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 characteristics of a child-appropriate environment.
2.) List some activities that are appropriate activities for multicultural teaching.
3.) What are some guidelines to select developmentally appropriate multicultural materials?
Question: What is one thing you will do in order to make your classroom a “social-emotional environment?”
ReplyDeleteFact: Artistic expression is an important part of the development of young children.
Quote: “Good multicultural classroom materials need to be free of biases, stereotypes, and misrepresentations of cultural groups. Attention to this is especially important when selecting multicultural materials…never rely on the title or content of a resource. Instead take the time to verify the nature of learning material” (p 324).
Questions:
1.) Discuss the characteristics of a child-appropriate environment.
The environment must incorporate 4 types of environments: Physical, Creative, Social-Emotional, and Cognitive.
The Physical Environment is just that- all the objects found within an identified space. These objects must be targeted to the development and age of the children in the classroom.
The Creative Environment is one that is open to creativity, or ability to see things in an unusual or unconventional way. A place that is open and flexible is great for growth and development, especially to those who are more creative.
The Social-Emotional Environment is the “feelings” that children get from being in the classroom. How students are with each other, with the teacher, just a mere sense of welcoming or acceptance. We need to do our best to steer clear of the attitudes and beliefs that can make a classroom convey fear or rejection!
The Cognitive Environment is a place for intellectual activity. This is when the classroom needs to be totally open for discovery and experience! Students need to be challenged and need to be able to make sense of their views of reality.
2.) List some activities that are appropriate activities for multicultural teaching.
(From other cultures- and some from our own cultures)
Books
Toys
Props
Classroom decorations
Art
Literature
Music and Dance
Games
Activities
3.) What are some guidelines to select developmentally appropriate multicultural materials?
Karen Matsumoto-Grah has 7 Guidelines:
-Present contributions other than Euro-American, reflect cross-cultural perspectives
-Portray people, including women, without stereotypes across socioeconomic classes and religions
-Depict issues appropriately
-Reflect the cultures and ethnicities of the classroom children and of their community
-Give socially balanced views of famous people, including people from both privileged and working classes
-Exhibit and include native languages present in the class
-Are at developmental levels of the children and offer challenges with opportunity to experience success (p 325).
Question: As a new teacher, how does one afford to build a proper multicultural classroom?
ReplyDeleteQuote: “An environment that is open and flexible serves as a vehicle for growth and development, especially If the children are encouraged to find alternative ways to approach realities.”
Fact: Even materials depicting stereotypes can serve as teaching resources (Derman-Sparks & the A.B.C. Task Force, 1989)
1.) Discuss the characteristics of a child-appropriate environment.
A classroom that is appropriate for children should be physically open and inviting. It should provide ample usable space for each child(our text cites NAEYC as saying a minimum of 35 square feet per child). The space should provide opportunities for children to explore and experiment within their learning environment. This process of discovery enhances their learning experience. The social environment should be one of welcome and acceptance of all students. The classroom space should provide room and opportunities for creative outlets and flexibility.
2.) List some activities that are appropriate activities for multicultural teaching.
Children should be encouraged to express themselves in their artwork. Some forms of art that lend themselves to multiculturalism are: playdoh, painting, photo collages, making posters and also, encouraging the students to view many forms of cultural artwork. The literature area of the classroom is an excellent place to infuse multiple cultures. There is a multitude of children’s picture books on the subject of world culture, gender roles, and children with differing abilities. It is important to keep a world map and globe in the classroom for easy reference when speaking to the class about other countries. Playing games from other cultures is an excellent way to bring multiculturalism into the classroom and is also an activity that kids enjoy.
3.) What are some guidelines to select developmentally appropriate multicultural materials? h9
Materials need to promote and accurate view of the culture they represent. Care needs to be taken not to fall into a stereotype when depicting any cultural role and to stay away from any bias. Our text refers to DCAP (developmentally appropriate practice) as a guidline when choosing activities for the classroom. Our goal should be to expose children to a wide variety of cultural experience so that they will become well rounded citizens of a global society.
Kelli- I like your quote about artistic expression. I tend to be a more artistic/creative minded person. When I was growing up I think the adults in my life put pressure on me to set that part of me aside and try to be more academic. That's just not who I was. I remember feeling like I couldn't be who they wanted me to be. So, I think it's important to value how kids express themselves, even though we are in charge of their academic learning process as well.
ReplyDeleteQuote: An environment that is rich in possibilities for exploring gender, race/ethnicity, and different ableness sets the scene for practicing anti-bias (and multicultural) curriculum.
ReplyDeleteLouise Derman-Sparks (1989)
Question: When did teaching children become more departmental paperwork than actual teaching? I think I spend more than half my time as a teacher filling out forms of one type or another.
Fact: Children use learning materials to experience, ponder, produce, and process ideas
1.) Discuss the characteristics of a child-appropriate environment.
It consists of 4 environments or worlds they are Physical, Cognitive, Social-emotional, and creativity.
Physical environment - all objects found within an identified space - is considered to be the most overt of the 4 worlds
This includes everything within the classroom from room organization, available manipulative, to the different individuals.
Cognitive - The process of forming and acquiring ideas and concepts.
Social-emotional - A feeling a child gets from being in the classroom. This includes interaction with student to teacher and student to student. Children’s behaviors and attitudes.
Creativity - The special ability to see things in unusual or unconventional ways.
2.) List some activities that are appropriate activities for multicultural teaching.
Art materials from other culture, Music from different culture, Specific gender race dolls, Natural items, Photographs, Literature - books, Visitors from other cultures, Community Helpers non gender specific both male and female roles within our community.
3.) What are some guidelines to select developmentally appropriate multicultural materials?
Good multicultural classroom materials need to be free of bias, stereotypical, and misrepresentation of cultural groups.
Age level and needs of the children
Is it meaningful and relevant
Is there a purpose or goal to match the outcomes
Is there a variety
Does it promote exploration
Does it match the physical needs of the child
Cllibby: You asked a question about teachers spending their time filling out paperwork as opposed to teaching. I think we have NCLB to thank for that. I think the standards based curriculum brought on a huge part of the paperwork that bogs down education now. As educators we can't lose sight of our real and original goal--to educate children!
ReplyDeleteLori
ReplyDeleteAs much as I hate to say it personal funds. I know from experience that I have spent quite a sum of money on supplying what I need for my class. We do get a budget but it rarely covers the basics for what is needed. Anything extra comes out of my own pocket.
