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1.
TOPIK 1 KONSEP DAN TUJUAN PERSEKITARAN FIZIKAL BILIK DARJAH
YANG MESRA BUDAYA
Sebelum kita bermula, fikirkan tentang persekitaran fizikal bilik darjah. Mengapa guru perlu
menyusunkan bilik darjah sebegitu rupa? Apakah aspek-aspek yang perlu diambil kira
apabila ingin menyusunkan bilik darjah anda? Bagaimana anda dapat mewujudkkan
sebuah bilik darjah yang mesra budaya. Mari kita sama sama membincangkan ciri-ciri
fizikal yang perlu diberi perhatian dalam mewujudkan suasana bilik darjah yang mesra
budaya.
1.1 Konsep dan Tujuan Pengurusan Persekitaran Fizikal Bilik Darjah
Konsep pengurusan persekitaran fizikal bilik darjah yang mesra budaya adalah amat penting
dalam pengajaran dan pembejaran dalam abad yang mencabar ini dan lebih-lebih lagi
melibatkan murid-murid dari pelbagai latar belakang etnik. Konsep pengurusan fizikal harus
melewati bukan hanya dari aspek kemudahan prasarana serta kemudahan fizikal sahaja
namun hasil dari pengurusan persekitaran fizikal dapat mewujudkan satu suasana serta
iklim pembelajaran yang kondusif dengan mengambil kira keunikan perspektif dari pelbagailatar belakang budaya dan sosial.
Pengurusan persekitaran fizikal bilik darjah telah di rumuskan oleh Fred Steele(1973)
sedemikian the effects of physical setting in a classroom is a setting for social interaction,
symbolic identification, growth, security,shelter and pleasure. Kenyataan yang diutarakan
oleh Steele (1973) disokong oleh Lambert (1994) yang menyatakan bahawa aspek
persekitaran fizikal seperti dengan siapa dan di mana pelajar duduk dapat membantu dalam
interaksi antara mrurid dari latar belakang lingustik dan kebudayaan yang berbeza. Kriteria-kriteria Fizikal Umum Untuk Mewujudkan Persekitaran Bilik Darjah yang Mesra Budaya
1) Aspek Fizikal :-
Terdapat meja dan kerusi yang sesuai dengan murid dan boleh diubah suai
mengikut keperluan aktiviti.
Mempunyai pencayaan dan pengudaraan yang baik.
Mengecat dinding dengan warna - warni yang ceria dan lembut.
Memasang langsir dengan warna yang ceria, terang dan lembut. Melukis mural diswekitar kelas.
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Keselamatan yang terjamin seperti pelan kebakaran dan pemadam api.
2) Sudut-Sudut Pembelajaran:-
Dalam bilik darjah, terdapat pelbagai sudut pembelajaran dan aktiviti yang dapat membantuperkembangan intelek murid seperti sudut boneka, kognitif, kinestetik serta sudut kreativiti
dan sebagainya. Di samping itu, terrdapat sudut-sudut bacaan seperti buku cerita dan
majalah pendidikan dan sudut multimedia seperti komputer, televisyen dan multimedia.
1.2 Kriteria-kriteria Fizikal Spesifik Untuk Mewujudkan Persekitaran Bilik Darjah
yang Mesra Budaya
1) Aspek Fizikal:-
Menyusun atur tempat duduk semula murid-murid dalam bilik darjah supaya terdapat
kesamarataan taburan di antara murid-murid dari pelbagai kumpulan etnik dan tidak
hanya satu kumpulan etnik dikelompokkan dalam satu kumpulan. Apabila ada
perbincangan kumpulan atau aktiviti-aktiviti kumpulan ahli-ahli kumpulan akan terdiri
dari pelbagai kaum etnik. Secara tidak langsung kepelbagaian kumpulan etnik dalam
satu-satu kumpulan secara tidak langsung dapat mewujudkan serta memupuk satu
suasana mesra budaya secara tidak langsung.
Aktiviti mengecat dinding dengan melukis mural -mural biasanya dilakukan oleh guru
kelas sendiri atau beberapa murid yang menjadi pembantunya. Adalah sesuai
sekiranya tema lukisan mural berkisar mengenai perayaan-perayaan serta
kebudayaan perihal pelbagai kaum etnik di negara ini. Aktiviti sedemikian juga
merupakan salah satu aktiviti yang sesuai yang boleh dilakukan oleh murid-murid
dari pelbagai latar belakang kumpulan etnik supaya dapat memupuk perasaan
kekitaan dalam kalangan mereka. Perbincangan serta persediaan untuk lukisan
mural secara tidak langsung akan dapat memupuk nilai serta belajar untuk
bertoleransi dan bekerjasama. Secara tidak langsung guru telah berjaya secara tidak
langsung untuk memujudkan persekitaran mesra budaya.
Ruang untuk bekerja adalah penting untuk memupuk nilai kerjasama dan tolong
menolong antara murid dari pelbagai latarbelakng dan budaya. Tugasan yang di
berikan oleh guru dapat di bincang diruang ini; di mana secara tidak langsung Ali,
Kumar serta Kim Moi dapat berbincang untuk mendapatkan jawapan atau faktauntuk tugasan mereka. Keberkesanan konsep ruang bekerja atau work space ini
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Selepas kita telah dan fahami konsep dan tujuan pengurusan fizilkal bilik darjah cuba anda
bincang dengan rakan anda, Apakah ciri-ciri persekitaran fizikal spesifik selain daripada
yang telah dinyatakan di atas dapat mewujudkan persekitaran bilik darjah yang mesra
budaya ?
