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¶ … student comes from a middle class family in Bangkok. Status is of primary importance in Thailand. The reason is that hierarchical relations are at the heart of Thai society . As a result, titles are of primary importance in Thailand (Kiss, Bow, or Shake Hands, p. 385). Public displays of affection between members of the opposite sex are not tolerated and it is considered to be extremely rude to point one's foot at anyone. Never should you cross your legs in front of an older person, and you should avoid to cross your legs with one leg resting on the other knee (Kiss, Bow, or Shake Hands, p. 386).
I think that the new Thai female student on her first day in class will find my behavior as an afro-american teacher in a highly diverse class as sending out messages to guide and facilitate the learning process of the children that members of different racial or ethnic groups are to be respected. She will find my teaching style very much in contrast to the stereotypes she sees in ordinary daily life in this regard. My verbal and non-verbal cues are directed to begin helping my students to become individuals able to form strong and self-positive images about themselves and to grow up without bias but with respect to people who are different from themselves. Her first impression of me will be that I respectfully listen to all students and answer their questions to my best....
She will see that I try to make sure that the individual student does not have the feeling that it is bad to ask such a question. She will also see I immediately address the situation when I witness that a child says something disrespectful, embarrassing or hurtful about another child and then directly speak to the child saying that it is not ok to behave that way and asking it how it might feel himself would it be the target victim of such inappropriate comments. I consider this to be crucial to raise the child's sensitivity to racial or ethnic differences in class (see Oesterreich, 1995, p. 1). She will feel that I am strongly engaged in encouraging my students to talk about their differences sending out messages to think critically about what they see on TV and in books, movies, greeting cards, and comics. I do so verbally by using accurate and fair images in contrast to stereotypes, and encouraging the children to talk about their differences. But I also make use of non-verbal cues such as including books, toys, and materials in my teaching program that have ethnic or racial issues at their center. I have to admit that I myself constantly must make me aware that I have to face my own biased attitudes in order to help foster all the student's growth (see Precious Young Children, 1999, p. 1).
As an afro-american female I do not represent the dominant group in the…
References
Hendry, J. Addressing cultural diversity in the classroom. (Created on: April 01, 2008). Retrieved 11 August 2011 from www.helium.com > ... > Secondary School > School Bullying & Violence.
Morrison, T., & Conaway, W.A, & Borden, G.A. (1994). Kiss, Bow, or Shake Hands. Avon, Massachusetts: Adams Media Corporation.
Oesterreich, L. (1995). Insensitivity to Physical, Racial, or Ethnic Differences. Retrieved 11 August 2011 from www.pbs.org/kcts/preciouschildren/diversity/read_insensitivity.html.
Precious Young Children: Teaching Young Children To Resist Bias. (1999). Retrieved 11 August 2011 from www.pbs.org/kcts/preciouschildren/diversity/read_teaching.html.
It's long been a challenge in pedagogy to find a way to meet the needs of a diverse classroom; students have always presented a range of different cultural, linguistic, social and socioeconomic needs and backgrounds. In fact, in the academic research paper, "Culturally Responsive Differentiated Instruction" by Santamaria, it was found that ultimately, "The best teaching practices are those that consider all learners in a classroom setting and pay close
This is an approach that is not current nor balanced. By echoing the importance of race and its ability to transcend the individual, soon all students will be able to belong to a single race of beings, the human race. Conclusions The literature extant on the ideas of culture and its impact on teachers ability to communicate successfully in the classroom has wide appeal to my specific research question. The aforementioned
Another factor that impacts the level of community resources offered is that many of the schools do not offer intramural activities for elementary school students. Participation in these group activities are most often children from middle to middle upper class families; due in part to cost and accessibility. Those representing the lower socioeconomic strata tend to take greater advantage of the social services available within the community. Social services purported
Rural special education quarterly, Vol. 23, Issue 4, 3-9. Retrieved November 26, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=104&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14 Lake, V.E. (2004, August). Ante up: Reconsidering classroom management philosophies so every child is a winner. Early Chil Development and care, Vol. 174, Issue 6, 565-574. Retrieved November 26, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=17&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14 Los Angeles County Office of Education. (2002). Teacher expectations and student achievement. Coordinator Manual. Marlow, E. (2009, December). Seven criteria for an effective classroom enviironment.
251). This would show how well they observed, organized their thoughts and read (or were read to). "Overall, children from both middle-class and economically disadvantaged homes produced reasonably long narratives, but children from disorganized families did not.... Follow-up... showed that the first two groups did not differ from each other" (Peterson, p. 258). All the children were Caucasian, from English or Irish ethnic backgrounds, whose families had been in
Diversity Using Power Point: Understanding Diversity answer the below questions How could prejudice affect a person's ability to learn and work? Prejudice could affect the person's self-esteem and self-confidence. Teachers and peers might treat the student differently than they would without the prejudice, even if the prejudice is "positive," such as prejudice toward Asian students in a math class. Prejudice might impede a person's ability to learn and work, because it impacts the