Kelli
ReplyDeleteMy plan is to make myself more available to the parents and their resources and to use those resources to teach myself and the children I have.
Question: To make sure my classroom reflects children’s home environment and represents their families I take a digital picture of each child with their family. I then hang these photos on our family tree in the house area. I was wondering what others do in their classrooms?
ReplyDeleteQuote: “The classroom environment is an important teaching vehicle at the early childhood level.” P. 315
Fact: The classroom must be a place that is safe, inviting, and welcoming; where everyone is valued with equal respect and care. P 361
1.The characteristics of a child-appropriate environment are ensuring that the classroom conveys a message where children feel safe and eager to learn. Activities are organized and they create a sense of wonder and discovery. The classroom will encourage and allow children to use their skills and to build new knowledge as well as encourage socialization skills. This environment includes the areas of physical, cognitive, creative, and social-emotional.
2.Some activities that are appropriate for multicultural teaching are ones that are developmentally appropriate. These activities need to use a holistic hands-on approach while also being meaningful. Some examples would be; reading stories about all kinds of families, having family members visit the classroom, listening to culturally diverse music while playing various types of musical instruments, Using playdough and various art materials to represent families, add family figures and ethnically diverse dolls and puppets to areas, take culturally diverse field trips, and introduce the children to a new types of foods once a week.
3.The guidelines for selecting appropriate multicultural materials are selecting materials and equipment that are based on the children’s developmental levels. These materials need to be multifunctional. Materials and space need to be organized into learning areas with materials displayed for the children’s use. These materials are based on the children’s skills and on concepts they need to acquire. Instructional materials can include a range of commercially produced, real, and/or teacher made. The materials encompass all areas of manipulatives, art, literature, music and movement, and games and play activities. These materials should encourage children to ponder, and process ideas; while being developmentally appropriate. It is important for them to be stero-type and bias free.
Question: Does studying and reviewing past history of multiculturalism form a student’s mind in a negative way? If so as teachers how can we change that?
ReplyDeleteQuote: Educator Frances Kendall (1996) believes play “enables children to grow out of their egocentric and ethnocentric picture of the world.”
Fact: Piaget’s research on how children learn revealed that knowledge building is a process resulting from the dynamic interaction of the child with the environment.
1.) The characteristics of a child-appropriate environment are selecting materials that are appropriate for the age levels and meet the needs of the children in the classroom. The physical environment should be warm, inviting, and colorful. A classroom should be an environment that invites children to explore, ponder, and construct from their own experiences. The social environment should convey a sense of belonging and acceptance. It needs to have a welcome effect on the children who enter the room but yet convey to them that this is their safe spot.
2.) Art gives children the opportunity to express and explore materials to how they see the world around them. Some activities that are appropriate activities for multicultural teaching are play dough, colors of paint, dolls of different ethnics, clothing, hats such as a sombrero, colored construction paper, reading books including picture books, music, and invite families into the classroom to share their diversity. Use foods from different cultures and let the children experience the taste of them. Let the children play games from a different culture such as breaking a piñata. Bring multiculturalism into the classroom with age appropriate activities that introduces it as an enjoyable, positive learning experience.
3.) The guidelines to select developmentally appropriate multicultural materials are to choose them while promote learning with hands on experience that the children can relate to. The materials must be age appropriate to encourage developmental growth. The goal should be to give children the exposure to multiculturalism so they will embrace it as adults and change the outlook of multiculturalism in our country.
Question: I have heard of a teacher splitting the class into tribes for a classroom management tool is this a good idea to do?
ReplyDeleteQuote:"The classroom environment is an important teaching vehicle at the early childhood level". (p. 315)
Fact: Active learning in children occurs when the child forms concepts about the world from direct experienced or hands-on learning.
1. There are four characteristics included in making an appropriate environment for a child: physical, cognitive, social-emotional, and creative environment.
>Physical environment is defined "by all the objects formed within an identified space". "Young children's learning spaces should be inviting, warm, and colorful". (p. 316)
>Cognitive development occurs everyday in the classroom. Students develop cognitiviley through play. "A good cognitive environment facilitates experiences that challenge and allow the children to discover and make sense of their reality". (p. 317)
>Social-Emotional environment is perceived by the feeling children get in the classroom.
>Creative environment accepts multiple opinions and ideas in the classroom. "Creative environment is open and flexible, serves as a vechicle for growth and development". (p. 318)
2. Activities for a multicultural classroom:
>Having a multicultural book library
>Arts and Crafts
>Play games from other cultures and give a brief description of where the game came from and the culture of the place the game originated from.
>Listen to music from other cultures and make musical instruments like the drum that originated from Africa
>Show movies
>Have guest speakers to discuss their culture
3. Guidelines for using materials:
> Keep in mind the age level when selecting materials
>Take time to examine materials or resources before selecting them
>Materials have to be free of biases, and stereotypes
>Select materials that intrigue children and promote explorations and inquiry
>Select material that meet the needs of all children in the classroom
Kellie,
ReplyDeleteI myself will always try to present a welcoming and safe environment for my kiddos. By responding with a warm, caring, and accepting attitude I hop to foster these children's social growth.
Lori,
ReplyDeleteMy program is also looking at cutting some funds. I afford items by of course the usual garage sales. If you read the add it will usually state it's a teacher's sale. I also utilize my local school district.Many times the school sales used items so they can update. This stuff is still really nice too. Our book also mentioned this week a couple of organizations that have ethnic items. That information is on page 328.
Cathy,
ReplyDeleteIt depends on how you present it. Think about how students might interpret what you are telling them and teaching them. Also, make sure it is age appropriate!
Keep up the good work!
Tara,
ReplyDeleteOne of my friends in New Jersey has students develop their own mosaics and discuss their identities at the beginning of the semester.
That is a neat artistic idea! Then, she can use these in the class. I like your photograph idea too here!
Keep up the good work!
Lori,
ReplyDeleteI have spent a lot of my own money on supplies for my classes. I have counted those off of my taxes, and you can do that if you are willing to itemize and document those.
Keep up the good work!
Lori,
ReplyDeleteYes, at times, you will wish you had a personal secretary for all of the documentation you have to do!
Keep up the good work!
