Students can be asked to research and bring in newspaper articles pertaining to their country of origin and hang them on a class bulletin board. This reinforces the idea that reading can help students better understand the world around them. Students can be asked to give formal and informal presentations about cultural differences and practices relevant to their home country. Involving parents is a critical part of learning, and asking parents to come in to give brief talks about unfamiliar holidays and foods from their nation of origin establishes a connection between the classroom and the home environment. It increases the comfort of the parent coming to the school to talk with the teacher, even if English is not the parent's first language. Regarding students coming from different educational systems abroad, the teacher must understand...
When dealing with the student, the educator must be mindful of this fact, and find ways to help the student become more comfortable with the more dialogue-based approach to education typical in the U.S. The teacher must make it clear to the student that he or she is not simply a recipient of knowledge, but can question and even challenge the teacher's opinion, provided it is done in a respectful manner. Allowing students to talk about their own perceptions of how education was different in their home nation vs. The U.S. is valuable. This enables the student him or herself to understand the differences in a more self-critical way, and also gives the teacher valuable input into how the student views his or her current learning experience.
(Singer, 2003, p. 36) Education should be a constructive process. Palinscar states that the teacher must assume an active and directive role by establishing the pace, content, and goals of the lesson. (Palincsar, 1998) Byra also described such a process of "task progression" through which content is broken down and sequenced into meaningful learning experiences. (Byra, 2004) the lesson learned from receiving fifty percent credit on a late assignment
This view is reflected in increasing calls for financial equity among schools, desegregation, mainstreaming, and standardized testing for teachers and students alike; it has been maintained that by providing the same education to all students, schools can equalize social opportunity (Bowman, 1994). This latter position is typically followed up with the use of a particular curriculum designed to support the approach. In this regard, Bowman suggests that, "Knowledge is thought
For example, the ethnic client who paints a huge red heart with an arrow piercing its center is communicating a universally understood message: I have been affected by love/passion/emotion. Natalie Rogers, founder of the Person Centered Expressive Therapy Institute is a strong proponent of expressive art. In this form of art therapy, the ethnic client is encouraged to "express inner thoughts by creating outer forms." When treating a client with art therapy,
Reflective Teaching This last element of diversity education also creates a place for reflective teaching, which is also directly encouraged by an examination and application of Bloom's taxonomy of learning. Analyzing student achievement with an eye towards the improvements diversity education is expected to instill allows for a deeper analysis of the teaching methods and perspective being utilized. The direct application of Bloom's taxonomy in the development of lesson plans and
Increasing of skills and knowledge and even knowledge of the society cannot be possible without social interactions. That is the basis of the social cognitive theory as it brings together attitudinal and cognitive effects. The major forms of continuous learning are via the environment, the web, media houses and social communications. The intensity of the effect this new knowledge would have on people is dependent on their individual mindsets. Social
49). That goes for leaders in the learning community as well. Thessin asserts that while it is important to teach students to solve problems, there is a lack of focus on another important, related goal: "the need for teachers to learn to do the same" (49). Teachers are leaders and they must be given the training to develop problem solving skills along with the other important skills mentioned in
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