1.3 Peranan guru sebagai Physical Enviroment Designer.
Sekiranya anda hadapi murid anda daripada pelbagai budaya, nescaya anda perlu
mengambil perhatian terhadap kepelbagaian / perbezaan individu dalam bilik. Apakah ciri-
ciri yang perlu ada pada seorang guru yang berperanan sebagai Physical Enviromet
Designer agar dapat mewujudkan satu persekitaran yang mesra budaya? Antara ciri-ciri
yang perlu diambil perhatian termasuk:
Perlu mengetahui latar belakang murid terlebih dahulu
Perlu faham dengan mendalam perasaan setiap murid
Mengkikis pra sangka
Perlu mengetahui latar belakang kebudayaan, agama dan adat setiap murid dengan
mendalam.
1.4 Rumusan
Pengurusan fizikal harus mengambil kira bukan sahaja kemudahan prasaranaserta kemudahan fizikal tetapi hasil dari pengurusan persekitaran fizikal dapat
mewujudkan satu suasana serta iklim pembelajaran yang kondusif dengan
mengambil kira keunikan perspektif dari pelbagai latar belakang budaya dan sosial.
Susunatur bilik darjah harus memberi perhatian kepada cara susunan tempat
duduk pelajar harus samarata dari segi kumpulan etnik
Sudutsudut pembelajaran dan bacaan dalam bilik darjah perlu mengambil kira
bahan bacaan pelbagai kumpulan etnik, mural sesuai dengan semua bangsa
dalam kelas.
Guru perlu berperanan dalam mengetahui latar belakang pelajar, dan
kepelbagaian perbezaan individu pelajar apabila mengatur dan melakarkan
pelan bilik darjah serta letaknya sudut-sudut pembelajaran supaya mesra
budaya
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What were the main cultural challenges I faced as a teacher? What were some of the areas
in which my teaching style was in conflict with the learning styles of the majority of my
students? To what extent did cultural differences result in class management problems?
Methodology
I used entries from my personal diary, conversations with colleagues and friends,
evaluations of my administrators, and copies of my disciplinary referrals of students to the
principal's office to identify the major conflictive moments of this year. For most of these
moments, I analyzed whether they were partially or completely based on cultural differences
between my students and me. I also interpreted the results of the Questionnaire on Teacher
Interaction relevant to whether differences in communication styles were partly responsible
for continual conflicts between my students and me.
Findings and Reflections: Sources of Cultural Conflict
The major sources of cultural conflict I identified in my interaction with my students can be
separated into two categories. One relates to the development of scientific concepts and to
ways in which we see the world and try to understand it. I called these "conceptual
conflicts". The other category I called "behavioral conflicts". These conflicts were related to
interpersonal interactions and had to do with general expectations, attitudes and behaviors.
Conceptual conflicts. Conceptual conflicts with my Gunston students arose mainly
because I approached teaching science by facilitating learning based on cognitive patterns
and generalities. I tried teaching science and the world around us more by looking at and
explaining patterns than by concentrating on the details. I had never experienced difficulties
with this approach when teaching in my country. I found that the majority of my students in
Gunston preferred to see the trees before they saw the forest. They were more comfortable
understanding components, facts and specifics of an idea than thinking and talking about
general concepts. I lost them easily because they got impatient and wanted "the bottom
line." They complained that I talked "too big." I discovered the majority of my students
learned through linear logic and I had to adapt my teaching style accordingly.Another source of conceptual conflict arose from the fact that students demanded an
immediate and concrete utility to the material presented to them. They got impatient about
wanting to see immediately "the point" to what I was presenting. This conflicted with the
teaching style I was accustomed to using. Students in Costa Rica trust that the material
taught at school is something you are supposed to know. They do not question its immediate
utility and they are much more willing to go along with a teacher's lesson plan. My Gunston
students lost interest in the subject very quickly and were not willing to explore an idea
beyond its immediate or possible utility.
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I believe that the cultural conflict I felt was partly due to the fact that most American students
view school principally as a means to getting a job and making money. School in my country
is not only about preparing for the job market but also about learning things you did not know
before; therefore, no matter how impractical a topic may look, Costa Rican students try to
learn about it when presented by the teacher. This difference in expectations on the part of
my Gunston students caused frequent class disruption. They refused to discuss a topic if
they saw no practical utility to it or interrupted lectures to ask why they had to learn about a
particular subject. Such conceptual demands generated great frustration for me, and a
general feeling of miscommunication and misunderstanding in the classroom.
Behavioral conflicts.The main source of behavioral conflicts was that students interpreted
my soft speech and calm disposition as a sign of weakness and tried to step over me all the
time. They were very loud and disrespectful at the beginning of the school year, did not pay
attention, nor tried to understand and follow directions. They very clearly needed to hear a
stronger voice and expected me to identify misbehaving students publicly. As the school
year progressed, I had to raise my voice and become more forceful, a communication
strategy with which I was very uncomfortable.
In the schools I had attended and taught in Costa Rica, respect for the teacher is a given.
