more enriching experience if you are to add multicultural aspects to the lesson. As the book indicates we need to take note and develop lessons around the reality of the community, the families of the students, and What the student's specific individual needs are in the areas of learning styles.
2.) Discuss the significance of developmentally and culturally appropriate practices in the curriculum.
A good teacher needs to know the students in order to create and facilitate the most effective lessons. Planning is key, along with trusting what you are teaching. When planning take into consideration the community in which the students are from, and integrate their environment into the lessons. The book discusses utilitarian curriculum which is when real-world experiences, the students reality, is brought directly into the classroom. This is a positive outlook because one can really incorporate valuable lessons when talking about very relevant issues the students are experiencing.
3.) Describe the characteristics of an early childhood, multicultural educator. We can start the process of diverting the attention to question stereotypes. We can really be a good examples of one should act professionally and without biases. We can teach to incorporate student's lives and celebrate different cultures and diversity. We can foster skills that cause interaction among all.
Fact: “…[US Schools] have growing numbers of students of increasingly diverse backgrounds, the large majority of teacher continue to be white, of European American ancestry” (p.240).
ReplyDeleteQuestion: Why is there so much focus on the early childhood educator when there is a need at the secondary level also?
Quote: I actually have two quotes I liked: “Social rejection has one of the most negative effects on a child because it hinders positive emotional growth and negatively impacts self-confidence” (p. 240).
“Next to parents, teachers are the single most important factor in the lives of children” (p. 241).
1.) Teachers need to be supporters to all of their students. Given that our classrooms are becoming more culturally diverse, teachers must make changes to meet the educational needs of all and strive for social justice. Teachers must advocate for multicultural curriculum due to this change and need. If teachers are committed to their students, it is their duty to first develop an awareness of their own cultural biases—growing, improving and accepting them. They also need to be conscious of the community in which their students live so they can better meet their needs. Teachers also need to develop their ability to see the world through various cultural perspectives.
2.) We want to implement a multicultural curriculum that effectively meets the developmental stage of each child, therefore meeting their physical, social, emotional, cognitive, and linguistic development. We want the curriculum peppered with the culture of the community that takes learning to a more meaningful level while showing respect and value to those diverse cultures. In order to do this, we must learn all about the classroom, school, family and community.
3.) Above all, the early childhood educator must persevere with setting changes in motion to meet all the diverse children’s educational needs. A teacher who is committed in doing so will possess many attributes: professionalism, understands the developmental process of children, believe in the importance of multicultural education, assist children in embracing social diversity, reflects on their teaching—what worked and what did not and to make appropriate changes, builds a rapport with all the families, genuinely concerned about the students’ achievement while holding high expectations for them and establishes a classroom community that is built upon respect, value and worth.
Cathy,
ReplyDeleteIf a parent were to question the multicultural aspects of my classroom I would describe to them the importance of celebrating diversity and making all cultures accepted in our learning environment. I would discuss with them that we try to avoid making sterotypes and judging others based on differences. I would let them know knowledge is power and we need to teach different aspects to have a more well rounded curriculum.
Lori - If a teacher I worked with did not embrace multicultural education I would start by asking them why. Once I was able to wrap my head around their motives, I would use that as leverage in explaining to them the importace of encorporating everyone in their classroom and how special and unique we all are and that we all have something special to add to society.
Kelli,
ReplyDeleteQuestion: What is one thing that you know (positive or negative) about yourself that you can either bring into the multicultural curriculum (negative things are ok, that’s the part where we have to look to our own views/values/etc…and adapt)??
I really enjoy this question. I find other cultures to be amazingly interesting! I was raised in a small all-white town with no diversity. When I moved in the sixth grade, I immediately became best friends with a Hispanic girl. I was lucky to experience and be involved in her culuture. Today, my 5th grade son's best friend is Mexican. Spainish is the language spoken at his home. My daughter is from China which was an amazing experience and look forward to a future trip to Haiti hopefully! Right now, there is a boy from India in my jr. experience class where I am eager to learn about his culture. I have had just enough experiences with other cultures that has created a desire to learn more and incorporate culture in my classroom!
