Introduction
Due to the increased admissions of students from different backgrounds, many schools are becoming more culturally diverse. Multiculturalism emerges due to differences in race, ethnicity, religion, socio-economic status, gender, sexual orientation, disability, and languages. It is necessary to accommodate and address these differences in a school setting. Schools should embrace and celebrate diversity by focusing on areas such as working with parents and community members, changing teaching practices, designing curricula based on needs, providing professional development, and assessing and grouping students.
Working with Parents and Community
A culture that values diversity benefits the school community, creating a safe and purposeful environment. Although teachers and parents are frequently aware of their students’ educational needs, they are commonly limited in their ability to meet them. Therefore, school leaders should be involved in decision-making when creating a supportive culture for change (Zimmerman, 2006). There are several ways for principals to involve families and the community to achieve their diversity goals. Schools should treat parents equally and include them in leadership programs (Glickman et al., 2018). Secondly, they should hold meetings with parents to devise ways of incorporating them into school activities. Finally, schools should explore inviting members of society to share their expertise with students.
Designing Curriculum According to Needs
There are several approaches to re-evaluating teaching materials to meet the needs of students. The principals should be familiar with the curriculum to lead changes as needed (Zimmerman, 2006). The emphasis should be on creating a curriculum incorporating cultural elements (Glickman et al., 2018). Principals should guide their schools in committing to change to meet all students’ needs by embracing learning and data use and focusing on results to ensure continuous improvement (Zimmerman, 2006). Working with bilingual teachers to develop an appropriate language training curriculum for the classroom is recommended for students who do not speak the language of instruction in a specific classroom.
Changing Teaching Practices
The first step is to get to know your students, such as their socio-economic status, sexual orientation, and whether or not they get along with their peers. Finally, you will understand how to improve their capabilities and assist them in areas where they are struggling, thus allowing them to recognize their strengths. Teachers are encouraged to accept and value the need for school-wide adjustments. Most teachers prefer to teach in a similar way because they fear the unknown. Principals’ responsibility is to promote change readiness by improving their leadership skills and willingness to adjust to earn teachers’ trust (Zimmerman, 2006). Principals cultivate teachers’ competence as problem solvers by allowing them to participate in decision-making, thus inspiring them to try new concepts and methods in their teaching.
Assessing and Grouping the Students
Students’ social participation can be increased by providing a classroom environment that encourages material sharing, group work, and discussions. Working as a group on culturally responsive projects and assessments improves interaction with students from various societies (Glickman et al., 2018). Students can create awareness materials such as posters and artwork showcasing different traditions. A group should include students of multiple genders, economic statuses, and cultural backgrounds.
Teacher Professional Development
Through teacher collaboration, school leaders should cultivate a supportive culture for change. Influential teachers can use their impact to persuade their colleagues to adopt innovations that effectively develop a culture of evolution in schools (Zimmerman, 2006). Furthermore, professional development is critical in promoting equity among GLBTQ students. The school should encourage student and professional involvement in activities that promote understanding of GLBT people and customs (Glickman et al., 2018). GLBTQ people face a lot of discrimination; therefore, it is best to be sensitive and reflect on one’s sexual orientation
Conclusion
School is already full of students and employees from varied backgrounds. As a result, dealing with cultural variety becomes much more manageable. Multiculturism fosters critical thinking and empathy, encouraging students to think creatively. People attend school to be prepared for the workforce and accept the realities of living and working with people from unique backgrounds. While they may come from different cultures and backgrounds, the children will realize they share some values and beliefs.
References
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2018). SuperVision and instructional leadership: A developmental approach (10th ed.). Pearson Education, Inc.
Zimmerman, J. (2006). Why some teachers resist change and what principals can do about it. NASSP Bulletin, 90(3), 238-249. Web.