Building your materials takes time. Just keep adding to them as you can!
ReplyDeleteQuestion
ReplyDeleteDo you think some problems within the classroom are caused by classroom size, in today's society? I am referring to behavioral problems.
Quote
"It must be safe, inviting, and welcoming, and at the same time, it must be place of learning where everyone is valud and treated with equal care and respect." page 361
Fact
"NAEYC standard indicates that te physical environment must be of high quality because it affects the behavior and development of people." page 316
1.) Child-appropriate environment fulfills a students needs of sized appropriate furinture, items that encourage a student's creativity side, adequate size of room to allow for students to move around the room, and items that encourage their cognitive development. There needs to be materials out that a student can manipulate and use to further their development.
2.) What I have done in the past with preschoolers is at Christmas we talk abut the different ways some families celebrate the holiday. All the students normally talk about presents, so try to talk about the special things I do to celebrate it. Some students pick up on this and talk about what they do, or we read a book that is different from what I described earlier. Generally for a weeks time we discuss the different customs people do to celebrate the holiday and move to another one the next week. Allowing students to hear and see the different ways of celebrating you(the teacher) become a model of exceptance. Also bringing in items that are significant to that particular culture to allow students to examine and manipulate to create their own knowledge. Books for students to read or to view real actual pictures/artifacts.
3.) The need of materials that a student can use with instructional instructions on how the material is used. This doesn't mean that there is only onw way of using the material. Students may come up with another exceptable way to use the material. Maybe materials that students have already had a prior experience with and might be some questions that they may have asked about.
Tara said...
ReplyDeleteQuestion: To make sure my classroom reflects children’s home environment and represents their families I take a digital picture of each child with their family. I then hang these photos on our family tree in the house area. I was wondering what others do in their classrooms?
In the past I have pictures of the child and a family member in a picture frame in the classroom. This way we can change it out as the year goes and the student is able to move the picture to where they can see it, also they know where it is a in the classroom. Another thing I did was give each student a disposable camera to take home with them over Thanksgiving break. They were to take pictures of family members, any other special individual and any other thing that carried meaning to them. I had pictures of room in their homes or pets. I took each individuals child's pictures and turned it into a book. The students loved explaining what was in the pictures. I also did this and they loved looking at mine and their friends having them explain each picture.
Melissa Culey said...
ReplyDeleteQuestion: I have heard of a teacher splitting the class into tribes for a classroom management tool is this a good idea to do?
I can remember this being done in reading groups when I was little. Although I don't remember there being any meaning placed on the names of the groups. I don't know whether I would do this. I know that it would be the same as breaking them into groups by numbers, but I don't think that is an effective way to conduct your classroom for a long period.
Question: When choosing a different culture to teach about, should you choose one from within your classroom?
ReplyDeleteQuote: All classrooms are spaces designated for teachers and children where learning takes place.
Fact: Good multicultural classroom materials need to be free of biases, stereotypes, and misrepresentations of cultural groups.
1.) Physical environment- defined by all the objects found within an identified space is considered the most overt of the four classroom worlds. Encompasses equipment, furniture, teaching materials.
Cognitive environment- A classroom is a place of continuous intellectual activity. Intellectual or cognitive activity is the process of forming and acquiring ideas and concepts. Invites children to explore, ponder, and construct their truths.
The social emotional environment- perceived by the “feeling” a child gets from being in the classroom.
Creative Environment- creativity can be defined as a special ability to see things in unusual or unconventional ways. A classroom where nontraditional ideas and views are fostered among young children is an ideal setting for promoting creativity. An environment that is open and flexible serves as a vehicle fro growth and development, especially if the children are encourages to find alternative ways to approach realities. Creativity is an important resource in multicultural education and an essential element of the classrooms where teaching about diversity is taking place.
2.) Persona dolls- tell stories using puppets about lives of children and their families
Games and play- offer an excellent foundation for developing and increasing the awareness about human diversity.
Music and movement- should be incorporated into many classroom activities, because it serves as an avenue of learning about themselves and about others. Folk songs and ethnic music need to be incorporated into the regular curriculum to initiate an appreciation for these art forms.
3.) 1. Present the contributions of groups other than European Americans; reflect a cross-cultural perspective of what women have contributed.
2. Portray people, including women, without stereotypes (for instance, European Americans portrayed as professionals and minorities portrayed as poor) across socioeconomic classes and religions.
3. Depict religious issues appropriately “when religion is integral to the context of the subject”
4. Give socially balanced views of famous people; that is, include outstanding people from both the privileged and working class.
5. Reflect the cultures and ethnicities of the classroom children and of their community.
6. Exhibit and include the native language present in the class (for example, if the class has children who speak Spanish and French-Creole, materials in those languages should be available)
7. Are at the developmental level of the children and offer challenges with opportunities to experience success
Question: When choosing a different culture to teach about, should you choose one from within your classroom?
ReplyDeleteQuote: All classrooms are spaces designated for teachers and children where learning takes place.
Fact: Good multicultural classroom materials need to be free of biases, stereotypes, and misrepresentations of cultural groups.
1.) Physical environment- defined by all the objects found within an identified space is considered the most overt of the four classroom worlds. Encompasses equipment, furniture, teaching materials.
Cognitive environment- A classroom is a place of continuous intellectual activity. Intellectual or cognitive activity is the process of forming and acquiring ideas and concepts. Invites children to explore, ponder, and construct their truths.
The social emotional environment- perceived by the “feeling” a child gets from being in the classroom.
Creative Environment- creativity can be defined as a special ability to see things in unusual or unconventional ways. A classroom where nontraditional ideas and views are fostered among young children is an ideal setting for promoting creativity. An environment that is open and flexible serves as a vehicle fro growth and development, especially if the children are encourages to find alternative ways to approach realities. Creativity is an important resource in multicultural education and an essential element of the classrooms where teaching about diversity is taking place.
2.) Persona dolls- tell stories using puppets about lives of children and their families
Games and play- offer an excellent foundation for developing and increasing the awareness about human diversity.
Music and movement- should be incorporated into many classroom activities, because it serves as an avenue of learning about themselves and about others. Folk songs and ethnic music need to be incorporated into the regular curriculum to initiate an appreciation for these art forms.
3.) 1. Present the contributions of groups other than European Americans; reflect a cross-cultural perspective of what women have contributed.