Christina Whitfield said...
ReplyDeleteQuestion: If we have a classroom of students and only one is a minority, how do we make that student feel comfortable when we talk about their culture? (Some may not be willing to share, might get made fun of etc.)
In my 2nd grade class (jr. experience), there is a boy from India. Being intrigued about languages and other cultures, I asked him to tell me how to say "hi" in Indian. He hesitated and did not want to. I told him that was just fine and okay with me. Later, I shared with him that my daughter is from China and she says hello by saying "Nǐ hǎo"--I was trying to put him at ease. In conversing with the teacher, she said he may seem embarrassed or silly to speak his language becuase noone else speaks it. To put a child from another culture at ease, I would definately talk about other cultures in a positive way and express my enthusiasm over their culture while sharing all that I know about a culture that they may not know.
Millie,
ReplyDeleteI taught secondary education too, and this is a great question.
Some people think (and research shows this too) that early childhood matters a lot because if children get too far behind their peers, then they will never catch up then. There is not a level playing field at all, and if they start behind when they enter kindergarten, they will be quite behind when they get to you in the secondary level. Does that make sense? If the focus is on early childhood and elementary then, by the time they get to you, they will have a better chance of succeeding then. Does that make sense? Keep up the good work!
1.) Discuss the role of teachers as multicultural curriculum designers. We as teachers should always be growing and learning and we should always be willing to teach our students to the best of our abilities. 1. Knowing our selves as teachers. Who am I as a teacher? Self-assessment in which teachers examine their own teaching and beliefs. 2. Assessing our present practices. Where do I stand now? What kind of program do I offer my students? Analyzes of current curriculum to determine the content and process used. What is the school context like? What should my teaching be like? What do my students need? 3. Designing the program. Which goals and objectives will I have? What approach will I use? What materials and resources do I have and need? 4. Implementing. When will actions take place? How can I find out about their effects?
ReplyDelete2.) Discuss the significance of developmentally and culturally appropriate practices in the curriculum: The early childhood curriculum helps blend learning and development. It helps focus on the whole child, the child is the heart of the plan. It focuses on all children and states that all children can learn. "This position endures that the physical, emotional, linguistic, cognitive, and social needs of young children are met.
3.) Describe the characteristics of an early childhood, multicultural educator: It is a teacher with a professional commitment to offer children birth to age eight specifically designed developmental experiences where the child encounters immediate multicultural realities and those of the national origin and values are considered.
Quote: "The child is at the heart of the curriculum. All children are competent and their learning must be rooted in experiences appropriate to their developmental levels and cultures. (ACE I & OMEP.2000) p. 255
Fact: Census statistics show that nearly 20% of children age 5 and older speak a language other than English. p.253
Question: We as educators often try to keep our biases to our selves and not project them on other people. We should use every moment as a teaching moment. Often times it, some time is very difficult to over look our biases and teach multicultural education to all individuals. Can we always over look our up bringing, put them aside, and teach despite our feelings and beliefs? Do you some times feel you lack enough knowledge to teach a culture no matter how much you research and talk to people do you feel inadequate to teach some cultures? We have a few children who are Sudanese and finding out about their culture is very difficult.
QUESTION: Should my students know they are learning multicultural education?
ReplyDeleteQUOTE: "Curriculum respects and supports individual, cultural and linguistic diversity. Curriculum supports and encourages positive relationships with children's families." (239)
FACT: Multicultural curriculum is addressing how culture influences the myriad human behaviors and interactions.
1) Multicultural teachers are willing to effect changes for the sake of the children; believe all children are capable of achieving success; are professionals and behave ethnically; possess sound and current knowledge about practices and ways to meet the needs of all children; and they believe that all children require attention and consideration of their individual characteristics.
2)A developmentally appropriate curriculum is based on stages of development adn provides appropriate learning experiences intended to facilitate the physical, social, emotional, cognitive, and linguistic development of a child. Culturally appropriate curriculum provides experiences that are respectful and inclusive of the children's cultural and social reality.
