Multicultural classroom education is currently regarded as the most efficient method of teaching and learning while incorporating learner differences, beliefs, and practices. It includes proper use of techniques, active participation, and appropriate response in promoting multicultural competence among the learners. Celik, (2019) identifies key ideas for creating a multicultural classroom that enables Learners to relate effectively and attain the expected goals and objectives. This essay analyzes the ideas likely to foster a multicultural environment while correlating this aspect to real-life situations.
Key Ideas of Creating Multicultural Classroom
Embracing diverseness in classrooms ensures that learners’ differences are considered and used as a resource. Both learners with and without defects are involved inclusively in sharing knowledge. Equal treatment of learners and they collectively achieve expected goals. The use of diversified guidelines in instructing learners enables curriculum development that gives tutors a broad range of techniques and activities to be performed. The difference in learners’ conceptual understanding is countered because of diversification and enhanced comprehension of the complex works.
Through the active participation of learners in classroom learning, instructors ensure the students take part in classroom education. The full potential of students is exploited by equal chances given to them and learners gain new knowledge through discussion. Creating a conducive environment creates an instructional situation allowing inclusive learning by providing required resources and providing backup to learners and the instructors. External factors should be included and put into consideration including society.
Higher education institutions and schools’ cooperation are essential in promoting inclusivity in education systems. Higher education boards promote this by introducing courses for study such as philosophy, that educates learners on the importance of education inclusiveness. Prior instructor coaching is essential before executing duties of teaching to ensure broad learning. Instructors gain the attitude and mastery of concepts necessary to ensure they become sufficiently educated.
Continuing coaching to promote inclusiveness in education is another method of enhancing inclusiveness. Tackling arising issues as instructors face new challenges is crucial and uplifting. School heads are the influential people in ensuring teachers involved can learn and understand how to tackle the rising issues. The learner-centered method promotes the advancement of inclusiveness in education. It allows students to exercise their knowledge, improve on their strengths and counter their weaknesses. This is through peer teaching and translates into desired academic results.
Guardians’ inclusion gives special attention to scholars by creating links with the tutors for learners to create a closer relationship. Scholars have a fascinating desire for a topic or subject involved in learning activities. Community involvement through the family, rulers, and society members promote inclusivity. Providing resources enables tutors to understand the strengths and expectations of the students. Tutors put into consideration learners’ background differences as a factor in learning.
Article Relation to Another Text
In creating a multicultural classroom, one may consider the interaction between culture and education, as they affect learning in an institution. Culture influences beliefs, practices, behavior, and language use among the learners. The ideas of this text are directly related to an article by Benediktsson (2019) which outlined the current issues experienced in multicultural classrooms. The author explains that in having a diversified class, the tutor experiences a new set of disputes, these involve the tutors understanding their student’s background and trying to familiarize students with their new environment to ensure they succeed in their endeavors.
The author insists that the diversity that is experienced in different cultures is countered by tutors bringing in cross-cultural interaction and this enables the learners to have a close interaction. The tutors get an added advantage of learning about the diversity of cultures and how they would counter any disputes that may arise. He agrees that tutors prior coaching is key in equipping learners in a multicultural classroom because a teacher will be knowledgeable on the effective ways to reach out to all learners. Sharing cultures between an instructor and a learner allows for the passage of knowledge, and expertise, and strengthens the bond between the two.
Tutors are involved in bringing unity in multicultural classrooms through activities either in class or outside the classrooms. This creates a better chance for improving the overall outcome of the classrooms these tutors head and aids the elimination of the disputes often experienced in multicultural classrooms. He also shows that such a classroom of multicultural acts as a motivation for teachers who handle the students and this makes them feel fully equipped in their work as teachers. The close connection between education and culture is the fact that education should express the culture necessary for both instructors and learners. In this way, teaching will go hand in hand with the learner’s inbuilt way of life.
Article Relation to my Personal Life
I find these ideas, of creating a multicultural classroom to be some of the strongholds that have aided me to overcome most of my fears. I have conquered challenges and multiracial classrooms have helped me achieve much in my academic life. Getting along with new friends and gaining an understanding of how to interact with my friends in a friendlier and peaceful way. I overcame the timidity of speaking infront of people and also gained better skills once I was involved in-class activities that used to bring us together.
I agree with the idea of community involvement in classroom multicultural inclusivity. My community provided resources, and sources of information when there was a need to discuss matters related to the society. Particularly, an instance when we needed to study language variance among the different community members. Society members were willing to provide information and talk about their language origin, growth, and the variations it has undergone over time.
I was greatly involved in peer-to-peer teaching in my classroom. This has been a tool in breaking complex concepts and building my courage. This was through participating in discussions with different people, having presentations in class, and coming up with projects. This made me understand other students’ cultures and respect them. At times we could have informal presentations on other life matters and this equipped us with great knowledge of other cultures.
I had a great interaction with my tutors, my parents helped me to create a bond. I developed a desire for my education and this transformed into better results. I would achieve my set goals. I experienced great love from both my teachers and parents with their involvement in my education performance. As I joined the higher education system, I got a better understanding of the importance of multicultural classrooms. I performed better and strengthened my capability of tutoring which helped me to develop a likeness to a career in teaching.
Past, Present, and Future Relation
A multicultural classroom context can be viewed based on changes over time from the past to the current and what is expected in the future. Shannon-Baker, (2015), tends to agree that the past involved great discrimination for example when whites discriminated strongly against the blacks and would kick them out, this led to racial segregation where the two races would not live together. Multicultural classrooms were not present in the past because all races trusted only their own and no other races or people, discrimination was at its peak.
In the current situation where there are many critics, the creation of diversified classrooms is very essential. This will promote the better practice of communal fairness as the world currently is octenyl caught up in issues of discrimination and neocolonialism, these all will be easily addressed in case there will be the earlier implementation of multicultural classrooms, Shannon-Baker, (2015). Introducing courses in higher learning institutions has not fully resolute the problems faced currently.
The future relationship with the multicultural classroom’s creation is dependent on the few efforts that are being put up by individuals whose aim is to have a diversified globe. The future depends on the current situation which incases the multicultural classrooms are not created and a split occurs due to racism then it won’t turn out good. Through broad learning, solutions are provided to prevailing problems. Multicultural classroom learning tends to incorporate the everyday experience and allows for further practice.
Multicultural education relates to the present and the future because it is a foundation for a student at a lower level of learning to further their education in the future. Multicultural education provides information and allows us to appreciate the historical foundations of mankind, culture, and education and appreciate them. Multicultural education allows for the integration of different communities, inspiring respect and harmonious living. He also argues there is allocation of resources which can be attributed to community inclusivity in learning situations.
In conclusion, multicultural classrooms have been majorly involved in creating a major factor that has improved the learning outcomes of students. They can be achieved through several ideas such as peer-to-peer teaching, use of proper guidelines by the instructors, inclusivity of community and guardians, and also the cooperation between schools and higher institutions of learning. The ideas relate to both the present, past, and future world in promoting cohesion.
Benediktsson, A. I. (2019). Communication and group work in the multicultural classroom: Immigrant students’ experiences. European Journal of Educational Research, 8(2), 453–465. Web.
Celik, S. (2019). Creating an inclusive and multicultural classroom by differentiated instruction. International Journal of Humanities and Social Science, 9(6). Web.
Shannon-Baker, P. (2018). A multicultural education praxis: Integrating past and present, living theories, and practice. International Journal of Multicultural Education, 20(1), 48. Web.