2. Portray people, including women, without stereotypes (for instance, European Americans portrayed as professionals and minorities portrayed as poor) across socioeconomic classes and religions.
3. Depict religious issues appropriately “when religion is integral to the context of the subject”
4. Give socially balanced views of famous people; that is, include outstanding people from both the privileged and working class.
5. Reflect the cultures and ethnicities of the classroom children and of their community.
6. Exhibit and include the native language present in the class (for example, if the class has children who speak Spanish and French-Creole, materials in those languages should be available)
7. Are at the developmental level of the children and offer challenges with opportunities to experience success
Cheryl said...
ReplyDeleteQuestion
Do you think some problems within the classroom are caused by classroom size, in today's society? I am referring to behavioral problems.
I think that alot of the problems are caused because the classrooms sizes are too big and they are straving for attention.
Tara said...
ReplyDeleteQuestion: To make sure my classroom reflects children’s home environment and represents their families I take a digital picture of each child with their family. I then hang these photos on our family tree in the house area. I was wondering what others do in their classrooms?
I really like this idea, I also do it in my classroom, we have the families bring in pictures of their family and we make a poster with them for them to see. We also have them make the artwork that we hang up in the room.
Cherly asked....
ReplyDeleteDo you think some problems within the classroom are caused by classroom size, in today's society? I am referring to behavioral problem.
Yes, Cherly I think problems in classrooms are occurring more because of the classroom size. The bigger the classroom the more challenges a teacher has in the classroom I believe.
Tara said...To make sure my classroom reflects children’s home environment and represents their families I take a digital picture of each child with their family. I then hang these photos on our family tree in the house area.
ReplyDeleteI think this is a wonderful idea. How did you come up with this idea? When do you take a picture of the family in the school year?
1. Question: With all the areas of concentration telling teachers what they should havew in the classroom how would one decide and possibly do justice to all of them?
ReplyDelete2. I could always see the sky and hear the world outside. We could see the mountains. One feels like being trapped inside the room. (p314)
3. Art can dispel the most damaging of myths: that people are divided by the color of their skin. (allport, 1986)
1. The characteristics of a child appropriate environment are to realize it is to meet the students needs and is a communication medium. The physical environment is something in which there is no control over the amount of space. But knowing it impacts the behavior, the ability to obtain knowledge, and be an emotionally safe place for a child to believe and know that can be who they truly are. The cognitive environment is where the children will actually form ideas and beliefs of the world around them and carry these through adulthood and become citizens of the working, productive society. This is the time they should be allowed to make errors and learn from their mistakes and new knowledge every year. The social emotional envrionment nutures the feelings of the child. What they feel when they enter and spend the day in the classroom. Feeling accepted in these formative years especially when this may be the only time they do feel that way. The tolerance and understanding they learn and understand will mold their future beliefs. The creative environment brings about the opportunity to create new ways to accept the many cultures that make up our world. What may seem unusual to some could be the next foundation of which is looked upon for many years as a new Piaget type concept.
2. Appropriate activities for multicultural activities include having various stations, centers, and areas. Each of these include different concepts and environments which develop a well rounded opportunity for children to interact and work with others. Literacy areas help the child to read, write, infer, predict, scaffold and develop schema. This helps with the ability to communicate, which is a must in society. Learning about the current world and situations, cultures and immigration that affects this country will help them understand the diversity and understandings that we are all alike just different in ways we may dress, eat and look, but emotionally all have wants, needs, desires and feelings.
3. Some guidelines to select developmentally appropriate materials for the classroom are instructinal materials which are influencial materials. Things they/we make, decorating the classroom in different ways. Changing the up so they don't see the same things all year long.This is a way for the teacher to grab their attention and peak their curiosity to know more. Selecting them and meeting the needs of the children with no biases calls for specific materials and well planned lessons. The children should learn and re-learn year after year the same lessons about multiculturalism but just expand on it and grow in the development of being tolerant, accepting and caring to all cultures.
Question: The text assumes that we will be able to develop our own curriculum. However, most districts follow their own “pre-packaged” curriculums that the teachers must follow. If we find that a mandated curriculum is deficient in teaching diversity, what can we do to ensure that our students receive enough diversity in lessons?
ReplyDeleteQuote: “A primary goal of education for diversity is teaching children to be productive members of a culturally eclectic society.” (pg 347)
Fact: Play is a natural and inherent characteristic of individuals found across cultures.
1) Discuss the characteristics of a child-appropriate environment.
ReplyDeleteA child appropriate environment can be divided into four categories: Physical, cognitive, social-emotional, and creative. The physical environment should have enough space and appropriate equipment, furniture, and teaching materials; the cognitive environment should facilitate experiences that challenge and allow children to discover and make sense of their reality; the social-emotional environment should convey a message of welcome and acceptance; and the creative environment is one that promotes new ideas and imagination.
2) List some activities that are appropriate activities for multicultural teaching.
Just about any activity or lesson can be appropriate for multicultural teaching. The point is to depict or integrate a world view in everything we present. For example, in art projects we can select materials and styles from different cultures. For readings, books that teach about different cultural beliefs, ideas, values, and struggles are useful. Additionally, if we use Gardner’s Multiple Intelligences we can touch on the different learning styles of our students. Variety is the key.
3) What are some guidelines to select developmentally appropriate multicultural materials?
* Select materials that are age appropriate
* Materials should be meaningful and relevant
* Examine materials before using them
* Select materials for a variety of intellectual levels
* Choose materials that intrigue children and promote questioning
* Consider the physical needs of your students
Chandra asked... When choosing a different culture to teach about, should you choose one from within your classroom?
ReplyDeleteI think so. It might even be fun to create a lesson where each student talks about their own culture or roots and present it that way - like a culture show-and-tell. However, we shouldn't be limited by what is in our classroom. Many opportunities will present themselves as we navigate through our readings and curriculum. We need to take advantage of those opportunities to discuss diversity.
Melissa asked... I have heard of a teacher splitting the class into tribes for a classroom management tool is this a good idea to do?
ReplyDeleteI think a teacher would need to be very careful about doing this. It may illustrate differences well. However, it can also create an us vs. them attitude among the students. It might work if you can demonstrate how the different "tribes" work better together than apart - but I've never seen it done that way. Usually one group benefits while the other groups suffer. I don't think that teaches unity or inclusiveness one bit.