3) *Has a sound knowledge about child development that he/she uses and applies in classroom teaching.
*Is committed to helping the child face and understand our society diversity.
*Is willing to try new methods.
*HOlds high expectations for all students.
ACOOK: I really liked your quote "The child is at the heart of the curriculum. All children are competent and their learning must be rooted in experiences appropriate to their developmental levels and cultures." I like this because we as educators can not use the exact same lesson plans each year because we do not have the exact same students each year. We have to be flexible and use new methods to teach things a different way.
ReplyDeleteMilley your fact was very interesting to me: Fact: “…[US Schools] have growing numbers of students of increasingly diverse backgrounds, the large majority of teacher continue to be white, of European American ancestry” Maybe this is because the immigrants do not come to America to become teachers. If we give them a few more years and then they will be teaching in our classrooms too.
ReplyDeleteMarci,
ReplyDeleteThe AL School of Fine Arts is doing a good job pulling in diversity and the arts into the curriculum. It has won awards!
Thanks for the question! Keep up the good work!
Ashley Payton posted:
ReplyDeleteQuestion: Why do you feel its important for teacher to be a part of the curriculum development for multicultural education?
Quote: “Multicultural education is synonymous with effective teaching.” Pg 241
Fact: Census statistics show nearly 20% of children 5 years in age and older speak a language other than English.
1.) Discuss the role of teachers as multicultural curriculum designers.- Teachers have to take into consideration several factors when designing a curriculum for multicultural education. Teachers need to be aware of the beliefs of their students, activities to be presented, materials needed for instruction, and their own classroom environment, as well as the CREDE (Center for Research on Education, Diversity, and Excellence) standards. Teachers play a significant role in ensuring that the designing of curriculum based for multicultural use abides by all those factors. Teachers need to model ideal ethical traits in order to provide the best multicultural education to their students.
2.) Discuss the significance of developmentally and culturally appropriate practices in the curriculum. – The significance of a developmentally appropriate practice within a curriculum is based on the stages of development of the students in the classroom. The teacher needs to be aware that students in different stages of development learn at different rates and the curriculum needs to reflect that. A developmentally appropriate curriculum will facilitate the physical, social, emotional, cognitive, and linguistic developments of the students. A culturally appropriate curriculum will provide experiences for the students that are respectful to all children’s cultures and the social reality in which the student lives. The activities in which a culturally appropriate curriculum will have are ones that support the culture of the students and their families.
3.) Describe the characteristics of an early childhood, multicultural educator.- The characteristics of an early childhood, multicultural educator are similar to characteristics of others in the professional education field. A multicultural educator needs to be consistently growing and improving upon their teaching strategies and knowledge. They need to be aware of their strengths and weaknesses in order to grow in their field. They also need to be committed to making multicultural education the highest priority because the field is has such a wide variety of information to be learned and presented to students.
Clliby- I really liked you quote about never assuming you know everything about your school. That statement is so true because from my experience working in schools for the past 5 years, it still amazes me how much I do not know about how the school operates and what things I learn on a daily basis. I think when you adopt the attitude that you know all there is to know about your school you’re doing a great injustice to your students because you’re not allowing yourself to grow and improve.
Christina- Your quote was actually the one I was going to use until I came across another great quote. I do agree that teachers are next in line to being the single most important people in children’s lives. Not only are they the ones that begin the learning process for children, they are the catalyst for the knowledge and education to come for the next 20 years of their lives.
Question: How can we make sure that we are including all of our children's cultures and different ones as well?
ReplyDeleteQuote: "Social rejection has one of the most negative effects on a child because it hinders positive emotional growth and negatively impacts self-confidence." (pg. 240)
Fact: Next to parents, teachers are the single most important factor in the lives of children
1.) Discuss the role of teachers as multicultural curriculum designers.
The role of teachers as multicultural curriculum designers are to know there students and there needs. Multicultural teachers are always watching and listening to what works and doesn't work in there classrooms.
