Essentially, it is crucial for a teacher to support racial, ethnic, and culturally diverse students. Thus, strategies for teaching students from various backgrounds should be employed in the classroom. First, a teacher should consider cultural differences when developing personalized learning. Moreover, educators should accept the differences between students positively to enhance cross-cultural understanding in the classroom.
As a teacher, I aim to identify students’ cultures and language skills in order to develop achievable learning objectives. In addition, I will constantly monitor students’ progress and provide them with various increased opportunities to increase their motivation. In addition, I will promote cultural awareness, mutual understanding, and interest in the ethnic background among my students to demonstrate the importance of cultural and emotional needs. In order to ensure effective learning and equal opportunities for each student, I will act as a facilitator enabling students to share their thoughts, ideas, and cultural perspectives.
Usually, students who are not native in English experience difficulties expressing themselves and improving their communication with classmates. Therefore, they often demonstrate fear and low self-esteem compared to native English speakers (Lynch, n.d.). Dover (n.d.) states that diversity brings challenges and language barriers to schools. For instance, bilingual students who are better in one language also need more time and resources to improve their knowledge (Dover, n.d.). Nevertheless, teachers should emphasize that learning a language is a process, and students must be patient. Consequently, my goal is to demonstrate sensitivity to language concerns and provide support in order to motivate non-speakers to engage in classroom activities and reduce their fear. Important to add that a teacher should understand that all students can achieve high academic performance when committed and motivated.
In addition, I will make sure that each student accepts cultural differences and understand the concept of inclusion to encourage tolerance and guide them toward personal and professional success in a diverse society. To make it easier to understand the differences and similarities between students, I will use teaching materials and texts describing the traditions and characteristics of different ethnic groups. The best ways to learn about culture are sharing and listening; thus, students should be able to listen constructively.
In addition, I will introduce authentic assessments, for instance, group discussions on various cultural experiences and personal stories combined with traditional assignments and homework. Educators should incorporate activities that help students celebrate their own and classmates’ cultures. Notably, I will also organize school events where students with various backgrounds can present their cultures through dances, songs, theatrical performances, and national food preparation. Consequently, knowledge of cultures will help students understand and accept and respect one another’s characteristics, strengths, and talents.
To conclude, I acknowledge that teachers play a significant role in creating culturally-responsible classrooms. Nevertheless, I will always maintain high expectations regardless of social, cultural, or language differences to ensure that my students have equal requirements. If a student cannot complete the task, a teacher should provide as much guidance and support as possible through frequent feedback and monitoring academic success.
References
Dover, H. (n.d.) Diverse student populations challenge schools. Gannett. Web.
Lynch, M. (n.d.). Culturally responsive teaching starts with students. Teachthought. Web.