Question: I’ve noticed at my children’s school, several 1st – 3rd grade classrooms covering the lights in the room with fabric. Then, they turn on lamps throughout the room. It is suppose to have a more calmly effect, but I wonder if it is light enough and appropriate for all students.
ReplyDeleteQuote: All objects that comprise the classroom environment have the potential of influencing children.
Fact: Creating curricular experiences based on the ideas of diversity is a difficult task that will not be accomplished overnight.
1. The classroom should comprise of four environments: Physical, Creative, Social-Emotional and Cognitive.
The Physical Environment includes the amount of space, furniture, equipment and teaching materials located in the classroom.
The Cognitive Environment encourages experiences that challenge the children to discover and make sense of their reality. It invites children to ponder and explore, rather than be told.
The Social-Emotional Environment is the feeling the child gets from being in the classroom. This should be a feeling of belonging and acceptance.
The Creative Environment is seeing things in unusual or unconventional ways. It is open and flexible for the students.
2. Activities for multicultural teaching include artwork, literature, music, movement, games and play activities. These allow children to connect with their own culture and those of their peers.
3. Multicultural classroom materials should be free of bias, stereotypes, and misrepresentation of cultural groups. Teachers need to verify the learning material is appropriate for all the students in their classrooms.
Thomas asked:
ReplyDelete...what can we do to ensure that our students receive enough diversity in lessons?
I think it is up to the teachers to ensure they are appropriately covering diversity in their daily lessons. As with many teachers, a lot is dependent upon their belief system in teaching. Hopefully more administrators will hold teachers accountable for ensuring diversity is in the realm of their lesson planning.
Theresa A. asked: With all the areas of concentration telling teachers what they should have in the classroom how would one decide and possibly do justice to all of them?
ReplyDeleteI think it is impossible to do justice for everything. I think as teachers, we need to look at the students in our classroom and determine what best meets their needs and go from there.
Question: Would it be offensive to ask the parents of a culturally diverse student, how to say certain phrases in their language, or inquire about their customs and traditions? Would this be true for all cultures, or would it be offensive to some – if so, which ones?
ReplyDeleteFact: “According to the accreditation criteria from the National Association for the Education of Young Children, space should be allocated according to the number of children enrolled. A minimum of “35 square feet of usable space indoors per child” is required as acceptable physical space” (p. 316).
Quote: “Good multicultural classroom materials need to be free of biases, stereotypes, and misrepresentations of cultural groups” (p. 324).
Questions:
1.) Discuss the characteristics of a child-appropriate environment.
Physical—the physical space needs to appropriately accommodate the children. The materials and furniture should be developmentally appropriate, the classroom should be welcoming, bright and warm with a classroom layout that facilitates student interaction.
Cognitive—Foster some independent discovery learning—especially through play. Encouragement by the teachers helps the students and questioning them in their discovery instead of providing answers helps to move in their discovery process. Teachers should also assist the child in constructing their truths.
Social-Emotional Environment—This environment must foster acceptance and be welcoming.
Creative Environment—We must provide a flexible environment that allows different ideas and views to be shared.
2.) List some activities that are appropriate activities for multicultural teaching. Art activities that can depict different skin tones and activities that involve using culturally diverse materials (i.e., feathers, coconut shells, fish scales, yarn, raffia) would support multicultural teaching. One could also visit art fairs and use diverse picture books. Provide literature that depict numerous culturally diverse groups in a positive light. Use puppets that represent different cultures or provide culturally diverse masks. Playing and integrating ethnic music in the classroom—this helps to foster the children’s developmentally needs while also exposing them to other culture’s expression of music.
3.) What are some guidelines to select developmentally appropriate multicultural materials? 1. Consider the age and needs of your students. 2. Make sure the materials are meaningful and real to the students. 3. Make sure materials reflect your goals and that they are appropriate to your lessons. 4. Materials need to work for all intellectual labels. 5. Materials should be interesting and peeks the students’ curiosity. 6. Ensure your materials are safe and can be used by all students to include those with disabilities. 7. Literature that represents diversity in a positive rather than negative light.
Thomas Kimberling said...
ReplyDeleteQuestion: The text assumes that we will be able to develop our own curriculum. However, most districts follow their own “pre-packaged” curriculums that the teachers must follow. If we find that a mandated curriculum is deficient in teaching diversity, what can we do to ensure that our students receive enough diversity in lessons? This can be true...and a challenge. There is room to put your "flare" in your teaching. Most any lesson can have diversity integrated in it, that would be up to the teacher to incorporate that. Something simple as mentioning a cultural contribution (such as paper, fireworks, dominoes from the Chinese ect.)would be one way. I'm sure you can add your culturally diverse flare and still adhere to the goals and objectives.
Lori said...
ReplyDeleteQuestion: As a new teacher, how does one afford to build a proper multicultural classroom?
Hey, garage sales are great! Especially because each garage sale represents a particular culture and diversity. I have found ethnic dolls from all over, objects from China, Mexico, Jamaca etc. Cheap stuff too! Just a thought...It will definately take time to accumulate.
QUESTION: What do you remember about the classrooms of the schools
ReplyDeleteyou attended(315)
QUOTE: "They are expected to make errors during the process. For Piaget,
this stage of error making is as important as that of discovering
the truth." (317)
FACT: Attitudes are the dispositions people have toward others and/or to
to a circumstance that guide their overt and covert behavior.
Dr. Hendrix's Questions:
1.The characteristics of a child appropriate environment are:
A. Physical: All the objects found within an identified space. It is
considered the most overt of the 4 classroom worlds.
It encompasses the equipment, furniture, and teaching
materials located in the classroom.
B. Cognitive: Cognitive activity is the process of forming and
acquiring ideas and concepts. Cognition thrives in
young children when they are given opportunities to
experience and discover realities on their own.
C. Social-Emotional: The feeling a child gets from being in the
classroom. Social interactions in the classroom
between the teacher and the students, as well as
among the students can convey a sense of
welcome and acceptance.
D. Creative: The special ability to see things in unusual or
unconventional ways. An environment that is open and
flexible serves as as vehicle for growth & development.
2. Some of the activities that are appropriate activities for multicultural
teaching are: Art-Adding brown, tan, and black paints induces the
child to notice other color tones
Literacy-Bring in books and pictures that reflect the
cultural diversity of your classroom.