2.) Discuss the significance of developmentally and culturally appropriate practices in the curriculum.
It is important to have developmentally and culturally appropriate practices in a curriculum so that each child is reached in there own personal way. We need to make sure that what we expect for children is at there level and that we are doing it in a way they will understand.
3.) Describe the characteristics of an early childhood, multicultural educator.
Some characteristics of an early childhood, multicultural educator are that they believe that all children need individual attention, celebrate differences, change there practices as needed, they believe what they are doing is important and effects children and they believe that all children can learn.
Ashley Payton asked...
ReplyDeleteQuestion: Why do you feel its important for teacher to be a part of the curriculum development for multicultural education?
I think that it is important for teachers to be a part of the curriculum development for multicultural education because the teacher is the only one who knows there students cultures and needs. Teachers can design a curriculum that really reaches out to all different kinds of students.
Kelli said...
ReplyDeleteQuote: “The child is the heart of the curriculum. All children are competent and their learning must be rooted in experiences appropriate to their developmental levels and cultures” (ACEI & OMEP, 2000)--(our book page 255).
I really like this quote because it describes perfectly what the center of a curriculum should be, the child.
Are there multicultural programs designed to fit the needs of secondary teachers and students, or must we continue to modify programs designed for primary grades?
ReplyDelete“A good multicultural teacher must believe in social justice and advancement of democracy.”
Fact: Primary grade teachers will have approximately 30 students, six hours a day, five days a week for nine months. Secondary grade teachers will have 150 students, forty-five minutes a day, five days a week for nine months.
1. Teachers are indeed the key to successful multicultural education. The reason this is so is that multicultural education has been literally thrown into their laps, along with a mountain of other educational and administrative mandates. This is particularly true at the secondary level, where students file in and file out in less than an hour each day. Teachers in middle and high schools do not have the authority to ‘design’ curriculum. GLEs, MAPs and the NCLB Act have forced districts to establish rigid time tables to cover very specific course content. This does not mean social studies and language arts teachers do not have considerable latitude as to the materials and activities they include which promote multiculturalism (and multiple intelligences). It simply means that every choice has to be balanced against curriculum requirements for the content all students are expected to meet, applicability to more than one student or one class, and the time available in class to devote to it. In the primary grades ‘best practice’ in multicultural teaching calls for the creation of an individual education program for each student. Like IEPs for exceptional and academically at risk students, multicultural IEPs involve parents in their design and the accommodations they may make to meet the child’s needs. Unfortunately this individual approach to each student is not possible when one is teaching one hundred fifty students each day. An alternate approach is to teach “The multicultural History of the United States, or multicultural American literature to all students with plenty of activities and assessments which exercise a variety of ways of knowing (multiple intelligences). Fortunately this is not a hardship, rather it is a joy for those of us who love the subject we teach.
2. DCAP curriculums are based on the children’s needs, the teacher’s knowledge, and the expectations of families and communities. At the secondary level, many of these needs and expectations have been standardized by the NCLB. Almost no accommodations for ELLs are made in the GLEs, MAPs or the NCLB Act.
3. The early childhood multicultural educator first has a commitment to teaching children that America is a multicultural nation and a firm belief that inclusiveness of diversity has always been our strength. Finding ways to teach children E Pluribus Unum means a constant addition to the teacher’s own knowledge of our shared culture. It means being on the lookout for materials which are developmentally appropriate to aid them. It also means a constant reevaluation of the materials and methods they use to find those which work best.
Question: Like in the movie Freedom Writer, how do I address students who are told at home to not associate or talk to, etc with certain students because of their ethnicity or culture?
ReplyDeleteQuote: " Clearly, if schools remain mainstream-oriented and unresponsive to our pluralistic context, education will fail to provide the experiences that children and society require."
Fact: Attention by schools and districts to education for diversity has dramatically increased in recent years.
Questions:
1.) Discuss the role of teachers as multicultural curriculum designers.