The teacher is the authority figure. In Gunston, I spent a great deal of effort and class time
trying to maintain control of my students. By the end of the school year, I perceived that my
students had a very ambivalent feeling regarding classroom power structure. I felt that my
students needed and wanted a very strong teacher figure, but at the same time they
resented the power of a teacher and needed to feel they were in control.
My students sent a loud and clear message that they wanted more freedom in the
classroom. But I did not find them willing and able to take responsibility for their own learning
and they very seldom showed me they would use their time and resources wisely. They
needed constant, direct, clear and very specific directions in order to complete any assigned
task. They wanted to get from me the specific answers to the exercises presented to themand they felt very uncomfortable when I told them that several different answers would work.
I found myself spoon-feeding them more times than I felt was reasonable.
This need for constant supervision was new to me. Eighth graders in Costa Rica
are already in a high school setting and do not expect so much individual attention. My
Gunston students, on the other hand, demanded lots of individual attention. Many times
they screamed for it! This constant need for attention and the way in which it was demanded
resulted in many class management problems. Students wanted me to attend to them
constantly and simultaneously. They also wanted to have instructions repeated individually
and then given the answers to the written exercises quickly. Few felt challenged to try to
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figure out a problem on their own before calling me. Many chose to misbehave to get my
immediate attention. For example, if I did not attend to a student immediately after he/she
had called me, she/he began playing, walking around the classroom, or calling me loudly
and repeatedly.
Practice and repetition are important aspects of the learning process in the Costa
Rican school system. It is how students master a new skill. Conflicting moments arose in my
Gunston classes when students refused to complete exercises because they felt they were
too many or because they did not see the point in doing more if they got the first ones right.
My insistence on having the students do multiple examples produced negative reactions that
frustrated me and created an uneasy atmosphere in the classroom. For example,
sometimes students began screaming, "This is boring" or "This is stupid" or "What is the
point?" interrupting students that were working and inducing others to quit doing the
exercises. Students would also yell, "This is boring" anytime an assignment was difficult,
long, or self-directed.
As a general rule, students may be more inclined to learn when engaged in fun activities.
But students in many countries do not expect to have fun every day and every minute in the
classroom. They would not refuse to complete a task just because they do not find it
entertaining. I was very puzzled and frustrated by the complaints of my Gunston students
that we did "too much work." Any difficult or challenging task was not fun and therefore was
not worth doing!
Another area of cultural conflict was my students' need for individual recognition, constant
praise, and instant material rewards. This need for instant gratification was alien and
surprising to me. For example, at the beginning of the school year I almost had a revolt in
one of my classes because I did not give students a pizza party the day after I returned from
a leave of absence. They said they were very good with the substitute teacher and
demanded a pizza party. When I said I was glad they were good since I expected them to
do just that, and that a pizza party was not necessary, they felt I was being unfair to them
and began screaming at me. They also complained that I did not give them candy whenthey behaved well. I realized that I had to adapt my style to meet the needs and
expectations of the students, and as the year progressed I began giving treats to my
students. However, I believe they remained with the feeling of not being rewarded in my
classes and I never felt comfortable with the idea of providing rewards for everyday tasks
that they were expected to complete. Not being aware of these student expectations created
many behavioral conflicts and increased my frustration.
Communication in My Classroom
A 64-item Questionnaire on Teacher Interaction was applied to two of my classes:
one class of Spanish immersion students and another of regular Physical Science students.
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This questionnaire is designed to measure classroom interaction. The results describe how
a teacher interacts with her/his students and basically maps teacher behavior. Before
applying the questionnaire, I hypothesized that I was communicating more effectively with
the immersion students because (a) I was teaching them in my native language and (b) I
was developing my own curriculum and materials for the class. Interestingly, there was little
discrepancy in the way my two classes perceived me as a teacher. The figures obtained in
both classes were almost identical. Teaching in Spanish did not give me any particular
advantage when communicating with my immersion students. Although I thought my
lessons were more effective with these students, they saw me in a very similar way as the
students I instructed in English. In general, communication was not felt to be antagonistic
and the students did not have as bad an image of me as I thought they did by the way they
behaved in class.
When comparing my results with the students' opinions, I found that the students and I
agreed on the areas where most of the communication was taking place but disagreed on
the intensity of the interactions. I thought I was being more assertive and stricter than the
way the students felt I was. A very positive result was that despite all the frustration I was
feeling at that point, my communication with the students was taking place in a general
framework of cooperation.
Also noteworthy was a major discrepancy shown in the results of the Questionnaire
concerning the perception that I had of myself as a teacher halfway through the year
compared to the one that I had before I began my year at Gunston. I began this year feeling
I was a tough, yet amicable and organized teacher. Halfway into the year I was seeing
myself much more softened (more willing to give breaks) and helpful than I used to be. My
teaching and communication styles were not working at Gunston and I had to adapt quickly,
but such adaptation brought feelings of uneasiness on my part that remained throughout the
year.
Conclusions
My personal experience as a first year teacher at Gunston Middle School has led me torecognize the important role culture plays in the teaching-learning process. I was able to
identify conceptual and behavioral differences between my students and me in teaching and
learning science that I believe were culturally based. Some of the differences impacted
negatively on general class management.
I believe I was not the only one that was experiencing culture shock. My students'
perceptions and awareness of cultural differences were strong and permeated the
classroom. I also felt many times that my expectations and demeanor were out of sync with
the cultural environment at Gunston. In addition, I found it interesting that students and
teachers at this middle school live in a culturally diverse environment without being fully
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aware of what makes us different and how we can transcend these differences to
communicate better with each other.