Music/Movement- Provide musical instruments, C.D.'s,
and dances that reflect the cultural
diversity in your classroom.
Games-Have the children bring in games they play with
their family or games their parents played as
children.
3.The guidelines to select developmentally appropriate multicultural
materials: Know the expected learning outcomes for the age level
you teach, review your present content to determine what was
successful, find in your curriculum where you can add or expand the children's views, adopt a flexible thematic teaching approach, include as many concrete experiences as possible, and make sure experiences are not stereotypes.
QUESTION: What do you remember about the classrooms of the schools
ReplyDeleteyou attended(315)
QUOTE: "They are expected to make errors during the process. For Piaget,
this stage of error making is as important as that of discovering
the truth." (317)
FACT: Attitudes are the dispositions people have toward others and/or to
to a circumstance that guide their overt and covert behavior.
Dr. Hendrix's Questions:
1.The characteristics of a child appropriate environment are:
A. Physical: All the objects found within an identified space. It is
considered the most overt of the 4 classroom worlds.
It encompasses the equipment, furniture, and teaching
materials located in the classroom.
B. Cognitive: Cognitive activity is the process of forming and
acquiring ideas and concepts. Cognition thrives in
young children when they are given opportunities to
experience and discover realities on their own.
C. Social-Emotional: The feeling a child gets from being in the
classroom. Social interactions in the classroom
between the teacher and the students, as well as
among the students can convey a sense of
welcome and acceptance.
D. Creative: The special ability to see things in unusual or
unconventional ways. An environment that is open and
flexible serves as as vehicle for growth & development.
2. Some of the activities that are appropriate activities for multicultural
teaching are: Art-Adding brown, tan, and black paints induces the
child to notice other color tones
Literacy-Bring in books and pictures that reflect the
cultural diversity of your classroom.
Music/Movement- Provide musical instruments, C.D.'s,
and dances that reflect the cultural
diversity in your classroom.
Games-Have the children bring in games they play with
their family or games their parents played as
children.
3.The guidelines to select developmentally appropriate multicultural
materials: Know the expected learning outcomes for the age level
you teach, review your present content to determine what was
successful, find in your curriculum where you can add or expand the children's views, adopt a flexible thematic teaching approach, include as many concrete experiences as possible, and make sure experiences are not stereotypes.
This comment has been removed by the author.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteTara,
ReplyDeleteWhen I was working with 4 and 5 year olds I had them draw a picture of their family as well as bring a photo of their family. We created a family wall with both the drawing and the photo. I am working with 1 year olds now. I have a family photo wall and also a family photo book for the kids to look at.
Lori,
A new teacher should ask for help when it comes to building a proper multicultural classroom. The new teacher could reach out to other teachers, her students families, the community, and her own family to build a proper multicultural classroom.
Question: Multiculturalism in early education is a important tool to get our youth to grow up and have a open mind as well as a creative mind, I believe it opens up a ton of ideas and allows students to have a shared respect for humanity, (which this country seems to be losing) but how do we continue to teach these ideas when it seems that there is a large and growing part of the public that disagrees with these ideas? Nobody wants to pay any taxes, schools are always the first to be cut, States like Texas basically decide what they want in the text books, and there are a lot of people who think that our schools should only teach American or Christian based ideas. It seems like the cards are stacked against us as Teachers!!!!
ReplyDeleteQuote:” The Multicultural classroom is a place where the teacher attempts to guide young children through the process of learning to live with diversity.” page 341
Fact: Select materials that will make the child think. Stay away from resources that are too simple, or easy for them to figure out! Page 346
1.Discuss the characteristics of a child-appropriate environment.
Physical and creative classrooms must be large enough space that the items in the classroom are easily accessible, attractive, colorful and stimulating classrooms effects a child's attitude and behavior. A class room must also allow places for learning diversity, places where kids can see and learn about new and different ideas, a place that stimulates their thinking and cases them to ask questions and construct their own reality. Overall the classroom should be a place for continuous intellectual activity
2. List some activities that are appropriate activities for multicultural teaching.
Different materials from other cultures, artwork, books, music, short stories, etc. For me I really like the use of art for multiculturalism and children, it draws their attention and it is fun for them to create their art piece in a similar style.
3What are some guidelines to select developmentally appropriate multicultural materials?
The material must be age appropriate, and free from stereotypes. Materials should be explained so the children can understand the significance so that they can create questions and begin the thinking process.
Laura s. said QUESTION: What do you remember about the classrooms of the schools?
ReplyDeleteI remember so much from my classrooms as a child. the things that rember the most are the different places in the room where you could do things and discover things without anyone telling you how to do it! The freedom of learning things on my own was always fun to me and is very improtant concept that I beleive in now. No rules, nobody giving you their opinion, or telling you how to do something. Just figuring things out on my own and forming my own opinion or discovering my self how to do something was always made me feel so good. My son is 1 and a half and he is the same way with his blocks and train set! he let me show him once how they work and from then on he wants to do it by himself, and gets mad if you try to heelp him.
marci said: Question: I’ve noticed at my children’s school, several 1st – 3rd grade classrooms covering the lights in the room with fabric. Then, they turn on lamps throughout the room. It is suppose to have a more calmly effect, but I wonder if it is light enough and appropriate for all students.
ReplyDeleteThis is a good question! Many schools today have fluorecent lighting in them and often times there are to many in a classroom making it to bright. It sounds weird, but if you google lighting there are lots of intersting articles and studies in this subject, and most point out that fluorecent lighting leads to a increase of depression.
I have read and studied some of the effects todays lights and there are some interesting things to know. 1. Malillumination - describes sunlight defficiency in people, caused by lack of natural sunlight, and the negative effects of soft white and pink fluorecent lighting. 2. Posillumination - refers to positve effects caused by sunlight or full spectrum lights.(fluorecent lighting isnt full spectrum)
Question: Why do some newer teachers refuse to recognize the importance of a multicultural classroom?
ReplyDeleteQuote: "Research in classroom practice shows that the classroom environment impacts the behavior, knowledge acquisition, and emotional state of the child."
Fact: Art is a powerful source for learning and it can also facilitate learning about diversity.
1. A child-appropriate environment is a safe place where students fill free to be themselves. It is inviting, warm, and a microcosm of the world around them. It is a place that invites children to explore, ponder, and construct their own truths. It is a place for learning.
