hI 

Running head: APPRICIATING CULTURAL DIVERSITY IN LEARNING 1

APPRICIATING CULTURAL DIVERSITY IN LEARNING 8

APPRICIATING CULTURAL DIVERSITY IN LEARNING

Dalal I, AL Mohse

Mississippi College

Abstract

Those amount for worldwide learners considering in the United States for America proceeds with develop. With the advancement about technology, those separations between societies and nations need diminished, coming about to worldwide connections What's more fabricating about new connections. Globalization need helped that expansion in the number from claiming global scholars done classrooms. This need came about to intercultural Taking in What is more improvement from claiming culturally diverse connections. With have the ability to bring an great Taking in knowledge for learners starting with distinctive social backgrounds, it will be vital to cultivate intercultural Comprehension. Scholars who have diverse social experiences bring separate social expectations, encounters also different perceptions, which might result with diverse Taking in styles. This paper concentrates with respect to social differing qualities in the classroom, how global and American people could appreciate social diversity, how should encourage compelling educating polishes On An multicultural classroom, what's more entryway Taking in organizations might meet those needs of both universal and host understudies.

Ways to help your American and international students appreciate cultural diversity in the classroom and relate to each other

America is occupied by people from different communities with diverse cultural beliefs and practice. People come to America from their countries for a better education which makes it an important matter to ensure that everyone gets their expectations (Gay, 2013). There should be a major concern in the understanding and acceptance of diversity of culture in a learning environment containing students from different parts of the world. Teaching techniques vary globally and when students come from their places with a particular understanding that is the correct one, it becomes difficult to adjust to a new method that is contrary to what they already know (Patton et al, 2016). The teachers or tutors handling classes that contain both American and international students should therefore, ensure that all the students get equal treatment and are comfortable in both the classroom and within the school. Embracing the diversity in the classroom is an asset that can improve learning and gaining of new knowledge.

The first impression and approach given to students in their first class meeting matters a lot since this is where they will develop an attitude and opinion of you as a teacher. The attitude formed by students of you as their teacher will determine their cooperation, understanding, and performance in your class and subject (McKeachie & Svinicki, 2013). As teacher or a tutor you should know that due to a combination of your class, not every student can understand or is well conversant with English although they might have learnt it, thus as a tutor you should ensure that all your students can communicate in English. You can then establish a talking speed that is convenient for everyone to understand. The students may have learned the language but do not know or understand some of the colloquial terms and phrases and the teacher can therefore use only the formal terms for the sake of all the students.

Teachers should discourage stereotyping in their classrooms from themselves and other students. Different communities have different beliefs and there are common ideologies about specific communities, such ideologies should be kept out of classrooms to avoid generalizing and offending other students by comments made concerning their communities (Goodman & Frazier, 2015). The teacher should critically and carefully involve all students in discussions concerning different communities and their cultural practices in a way that they will be the ones explaining their beliefs in an open manner to avoid feeling discriminated or insulted. Stereotyping of communities generalizes people and a teacher with that perspective can under estimate the potential of a student and prevent them from attaining their best (Noble & Watkins, 2014) Teachers should try to know and treat their students as individuals and not as a community. Instead of stereotyping, students can share among themselves the beliefs and cultural practices of others to understand them.

Grouping of students can as well help in promoting the acceptance of cultural diversity in classrooms and among students. As a tutor you can place students from same society or cultural background and mix them with others from a different one so they can have both common and different perception of issues from others (Nieto, 2015). The grouping with someone who shares same beliefs can also make them comfortable and willing to freely open up and engage in discussion with others. Creating a group with students from the same cultural society may not be productive, in that, they can become too comfortable and use their usual language which will not help them learn the required one. Their social learning can also be limited since they will only involve themselves with those they already know and have a connection with instead of meeting people from different community and learning other cultures.

Teachers should acknowledge cultural responsive teaching that will create a conduit between learning and the cultural diversity present in the United States. Cultural responsive teaching represents the concept that instructional practices should be formed by the socio-cultural characteristics of the surroundings in which they transpire, and the people for whom they are premeditated. The teaching technique may be a little complicated since the class many contain a very wide range of cultural diversity (Hollins, 2015). Every teacher wants to ensure that all their students get equal chance and treatment in their learning experience. The connection between culture and education has always existed mostly in the historic education, which can be used positively to enhance responsive cultural divers learning.

Instructors should avoid resistance for responsive cultural learning, which prevents the understanding of the connection between cultural diversity and education. The improbability of the method producing results or working out for everyone may prevent teachers from engaging in responsive cultural diverse learning. However, teacher should clearly understand the difference in resistance without withdrawing their attention from encouraging cultural diversity. It should be clear to teachers that recognizing cultural diversity and accepting it as part of education doesn`t make you against or undermine your cultural beliefs (Patton et al, 2016).

In conclusion, human perspective, attitude and behavior are great influence in education. They are all dogged by our different cultural beliefs and practices and they as well affect our education. Accepting a positive responsive cultural learning will improve the education sector and help individuals involved acquire more knowledge. The method can as well help the weak students improve in their feeble areas. The cultural diverse learning can also help students appreciate the different opinion and perspective of others without making them feel undermined and discriminated. Cultural learning should be encouraged since it gives students comfortable self-belonging and localism.

References

Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), 48-70.

Goodman, R. D., & Frazier, K. N. (2015). Traumatic Stress and Educational Hegemony: A Multi-Level Model to Promote Wellness and Achievement among Socially Marginalized Students. The Practitioner Scholar: Journal of Counseling and Professional Psychology, 4(1).

Hollins, E. R. (2015). Culture in school learning: Revealing the deep meaning. Routledge.

McKeachie, W., & Svinicki, M. (2013). McKeachie's teaching tips. Cengage Learning.

Nieto, S. (2015). The light in their eyes: Creating multicultural learning communities. Teachers College Press.

Noble, G., & Watkins, M. (2014). The ‘Schooled Identities’ of Australian Multiculturalism: Professional Vision, Reflexive Civility and Education for a Culturally Complex World. In Advancing race and ethnicity in education (pp. 162-177). Palgrave Macmillan UK.

Patton, L. D., Renn, K. A., Guido, F. M., Quaye, S. J., Evans, N. J., & Forney, D. S. (2016). Student development in college: Theory, research, and practice. John Wiley & Sons.