When we compare cultures we should not look for differences that make us better or worse
than each other. No culture is better than another and no communication style is intrinsically
wrong. My teaching and communication styles are deeply rooted in the way I have been
socialized and a year of teaching at Gunston reminded me that my students' communication
and learning styles were different from mine. Perhaps the most important lesson I learned is
that I must adapt to this new environment and change the way I communicate if I wish to be
an effective teacher. In the future, I hope I will be able to create classrooms where different
cultures converge and where individuals are willing to reach out and meet on the common
ground that we all share as human beings.
References
Dunn, R. et al. (1990). Cross-cultural differences in learning styles of elementary-age
students from four ethnic backgrounds. Journal of Multicultural Counseling and
Development, 18(2).
Gudykunst, W.B. et al. (eds). (1996). Communication in personal relationships across
cultures. SAGE Publications: Thousand Oaks, CA.
Guild, P. (1994). The culture/learning style connection. Educational Leadership, 51(8).
Hilliard, A. G.III. (1989). Cultural style in teaching and learning. Education Digest, 55(4).
Janzen. R. (1994). Melting pot or mosaic? Educational Leadership, 51(8).
Lampe, P.E. (1988). The problematic nature of interracial and interethnic communication.
The Social Studies, 79(3).
Lawton, M. (1993). Differing on diversity. Education Week, 13(13).
Manning, M.L. & R. Lucking. (1993). Cooperative learning in multicultural classrooms. The
Clearing House, 67(1).
Samovar, L.A & R.E. Porter. (1997). Intercultural Communication -A Reader. 8thEdition.
Wadsworth Publishing Co.Samovar, L.A. et al. (1998). Communication between cultures. 3rd Edition. Wadsworth
Publishing Co.
Trachtenberg, S.J. (1990). Multiculturalism can be taught only by multicultural people. PHI
DELTA KAPPAN, 71 (8).
Wilson, A. (1982). Cross-cultural experiential learning for teachers. Theory into Practice,
21(3).
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Creating a Multicultural Classroom Environment
Breeding a multicultural environment in a classroom today is the most important thing. The
environment for children coming from different cultures should be friendly, warm and
comfortable. They should also be given the freedom to understand and learn in a way they
are comfortable in.
As the world is turning into a smaller place, diversity of culture becomes an integral part of
today's society. Everyone is everywhere! You will find Americans, Europeans, Asians,
Africans, Hispanics etc., all together under a single roof in schools, universities and work
places.
Accepting a multicultural environment can be easily inculcated in today's youth through their
classrooms. It is the best and most important place to teach about different cultures, as
that's where you'll find kids from diverse cultures growing up and learning together. If
children are exposed to a multicultural environment right from their academic years, it will be
really easy for them to get along with children from other cultures. It will also cultivate in
them the value of respecting other cultures and religions.
The responsibility of creating a multicultural environment in a classroom, lies mainly in the
hands of the teachers and the management of the school. It is important that the school
authorities and teachers themselves believe in a healthy multicultural environment which
treats everyone as equals. There should be no sort of bias based on cast, creed, color, race,
etc. It is easy to identify who comes from which culture, just by their appearance, though
accepting them as they are is what needs to be taught to the young ones.
What A School Can Do
Language
A school should facilitate its students with an option of choosing a second language, which
could be their native language. Children may not be well-versed with English but with otherlanguages like Spanish, Mandarin, Arabic, etc. Therefore, students should have an option of
learning and studying in their own language too. It is certain, that if they were tested in their
native language, they could do equally well.
Library
A library should have books and other study material for children from all cultures.
Translation books and dictionaries should be made easily accessible in the library. It will
certainly be difficult for a kid to read, write and speak in English, when he/she has used
Spanish as his/her first language all his/her life.
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Celebrate and Familiarize with Different Cultures
Every culture has some unique features and practices. Schools should celebrate the main
festivals of students coming from different cultures in a small way. This can be done by
asking students to describe their festivals to the class and to showcase the staple things that
belong to their culture. In this way, children from different cultures will feel important, other
children will get an opportunity to understand different cultures, and the overall interaction of
the kids will increase.
Strict Action Against Racism
Racist comments are very common in schools, especially for children of different races.
Strict action should be taken against anyone who is found making racist comments or acts.
A racist act on anyone in the form of an action or words can be very hurtful and demoralizing
for the victim. Giving punishments to the wrong-doer will bring a sense of security to the new
students and will teach students to take responsibility of their own actions.
Academic Curriculum
The academic curriculum will have to be structured in a way, that it does not focus or brag
about any one particular culture or community. To make a multicultural classroom
environment, a little bit from every culture should be embedded in the academic curriculum.
This way, a multicultural view and perspective will dwell in the minds of children.
Variety of Instructional Approaches
Children coming from different cultures will have different understanding levels and grasping
capacities for different teaching methods. It is very important to improvise the way children
are taught and instructed. Use of PPTs, movies, audio clips etc., should be made to describe
and explain different concepts and things. For, if one has not seen or known one particularthing, then merely reading up on it will not make him/her understand it. Many times a visual
or an audio clip helps in understanding a concept better.