2. Writing about their families.
Art projects with diversity paper.
Music and games from different cultures.
Literature depicting various cultures, ages, and social-economic statuses.
3. The first thing we should look at is if the material has the characteristics of a child appropriate environment. The materials should also match the age range and characteristics of the students. The object(s) must be safe for manipulations and address the needs of the students.
Chandra,
ReplyDeleteI think it would be an excellent idea to talk about a culture that is exhibited in some of your students. I would probably ask them first if they would like to share anything or if they feel comfortable with such an in depth look into their culture.
Melissa,
ReplyDeleteI have never heard of doing anything like that, but it certainly sounds interesting. Do the "tribes" have different attributes? And do they do things different from other tribes?
How can one encourage multicultural type classroom but still be bias-free? Some sort of bias, rather it be christmas or easter, is going to prevail in classroom decore? Doesn't that sway to a certain relgious holiday only mean that there is a bias that may have been a motive?
ReplyDeleteQuote: "...call attention to the need for teachers to ensure that the classroom ensure that the classroom resources are totally bias-free.
Fact: Use creativity as a resource and use it often!
1.) Discuss the characteristics of a child-appropriate environment. An appropriate environment would be bias free and encourage creativity and be thought provoking.
2.) List some activities that are appropriate activities for multicultural teaching.
One can use a desk or a chair for a stage at a puppet show. Make the classroom a physical environment and set it up so students can roam about it during freetime and let themselves be attracted to centers that they find interesting. Finally, lots of good books that are both full of enrichment and support different cultures.
3.) What are some guidelines to select developmentally appropriate multicultural materials? Make sure they are demonstrating and teaching not sterotypes but accurate portrayals of people and professions. The classroom materials need to influance all students that no matter their ethnicity, they can become what ever profession they want. Don't let past prejudices dicate who you will become!
Laura S. I remember that the classrooms I attended did not have word walls and interesting colors, but bland walls and windows... blackboards, rules, and in some cases, words of encouragement.
Millie, I think it would be better to either ask a family what their traditions may be, or what some phrases are in their language would be better than assuming or ignoring it. It would show effort on your part and that is always a good thing!
Christina,
ReplyDeleteSome teachers are biased, and some teachers do not understand that you still achieve the goals and objectives with these materials. Keep up the good work!
They do not know how each lesson has diversity in it already anyway too.
ReplyDeleteGREAT JOB CLASS! Keep up the good work!
ReplyDeleteQuestion:What are some different art activities that can be done promote diversity?
ReplyDeleteQuote:"Both Kendall (1996) and Derman-Sparks (1989) call attention to the need for teachers to ensure that classroom resources are totally bias-free." (pg. 325)
Fact: Using background music to introduce children to music of different cultures.
1.) Discuss the characteristics of a child-appropriate environment.
The characteristics of a child-appropriate environment are ones that are geared to the child. Like having shelving and toy or materials in there reach that they are expected to play with freely. Also having the shelves at a height that children can reach is important so they are not climbing to get something. The classroom needs to feel inviting to young children. There needs to be a variety of materials that have diversity. The easiest way I can think of to do this is to have many books that children to look at and read.
2.) List some activities that are appropriate activities for multicultural teaching.
Some activities that are appropriate for multicultural teaching are reading books, showing art from different cultures, playing games from different cultures and art projects.
3.) What are some guidelines to select developmentally appropriate multicultural materials?
Some guidelines to select developmentally appropriate multicultural materials are know the ages and needs of children in the classroom, make sure the materials are meaningful, make sure the materials go with what the children are learning, select materials that can be used for multiple intellectual levels, make sure the materials are interesting, and chose materials that are safe for all children.
Shelley asked...
ReplyDeleteHow can one encourage multicultural type classroom but still be bias-free? Some sort of bias, rather it be christmas or easter, is going to prevail in classroom decore? Doesn't that sway to a certain relgious holiday only mean that there is a bias that may have been a motive?
This is a good question. If you are trying to make your classroom reflect the cultures in the classroom and there is a majority of one culture then that is the one that will most likely be seen. For holidays that have to do with religion like Christmas or Easter you can see what other holidays are around the same time and decorate for those as well.
Marci asked...
ReplyDeleteQuestion: I’ve noticed at my children’s school, several 1st – 3rd grade classrooms covering the lights in the room with fabric. Then, they turn on lamps throughout the room. It is suppose to have a more calmly effect, but I wonder if it is light enough and appropriate for all students.
I noticed this too when I went to observe a fifth grade class. It didn't seem like there wasn't enough light but it probably depends on the class room and the kids.
Meghan asked- question:What are some different art activities that can be done promote diversity?
ReplyDeleteWe make friendship flowers with different handprints using a variety of colors, and we make our classmates out of foam pieces that I buy at a craft store with multi colored body parts, and I get body shapes boards which the children decorate to represent themselves, then I hang up in the classroom.
Christina Whitfield said...
Question: Why do some newer teachers refuse to recognize the importance of a multicultural classroom?
I think maybe that they want to fit in with the teachers that have been teaching at the school and they do not want to make trouble for themselves.
Cheryl,
ReplyDeleteI truly think that class size does effect how some students will behave. If you have a smaller class, it is way more obvious in a small classroom if students are misbehaving. If larger ones, they are less likely to be caught because there are more students to pay attention to. That's what so bad about class sizes getting bigger and bigger, it's just terrible!
Megan,
ReplyDeleteA great way to incorporate diversity is to talk about cultural contributions. In my math class we talked about how different cultures contributed to different areas of math. It was really cool!
Question: Shouldn’t these discussions of child-appropriate environments be couched in relation to the real world classrooms teachers and students face?
ReplyDeleteQuote: “The classroom is where the microcosm of reality is encountered in forms of the new ideas, concepts, and social interactions the student experiences.”
Fact: The single most important factor in a child’s education is individual attention from his or her teachers. Classrooms in America’s public schools at all levels are overcrowded and understaffed.
The most important aspect of a child-appropriate environment is that it makes children feel safe. This is much more than physical safety. It includes emotional and intellectual safety too. One of the easiest ways to accomplish this is by establishing simple rules of behavior in the class, the core of which is respect for others, and making sure everybody knows them and agrees to abide by them. These rules should be posted. Routines for opening and closing class also contribute to the student’s sense of safety. They may not know the day’s content but they definitely know procedures and expectations which apply to everybody.
