* For numerous Aboriginal children English is not there first speaking language. Teachers need to explain the content they are teaching in more than one way and more than once to allow Aboriginal and Torres Straight Island students to comprehend and learn (Korff, 2014). * It is important for a teacher to be familiar with aboriginal English and be aware of non-verbal communication. Aboriginal people often read and relate better to body language and consider it an effective form of communication. As a teacher a strategy you can use is to ensure that your body language is consistent with your intentions and attitudes (Curriculumsupport.edu.nsw.gov.au, 2015).
The goals of the teachers and the curriculum must be to help students gain an identity and mature in a way that aligns with their gender and culture. Practicing Native customs, Indigenizing the curriculum through Native storytelling, and increasing the availability of Aboriginal and Native American resources for students can accomplish this. In order for Native customs to be properly practiced in schools, faculty selection, training, and accountability must be closely monitored. Faculty should have an Aboriginal background or extensive knowledge of the culture and be aware of the curriculum’s mission to preserve and cement cultural knowledge. Faculty should exist in an environment where they feel comfortable approaching other staff members for assistance in employing and applying Aboriginal practices and history (Solei, 60).
I have learned first-hand of the effect on people’s achievements and behavior from other’s attitudes and expectations. Developing a cultural content rich and diverse curriculum is key in developing student’s abilities to consider alternate perspectives and ways of thinking. Teachers play an extremely important role in a schools multicultural education. To ensure proper preparation for pre service teachers’ effective pre service multicultural education programs should be adopted. Soliciting parental support and involvement is a great way to encourage school and home communication.
Collaborative Learning Community: Cultural Mosaic and Essay There are many cultures that educators will come in contact with in today’s classroom and teachers need to be prepared to provide them with the same level of learning as any other child. However, when students are from different cultures and have more complex backgrounds, the approach to learning can be quite challenging if the teachers has not educated themselves on strategies and techniques to accommodate these learners in the classroom. Therefore, by exploring the African, Indian, Japanese, and Mexican culture of students in the classroom, one will be able to gain insight on how to build an effective working relationship with students, their ways of communication, and learning styles that specifically connect the lesson content to the individual while knowledge and productivity is occurring. The following is a chart that compares some of the cultures in today’s classroom: African Culture Indian Culture Japanese Culture Mexican Culture Norms • Strong sense of family and religious ties. • Extraordinary belief in faith to persevere through any situation that may arise; that being in the classroom or outside the classroom.
The Non-Statutory National Framework for R.E. states that ‘RE provokes challenging questions about the ultimate meaning and purpose of life’ and in order to allow learners to consider and reflect upon these questions it is necessary to provide a learning environment where learners feel safe to explore and analyse a wide range of religions and concepts that will allow them to further develop their understanding of the world which we live within. Teachers could create a time at the end of the lesson and encourage reflection through their questioning; encouraging children to think about the questions they may have about R.E. Teachers could ensure this development of thinking skills through various strategies such as the use of talk partners to share ideas or asking children to close their eyes and think for a minute about any questions they may
Cultural diversity or multiculturalism can cause a gap between instructor and student, it is then the duty of the instructors to find ways with and taking into consideration the issues or concerns of diversity and learning theories in finding a way to close those gaps. The effect that cultural diversity has on classroom culture is that it keeps the online instructor busy with assessing what is the need for learning regarding the students from different. Also, policies pertaining to those issues of culture come into effect to guarantee inclusiveness within the classroom structure. In
Background For background information, I am studying teaching in order that I can have an understanding of how my students are learning, and some experience of teaching, so that when I come to assess them for their NVQs I appreciate how they got to the point of submitting their workbooks to me. Roles, responsibilities and boundaries The simple way of describing my role as a teacher would be to say that I am there to ensure my learners get their qualifications (Wilson 2008:4), but the Lifelong Learning Sector covers more than just formal qualifications; many people just want to learn for the enjoyment of doing so, or an employer may have set up an internal training course without a nationally recognised qualification at the end. Learners could be aged 14 upwards and have many different learning goals. As a teacher I will do more than just deliver the lesson. I will have had to design the lesson and plan its delivery so that it holds everyone’s interest.
James banks defines it as a “process of restructuring the culture and the organization of a school to bring about education equality and empowerment” (Banks, 40-41). The influence of environments in achieving a greater outcome in students’ well-being was a challenge to reconstruct social structures. Gender bias does not only start at home or accepted but it also takes place in the school environment. Wellesley was founded on traditions and morals, which eventually effects the view of the institution. Within the movie, student’s former traditions and generations that are passed down creates obstacles.
Nel Noddings has made a significant contribution to our appreciation of education. In particular her explorations of the ethics of care - and their relationship to schooling, welfare, and to learning and teaching within families and local communities came at an especially opposite moment. She has been able to demonstrate the significance of caring and relationship both as an educational goal, and as a fundamental aspect of education. As a result Nel Noddings' work has become a key reference point for those wanting to reaffirm the ethical and moral foundations of teaching, schooling and education more broadly. Her work has included analysis of caring and its place in ethics (Caring: A Feminine Approach to Ethics and Moral Education - 1984); Also, an attempt to rethink evil from the perspective of women (Women and Evil - 1989) and a series of books that have explored the implications of a concern for caring with education (The Challenge to Care in Schools - 1992; Educating Moral People - 2002; Happiness and Education - 2003).
The roles and responsibilities of a tutor in the Lifelong Sector include promoting positive behaviour, diversity and inclusion throughout the teaching and learning process (Gravells, 2012). The author concurs with Gravells et al (2012) that, a tutor should also challenge prejudice, discrimination and stereotyping as it occurs. This can be achieved by incorporating activities in learning based around equality and diversity so it helps students in their understanding. Francis and Gould (2013) state that the role of a tutor in the lifelong learning sector is not confined to imparting knowledge and skills, but covers a multiplicity or different tasks. These roles are accompanied by responsibilities and these contribute to the adoption of a professional approach to work in the lifelong learning sector.