Keep a Variety of Activities
There should be a variety in the activities performed in school because, children can be
good at different activities. By adding a variety, kids are exposed to all sorts of activities
which enhances their overall development. Therefore all sorts of activities like sports, drama,
singing, dancing, playing musical instruments, etc., should be inculcated in the curriculum.
Varied activities bring children together leaving behind their differences. In this way, children
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with similar interests will come together, creating a healthy multicultural environment.
What Teachers Can Do
To bring a multicultural environment into a classroom, it's not just the structure of the
academic curriculum and the activities organized that need to be changed, but also the
approach of the teachers toward the students. A teacher plays an important role in the
upbringing of the children and in bridging the cultural gaps in them. It can also be difficult for
the teacher to adjust with kids from different cultures, as they behave in a different way, and
can be considered as rude or harsh. Here's what teachers can do to build a healthy
multicultural environment in the classroom.
Learn About Different Cultures
As the first step to create a multicultural environment, teachers should first learn about
different cultures. Once they have understood how people from different cultures behave, it
will be easier for them to understand what a child is trying to communicate. Also after
teachers know how children are, he/she will not get offended by their opinions and reactions.
Appreciate the Differences
As a teacher, they can learn to appreciate the differences that pertain in children coming
from different regions. They can have a different tone and diction while talking, and
expressing themselves. Also, how they perceive the term 'school' or 'a teacher' can also be
different. Many students blindly believe their teachers, assuming that everything that they
say is correct. A teacher should show gestures of appreciation and understanding in front of
the class, so that other students can see it and learn the same.
Variety in Teaching Technique
There should be a variety in the techniques used by the teacher while teaching. This is
because many children will not be able to understand everything taught through speech orreading. It is essential that video, audio clips, and other means of technology are used
whenever possible. These methods increase the understanding of whatever children learn in
class.
A Teacher Should Choose the Project Partner
It is obvious that a student will choose his/her friend when a project or a group assignment is
assigned to him/her. But what a teacher can do is, instead of giving this option to the
students, she/he can pair students coming from different backgrounds. Even if they initially
refrain or look hesitant in communicating and approaching each other, soon they will get
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talking and will try to explain things to each other. This will definitely increase the interaction
and the understanding between the kids. The teacher meanwhile should observe how
children are behaving and reacting, and then make changes accordingly to help them out.
There are many benefits associated with creating a multicultural environment in a classroom.
It encourages cooperative social skills in children, and creates the feeling and understanding
of unity in diversity. It also helps the children coming from different walks of life to feel
comfortable with other children and have a boosted self-esteem. All of this in turn only does
good to the society on a whole, as tomorrow these children are going to be the citizens of
the world.
By Foram Mehta
Published: October 6, 2011
Read more at Buzzle:http://www.buzzle.com/articles/creating-a-multicultural-classroom-
environment.html
Building Blocks: The First Steps of Creating a Multicultural Classroom
byLarri Fishof Siena College
Discovering diversity takes creativity, extra effort, diligence, and courage on theteacher's part. Thus, American public schools have rarely offered an enthusiastic
welcome for student difference. However, a multicultural classroom must thrive on
these differences and use them as a foundation for growth and development.
Differences command work, resolution, openness, and understanding. Teachers who
address these differences and add them to the curriculum will succeed in creating a
multicultural classroom that will advance the educational goals of all students. The
following essay discusses some of the very basic elements of a multicultural
classroom and a brief reflection on observations made at Hackett Middle School in
Albany, New York.Teachers in multicultural classrooms must be open to their students and put forth the
effort needed to get to know their students inside and outside of class. If a teacher is
hesitant about being open, the class will reciprocate and the students will become
estranged from one another and the teacher. In order to be open, teachers must be
interested in their students, fearless, willing to try new and different things, sure of
themselves in order to avoid taking things personally, and non-judgmental of his or
her students (Canning 196). Also, openness is not making assumptions and being
prepared for the unexpected (Canning 199). In the Mexican-American culture,
children are accustomed to hugging, kissing, or touching (arm squeezing or rubbing
the back of) figures of authority. Christine Canning (author of "Getting From the
Outside In: Teaching Mexican Americans When You Are an 'Anglo'") writes of her
http://www.buzzle.com/articles/creating-a-multicultural-classroom-environment.htmlhttp://www.buzzle.com/articles/creating-a-multicultural-classroom-environment.htmlhttp://www.buzzle.com/articles/creating-a-multicultural-classroom-environment.htmlhttp://www.buzzle.com/articles/creating-a-multicultural-classroom-environment.htmlmailto:[email protected]:[email protected]:[email protected]:[email protected]://www.buzzle.com/articles/creating-a-multicultural-classroom-environment.htmlhttp://www.buzzle.com/articles/creating-a-multicultural-classroom-environment.html -
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experience, "I noticed that students touched my hand or arm while talking to me. I
was feeling uncomfortable with this until it occurred to me that touching might be a
cultural behavior" (197). Canning's initial close-mindedness toward the touching
could've caused an awful situation especially because the students were doing their
best to be absolutely respectful. After discussing the students' behavior with a fellowteacher, Canning learned that the students were showing her respect and in no way
trying to make her feel uncomfortable. Many cultures have many different mores and
folkways. Teachers must be open to what the students are doing and find out why
they do what they do. This openness will create communication in the class, which
will ultimately develop into a classroom that is learning, understanding, and culturally
fluent.