Multicultural learning should include active involvement, student participation, be age appropriate, exercise cognitive abilities, and be relevant to the students. In social studies there are no, or at least should be no activities which do not provide lessons about our multicultural society. The important thing is creating activities which engage students and involve their active participation. Because our nation is a democracy, the second week of school, I organized my classes into the First Continental Congress. Pairings of two to three students represented each of the thirteen colonies. They were each given a blank map of their colony and a blank map of all thirteen. Working together, they were asked to decipher a map in the text as to who lived in their colony and what it produced in 1774. They were able to color their maps and add any information they thought interesting or useful. The next class each colonial delegation selected a speaker, introduced who introduced him or herself and the other members of their delegation and bragged about their colony. The following day the students elected officials of the Continental Congress including a sergeant-at-arms to maintain order, a speaker who called the Congress (Class) to order each day, and a secretary to record the minutes and tell the delegates what had been covered the day before. New elections were held whenever the class decided to. The purpose of all of this activity was to have students put themselves in the position of others and to participate in an ongoing learning activity which they directed and controlled from August to May. They opened and closed each class.
Question: You want students excited to come into class, what is something that will make your classroom unique or stand out?
ReplyDeleteQuote: "For a child, a truth is what he or she has gathered, what the child owns."
Fact: Research in classroom practice shows that the classroom environment impacts the behavior, knowledge acquisition, and emotional state of the child.
Questions:
1.) Discuss the characteristics of a child-appropriate environment.
Inviting, warm, colorful, challenge students,allows them to discover, sense of reality, accepting, positive, and encouraging environment.
2.) Some activities that are appropriate activities for multicultural teaching are
Clothes, literature, music, pictures, food, toys, decorations, and activities.
3.) What are some guidelines to select developmentally appropriate multicultural materials?
Selecting the needed materials based on students level, Spacious and organized work area, intriguing material to callenge students, and positive environment.
Question: Is it appropriate to have multicultural materials out in the classroom year round?
ReplyDeleteQuote: “The multicultural classroom is a place where the teacher attempts to guide young children through the process of learning to live with diversity.” Pg. 319
Fact: Piaget’s stages of cognitive development are set into 4 stages; sensorimotor, preoperational, concrete operations, and formal operations
1.) Discuss the characteristics of a child-appropriate environment. – A child appropriate environment has a lot of different levels to it. First it needs to be a physical environment where children can interact with one another and encompass physical aspects of the classroom such as furniture and equipment. The environment also needs to be a cognitive environment where children are engaged in continuous intellectual activity. The classroom is always challenging children’s minds and children are always learning about diversity. The classroom also needs to be a social-emotional environment where children can interact with the teacher and students and feel a sense of welcome and acceptance within the classroom. Lastly the classroom needs to be a creative environment. This is extremely important because children need to be constantly challenged to use their creative abilities and improve upon those abilities; therefore making it necessary for teachers to provide a wide variety of creative tools within the classroom.
2.) List some activities that are appropriate activities for multicultural teaching.- dramatic play areas, multicultural manipulatives, picture drawings of multicultural people, using different art materials when doing art projects (feathers, clay, colored beads, straw).
3.) What are some guidelines to select developmentally appropriate multicultural materials?- Some guidelines to keep in mind when choosing multicultural materials are to make sure the materials you may be buying do not offend or disturb any students’ cultural beliefs. As a teacher you need to be aware of the boundaries that may exist between teaching certain diverse backgrounds to your students. You need to also make sure that you can explain why certain multicultural materials are used and for what purpose do they serve to that particular culture; so you are able to fully explain to all your students why you are using the materials.
Ashley Payton
Marci- I also have wondered the same thing. In my opionion I do not see any harm in covering the lights with fabric to make them not as bright and over bearing, but I think as a teacher that would be something you would have to be the judge on.
ReplyDeleteChandra- I do think you should try to teach about a culture that you may already possess inside your classroom. You culturally diverse student could provide great insight and information that you may not be able to get from a book or website.
Ashley said...
ReplyDeleteQuestion: Is it appropriate to have multicultural materials out in the classroom year round?
In a way segragating some materials as 'multicultural' defeats their purpose. If America is multicultural year round it makes sense that we would teach the same way.
Eric said...
ReplyDeleteI believe it opens up a ton of ideas and allows students to have a shared respect for humanity, (which this country seems to be losing) but how do we continue to teach these ideas when it seems that there is a large and growing part of the public that disagrees with these ideas?
"To thine own self be true." Nice thing about being a teacher, you run the class.
Question:Is it best to have the children in their seperate desks or together in pods?
ReplyDeleteQuote:"The multicultural classroom is a place where the teacher attempts to guide young children through the process of learning to live with diversity." (p. 319)
Fact:Both Kendall and Derman-Sparks call attention to the need for teachers to ensure that classroom resources are totally bias-free.
1.) A child appropriate environment includes many areas. First, the physical environment, which effects a child's behavior, knowledge aquisition, and emotional state of the child. The cognitive environment is also important because the classroom is a place of continuous cognitive intellectual activity, most done through play and sself-discovery. The social-emotional environment is also important because it helps the child become more apt to be socially able. The creative environment is also a very important aspect of the classroom. During the school years, the child is attempting to "find themselves." DOing so through their own creativity allows them to be true to who they are.
2.) Centers, reading books, dance, cooking, singing, art making, games
3.)When selecting materials, a teacher must first make sure they are appropriate. There are many items that may be able to teach about the culture, but that does not make them appropriate. Also a teacher must be sure to be able to explain the material and how they are appropriate to the culture.
Ashley said...
ReplyDeleteQuestion: Is it appropriate to have multicultural materials out in the classroom year round?
My answer to this is YES! I think much can be taught by the teacher, but self discovery is one of the best ways a child can learn. If multicultural materials are available for them to explore on a daily basis, they will be able to learn on their own and let their imaginations and questions guide them through learning.
Megan said...
ReplyDeleteQuestion:What are some different art activities that can be done promote diversity?
A really fun activity that can be implemented into the classroom to promote diversity is the jelly bean activity. You can get online and buy jelly beans that taste different from their colors. Everyone assumes they know what the jellybean will taste like by its color, but when a bite is taken, they will learn to not judge a "book by its cover."