4 steps: 1-Knowing ourselves as teachers (self assesment of teaching and beliefs). 2- Assessing our present practices (Analyze current curriculumn to determine content and processes). 3- Designing the program (goal, materials, objectives, and resources). 4- Implementing ( Actions into effect).
2.) Discuss the significance of developmentally and culturally appropriate practices in the curriculum.
Assess what would be appropriate for students at their particular level, students needs, students interest in learning, students participation, and meeting the needs of individual students.
3.) The characteristics of an early childhood, multicultural educator are someone who is accepting of the additions of cultures. Someone who will continue to learn more and more about plus number of cultures depending on variation of your students and community. As time changes, teachers must be ready to adjust with new and more cultures to teach their students. A leader who feels responsible and commited to children.
Quote: Social rejection has one of the most negative effects on a child because it hinders positive emotional growth and negatively impacts self-confidence. pg 240
ReplyDeleteFact: Multi-cultural learning is for every child.
Question: How much time should we as teachers spend assessing the community?
1. The best way to teach a child is based on what the child needs. Follow the development needs of the child. Follow standards. Make decisions based on the cultural identity of your class.
2. Developmentally appropriate curriculum provides appropriate learning experiences intended to help the development of the child. Too much or too little and you miss. Culturally appropriate practices are respectful and inclusive of children's culture and social reality. It supports the cultures of children and their families.
3. An early child multicultural teacher has knowledge about development, believes schools need multi-cultural programs, helps children understand social diversity, works on their own biases and beliefs, and is willing to try new methods. They create an open environment.
Jennifer, do you think there could ever be too much focus on other cultures in the classroom?
ReplyDeleteMegan: They answered your question in the book. It suggested getting to know the surrounding community and see what cultures are represented. You could also have a short fun questionnaire about your students and their families.
ReplyDeleteMarci said...
ReplyDeleteQuestion: Do you know of any schools or communities incorporating multicultural information or activities for students?
Marci I don't know of any which are not at least attempting to incorporate a multicultural approach to education. The real constraints today are economic rather than ignorance.
Christina Whitfield said...
ReplyDeleteQuestion: If we have a classroom of students and only one is a minority, how do we make that student feel comfortable when we talk about their culture? (Some may not be willing to share, might get made fun of etc.)
The key here is to treat that culture with all do respect. And be sure you know what you are saying to be true and not some stereotyping misinformation.
Kelli:
ReplyDeleteI really like your question! I think it is possible for everyone to bring multiculturalism to the lesson. I am very excited to use my cultural experiences within my classroom!
Mary Beth said...
ReplyDeleteQuote: Social rejection has one of the most negative effects on a child because it hinders positive emotional growth and negatively impacts self-confidence. pg 240
I feel this is a very good quote. Everyday at work I see how malicious children can be towards each other. A child can come into the classroom as confident as can be, but with one comment from a fellow student, their entire emotional state can change. I think it is very important for us as teachers to pay attention to the students and the comments they make.
Question: I have had much multicultural experience throughout my life, what is and what is not appropriate to incorporate into the classroom?
ReplyDeleteQuote: "Educators who commit to undertaking multicultural teaching often discover that they possess many more good teaching qualities than they had thought." (p. 244)
Fact: Although we have growing numbers of students of increasingly diverse backgrounds, the large majority of teachers continue to be white. (p. 240)
1.) Discuss the role of teachers as multicultural curriculum designers.
We as teachers need to constantly be aware of cultural changes. Culture needs to be a large part of the classroom because it makes us who we are. The U.S. is a melting pot of cultures and children need to be able to live amongst them by understanding them.
2.) Discuss the significance of developmentally and culturally appropriate practices in the curriculum.
To be developmentally and culturally appropriate means to aid in the development of each child. When being appropriate, one must always consider the cultures in the classroom and keep the practices up to date.
3.) Describe the characteristics of an early childhood, multicultural educator.
Someone who is always open and inderstanding of other cultures and their differences. Always ready to change with the social practices of each day. This person must also be very patient and ready to answer hard questions or hear words and/or phrases that may be hard to hear or handle.