In addition to openness, teachers must know the learning patterns of the students in
their class. Teachers must understand the learning patterns of the students who
grew up in a culture other than their own. Israeli children, for example, are taught to
readily criticize an instructor who they feel is saying something that is incorrect while
Vietnamese children will not say a word during class unless called upon to
regurgitate memorized material (Jones 10). Students from Israel differ greatly from
students from Vietnam, which may create a culture clash in the classroom.
Vietnamese students will think the Israeli students are rude, brash, unnerving, and
extremely obnoxious. In fact, the teacher may find that they feel the same way about
the overly critical Israeli students. However, if the teacher knows that Israeli students
tend to criticize their professors and is open to the fact that they do this because it is
socially encouraged and acceptable in the Israeli school system, than the teacher
can calmly explain to the students that while critical thinking is wonderful it is notokay to openly criticize the teacher in front of the entire class on a consistent basis.
Therefore, readjusting the participation structure of the classroom in a calm and
professional manner.
Vietnamese students can be hard for a teacher to understand and grow accustomed
to, as well. If a teacher uses instructional methods like group discussion, student
presentations, and tries to activate students as they lecture, the teacher may
become frustrated, disenchanted, and may even think that Vietnamese students are
below average students with below average intelligence. This is not the case,
Vietnamese students are taught to sit, listen, and recite memorized information.
Students in Vietnam do not participate in the class and believe everything that the
instructor says is absolutely true. Teachers who open themselves up to cultural
difference will effectively handle culture clash while teachers who assume that Israeli
students are rude and Vietnamese students are dumb will close communication in
the classroom and destroy any hope of having a multicultural classroom. The best
way to handle culture clash is to be open, knowledgeable, and not be afraid to talk
about the cultural differences in class no matter what discipline the teacher is
teaching (Jones 12). An open teacher will create an open class and an open class
will have open lines of communication that will create a positive and beneficial
learning environment for everyone.
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and learn information through the interaction of the group. Lesson plans that can do
this and interest students will become invaluable for teachers to posses as the need
for teachers to become culturally fluent continues to grow.
Hackett Middle School, located in Albany, New York, is one of the most diverse
schools in the Albany area. The student population is mixed between students ofLatino, African-American, European-American, Asian, and Mexican-American
descents. While observing a team of 7th grade students on the dates of February 27,
2002 through March 1, 2002 I found their attempts to create multicultural classrooms
noble and quite good but the potential for improvement is immense. The first and
most striking observation I made were the percentage of White students to the
percentage of students of color in the honors and "slow" classes. In the "honors"
group, there are thirteen White children and only eight students that are of a different
race. The "slow" class, on the other hand, is comprised of two White students and
nineteen students of different races (mostly Latino and African-American). Clearly,
there are some inequities in the evaluation process. The White students are probably
receiving better grades because the make-up of the "honors" and "slow" classes are
determined by the students' averages. However, as a teacher or an administrator,
one must look at why the White students are receiving better grades. Is the
evaluation process fair to all races and ethnicities? The evaluation process is too
complicated and lengthy to observe in three days but if some data and observations
were made at Hackett Middle School over a long period of time, investigation will
probably show that the evaluation process favors the Caucasian students. Along the
same lines, the two days I spent tutoring children in I.S.S. opened my eyes to
another possible bias at Hackett. All the students (16 total) in I.S.S. on both dayswere of either African-American or Mexican-American descent including the
teachers. In a school that has such a large population of White students, why are
none of them in I.S.S. while sixteen students of color were currently serving time in
"In School Suspension." A long investigation would be needed to find out if there is a
bias among the teachers who send the students to I.S.S. but the evidence that I
gathered on my brief observation is mildly alarming.
Teachers at Hackett are doing a great job of using multicultural literature and the
other basic principles listed earlier in this paper. While I observing Mrs. Anderson's
English class, the "honors" class was reading The House on Mango Street by
Sandra Cisneros, which is a story about a Hispanic girl named Esperanza and her
search for identity while growing up in a town of mixed races. However, I saw no
math, science, or history books written by authors of color while I was a Hackett.
This is a huge step in creating a multicultural classroom that all teachers can do.
Additionally, putting students into bi-racial groups is an area where Hackett needs
some improvement. In science class the students sit two per table and only one table
in the whole classroom of twenty-three students (fourteen White and nine African or
Mexican-Americans) was comprised of a White student and a student that is either
African or Mexican-American. Also, in an English class with a similar ratio of White
students to students of color, Mrs. Anderson split the class into groups and only one
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group was comprised of students of different races and it was the "who's ever left"
group.
Creating multicultural classrooms is a growing priority for all teachers and
administrators. This includes restructuring classroom evaluation and punishment
techniques, but, more importantly, it includes embracing difference and opening upthe classroom for communication. Schools like Hackett Middle School in Albany,
New York are making vast improvements in this area but more still needs to be
done. This is a colorful world let us, the future teachers, make sure that we paint our
classrooms with these colors every single day.
Cultural Sensitivity in the Classroom
Classrooms in the 21st century are melting pots of different cultures and racialbackgrounds. In order for all students to achieve their full potential, teachers mustcreate a welcoming and supportive classroom environment where culturaldifferences are respected and celebrated. Teaching students to be respectful andsensitive toward other cultures is an important part of this process as it creates apositive and inclusive learning environment.
1. 1Introduce the idea of respect. As a class, brainstorm the meaning of the word"respect" and why it is important in the classroom and wider world. Ask students fortheir ideas on how to be respectful to other people. Ideas like "always use manners"
or "never use violence" can then be the basis for a set of classroom rules.
2. 2Teach students about diversity. Ask the students to make short presentations to theclass about their family history, country of birth and any special customs or traditionsthey practice at home. After the presentations, ask students what they have learntabout one another. The aim is to show the breadth of diversity among students andthat even those of the same ethnic or social group may have very differentbackgrounds.
3. 3
Celebrate a world festival or holiday. Select the festival or holiday that the classwould like to celebrate, such as the Sikh festival Baisakhi. Teach students the historyand significance of this festival and how it is celebrated in its country of origin. In thisexample, Baisakhi celebrates the Punjab New Year and the birthday of Guru GobindSingh. Raise awareness of this event around school and devote an afternoon to itscelebration.
4. 4Decorate the classroom. Promote awareness and sensitivity by getting students todecorate the classroom with objects that reflect different cultures and societies.Country flags, maps and photographs can make the classroom environment more
culturally friendly. Ask students to bring in an item from home that represents theirculture and use it to make a display.
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5. 5Go on a field trip. Take students to a museum to experience and learn about a localculture. After the visit, ask students to write a one-page summary on the history andvalues of that culture. Compile their reflections into a file or binder to make a classculture book.
The Multi-Cultural Primary Classroom
Submitted by admin on 2 February, 2012 - 14:18
Introduction
You may find in your primary English class that you have children who struggle with
the school language in their first year of primary school because they have a
different home language. How will this affect your classroom when teaching English
to 1st year primary? How can you cater to their needs? How can you simplify the
language so that all your 6 year olds can learn?
With a culturally rich class like this I believe it's especially important for the children
to be aware of their cultural differences and the value of having difficult cultures
represented in one class. Children should respond positively if you make them feel
lucky for having differences. The following tips will help you move towards a positive
multi-cultural learning environment.
Objectives To promote cultural differences
To create a safe and positive learning environment
To encourage collaborative learning - i.e. working together and helping each
other
Tips
Maps
I have seen two examples of maps being used with young learners.
The first situation was a map of Europe and was being used with 4 year olds.
They followed an imaginary character as he travelled to different countries in
Europe. Every 4-6 weeks he would go to a new country and take' the children
with him. They learnt about Big Ben and London being the capital of England.
They sat in their homemade gondola and they tasted foods from different
cultures.
The second classroom where I saw a map being used was with a mixed class
of 4 year olds and 5 year olds. Here the map was stuck on the lower half of
the window. When I asked what the teacher did with it the answer was: The
first day I put it up because one girl came from China and we wanted to know
where it was on the map. Otherwise I've left it there because it stops the
children waving to their parents as they arrive to pick them up.'
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Show the demonstrators four actions and number the actions as you say them
such as 1. Open your books', 2. Close your books', 3. Draw', and 4. Cut'.
They should repeat and do with you a few times.
Then they teach the four actions to their partners.
You say 1. and the demonstrators say and do action number 1. Their partnersshould copy.
After doing this a few times you can let them try it on their own.
Repeat the activity for other important classroom language and let the other
half of the class become the demonstrators.
Greetings
Include all the children in the class community by making them feel important.
If they can teach the class how to say hello in their own language they will feel
valued rather than isolated.
You can display the different greetings on the wall and during the year add to
this display with different ways of saying please and thank you.
They can teach the words by playing Chinese whispers in teams.
The winning team is the one whose team members can all say the new word.
This will promote working as a team.
When they are playing Chinese whispers they can shake hands and whisper
the greeting at the same time to help them understand the meaning.
This activity can obviously be recycled using English words and
accompanying mimes to again help with meaning.
Festivals
During the year you'll teach your children about some of the major festivals that wecelebrate in English-speaking countries.
I wouldn't expect in a 30 minute English class with 6 year olds to teach them
about all major festivals from all cultures that are represented in the class but
when you do start a festival lesson or project you should ask the children if
they have the same celebration in their culture, if they don't then do they have
a similar one?
This is a simple move towards recognizing their differences and showing
interest.
By Jo Bertrand
How to Create a Welcoming Classroom Environment
By: Colorn Colorado (2007)
Watch a video clip on Pat Mora's school experience, and gettips on creating a
welcoming classroom environmentfrom a fellow teacher.
Chances are that your English language learners (ELLs) come from a culture withtraditions and family values that differ from mainstream American culture. These
http://www.colorincolorado.org/educators/reachingout/welcoming#videohttp://www.colorincolorado.org/educators/reachingout/welcoming#videohttp://www.colorincolorado.org/educators/reachingout/welcoming#videohttp://www.colorincolorado.org/educators/reachingout/welcoming#videohttp://www.colorincolorado.org/educators/reachingout/welcoming#videohttp://www.colorincolorado.org/educators/reachingout/welcoming#video -
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young children not only have the challenge of learning a new language, but also of
adjusting to an unfamiliar cultural setting and school system. Imagine what it would
be like to step into a foreign classroom where you didn't understand the language,
rules, routines, or expected behavior.
On a daily basis, ELLs are adjusting to new ways of saying and doing things. As theirteacher, you are an important bridge to this unknown culture and school system.
There are a number of things you can do to help make ELLs' transitions as smooth
as possible.
Stages of Cultural Accommodation
In the same way that ELLs go through stages of English language learning, they may
also pass through stages of cultural accommodation. These stages, however, may
be less defined and more difficult to notice. Being aware of these stages may help
you to better understand "unusual" actions and reactions that may just be part of
adjusting to a new culture.
Euphoria:ELLs may experience an initial period of excitement about their
new surroundings.
Culture shock:ELLs may then experience anger, hostility, frustration,
homesickness, or resentment towards the new culture.
Acceptance:ELLs may gradually accept their different surroundings.
Assimilation/adaptation:ELLs may embrace and adapt to their
surroundings and their "new" culture.
Classroom Strategies: Helping Your ELLs Adjust to New Surroundings
Although there are no specific teaching techniques to make ELLs feel that they
belong in a new culture, there are ways for you to make them feel welcome in yourclassroom:
Learn their names
Take the time to learn how to pronounce your ELLs' names correctly. Ask them to
say their name. Listen carefully and repeat it until you know it. If a student's name is
Pedro, make sure you do not call him /peedro/ or Peter. Also, model the correct
pronunciation of ELLs' names to the class so that all students can say the correct
pronunciation.
Offer one-on-one assistance when possible
Some ELLs may not answer voluntarily in class or ask for your help even if they
need it. ELLs may smile and nod, but this does not necessarily mean that they
understand. Go over to their desk to offer individual coaching in a friendly way. For
convenience, it may be helpful to seat ELLs near your desk.
Assign a peer partner
Identify a classmate who really wants to help your ELL as a peer. This student can
make sure that the ELL understands what he or she is supposed to do. It will be
even more helpful if the peer partner knows the ELL's first language.
Post a visual daily schedule
Even if ELLs do not yet understand all of the words that you speak, it is possible for
them to understand the structure of each day. Whether through chalkboard art orimages on Velcro, you can post the daily schedule each morning. By writing down
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times and having pictures next to words like lunch, wash hands, math, and field trip,
ELLs can have a general sense of the upcoming day.
Use an interpreter
On-site interpreters can be very helpful in smoothing out misunderstandings that
arise due to communication problems and cultural differences. If an on-siteinterpreter (a paid or volunteer school staff position) is not available, try to find an
adult - perhaps another parent who is familiar with the school or "knows the system"
who is willing to serve this purpose. In difficult situations, it would not be
appropriate for another child to translate.
ELLs can make unintentional "mistakes" as they are trying hard to adjust to a new
cultural setting. They are constantly transferring what they know as acceptable
behaviors from their own culture to the U.S. classroom and school. Be patient as
ELLs learn English and adjust.
Invite their culture into the classroom
Encourage ELLs to share their language and culture with you and your class. Show-
and-tell is a good opportunity for ELLs to bring in something representative of their
culture, if they wish. They could also tell a popular story or folktale using words,
pictures, gestures, and movements. ELLs could also try to teach the class some
words from their native language.
Use materials related to your ELLs' cultures
Children respond when they see books, topics, characters, and images that are
familiar. Try to achieve a good balance of books and materials that include different
cultures. Visit our recommendedbilingual bookssection.
Label classroom objects in both languagesLabeling classroom objects will allow ELLs to better understand their immediate
surroundings. These labels will also assist you when explaining or giving directions.
Start with everyday items, such as "door/puerta," "book/libro," and "chair/silla."
Include ELLs in a non-threatening manner
Some ELLs may be apprehensive about speaking out in a group. They might be
afraid to make mistakes in front of their peers. Their silence could also be a sign of
respect for you as an authorityand not a sign of their inability or refusal to
participate. Find ways to involve ELLs in a non-threatening manner, such as
throughTotal Physical Response activitiesand cooperative learning projects.
Involve ELLs in cooperative learning
Some ELLs are used to working cooperatively on assigned tasks. What may look like
cheating to you is actually a culturally acquired learning style an attempt to mimic,
see, or model what has to be done. Use this cultural trait as a plus in your
classroom. Assign buddies or peer tutors so that ELLs are able to participate in all
class activities. Also, check out thesecooperative learning strategiesyou can use
with ELLs.
Help your ELLs follow established rules
All students need to understand and follow your classroom rules from the very
beginning, and ELLs are no exception. Teach them your classroom management
http://www.colorincolorado.org/books/recommendedhttp://www.colorincolorado.org/books/recommendedhttp://www.colorincolorado.org/books/recommendedhttp://www.colorincolorado.org/educators/content/oralhttp://www.colorincolorado.org/educators/content/oralhttp://www.colorincolorado.org/educators/content/cooperativehttp://www.colorincolorado.org/educators/content/cooperativehttp://www.colorincolorado.org/educators/content/cooperativehttp://www.colorincolorado.org/educators/content/cooperativehttp://www.colorincolorado.org/educators/content/oralhttp://www.colorincolorado.org/books/recommended -
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rules as soon as possible to avoid misunderstandings, discipline problems, and
feelings of low self-esteem. Here are a few strategies that you can use in class:
Use visuals like pictures, symbols, and reward systems to communicate your
expectations in a positive and direct manner.
Physically model language to ELLs in classroom routines and instructionalactivities. ELLs will need to see you or their peers model behavior when you
want them to sit down, walk to the bulletin board, work with a partner, copy a
word, etc.
Be consistent and fair with all students. Once ELLs clearly understand what is
expected, hold them equally accountable for their behavior.