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Topic 5

CREATING A CULTURE

FRIENDLY CLASSROOM

ENVIRONMENT

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Relationships among ethnic

Creating acceptance among the diverse ethnic

groups.

Acceptance towards each others cultural and

ethnic difference.

Appreciate each others differences

Respect each others strengths andweaknesses

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Creating a United Malaysia

The idea of creating a Bangsa Malaysia byfourth prime minister, Dr Mahathir.

i. Emphasis on economic development

ii. Create a united Malaysian which is ethnicallyintegrated and harmonious, a liberal andtolerant society

iii. Respect each others creeds and customs Idea of slogan one malaysia

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Roles of teachers

Learn and understand about different cultures forignorance may lead to intolerance.

Encourage a multicultural view and perspective inthe students minds by embedding elements ofdifferent cultures in the curriculum.

Bring students together by having a variety ofcross-cultural activities which enable students toappreciate each others cultures.

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Adopt and adapt varieties of instructional approaches

to meet the needs of students from various cultural

groups.

Building relationship among students from diverse

ethnic groups on the basis of understanding and

appreciation. Avoid racist comments

believe in the importance of creating a healthy

multicultural environment which treats everyone as

equals.

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Concept, Purpose and Components

in the Management of a Culture-

Friendly Classroom Environment

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Physical Components

infrastructure and physical facilities

to create a conducive teaching and learning

environment in a classroom with students of

diverse ethnic groups.

physical arrangement can affect the behavior

of both students and teachers

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Concept and Purpose

Fred Steele (1973, cited in Modul PGSR, 2010)

mentioned that "the effects of physical

settings in a classroom is a setting for social

interaction, symbolic identification, growth,

security, shelter and pleasure".

students sit can help in the interaction

between students from different lingustic andcultural backgrounds

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Among some of the criteria that a

teacher should give consideration are:

The arrangement of tables and chairs suitable

for students and can be modified

according to the needs of the activity.

Have good lighting and ventilation.

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Paint the walls with cheerful colors and soft

hues.

Installing curtains with vibrant color, light and

soft.

Safety guaranteed such as fire plans and fire

extinguishers.

Reading/learning/Multimedia corners

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Socioemotional Management

According to Woolfolk (1990 cited in Modul

PGSR, 2010), motivation or the internal drive

of an individual arouses, directs and controls

the individuals behaviour.

The teacher should be sensitive to these

needs and thus create a conducive

environment to foster the development ofsocioemotional relationship among students.

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Stage Basic Conflict Important Events OutcomeInfancy (birth to 18

months) Trust vs. Mistrust FeedingChildren develop a sense of

trust when caregivers

provide reliabilty, care, and

affection. A lack of this will

lead to mistrust.Early Childhood (2 to 3

years) Autonomy vs. Shame andDoubt Toilet TrainingChildren need to develop a

sense of personal control

over physical skills and a

sense of independence.

Success leads to feelings of

autonomy, failure results in

feelings of shame and doubt.Preschool (3 to 5 years) Initiative vs. Guilt Exploration Children need to begin

asserting control and power

over the environment.

Success in this stage leads to

a sense of purpose. Children

who try to exert too much

power experience

disapproval, resulting in a

sense of guilt.School Age (6 to 11

years) Industry vs. Inferiority School Children need to cope withnew social and academicdemands. Success leads to a

sense of competence, while

failure results in feelings ofinferiority.

http://psychology.about.com/od/psychosocialtheories/a/trust-versus-mistrust.htmhttp://psychology.about.com/od/psychosocialtheories/a/autonomy-versus-shame-and-doubt.htmhttp://psychology.about.com/od/psychosocialtheories/a/autonomy-versus-shame-and-doubt.htmhttp://psychology.about.com/od/psychosocialtheories/a/initiative-versus-guilt.htmhttp://psychology.about.com/od/psychosocialtheories/a/industry-versus-inferiority.htmhttp://psychology.about.com/od/psychosocialtheories/a/industry-versus-inferiority.htmhttp://psychology.about.com/od/psychosocialtheories/a/initiative-versus-guilt.htmhttp://psychology.about.com/od/psychosocialtheories/a/autonomy-versus-shame-and-doubt.htmhttp://psychology.about.com/od/psychosocialtheories/a/autonomy-versus-shame-and-doubt.htmhttp://psychology.about.com/od/psychosocialtheories/a/trust-versus-mistrust.htm

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Adolescence (12 to 18

years) Identity vs. RoleConfusion Social RelationshipsTeens need to develop a sense

of self and personal identity.

Success leads to an ability to

stay true to yourself, while

failure leads to role confusion

and a weak sense of self.

Yound Adulthood (19 to

40 years) Intimacy vs. Isolation RelationshipsYoung adults need to form

intimate, loving relationships

with other people. Success leads

to strong relationships, while

failure results in loneliness and

isolation.Middle Adulthood (40

to 65 years) Generativity vs.Stagnation Work and ParenthoodAdults need to create or nurture

things that will outlast them,

often by having children or

creating a positive change that

benefits other people. Success

leads to feelings of usefulness

and accomplishment, while

failure results in shallow

involvement in the world.Maturity(65 to death) Ego Integrity vs. Despair Reflection on Life Older adults need to look back

on life and feel a sense of

fulfillment. Success at this stage

leads to feelings of wisdom,

while failure results in regret,

bitterness, and despair.

http://psychology.about.com/od/psychosocialtheories/a/identity-versus-confusion.htmhttp://psychology.about.com/od/psychosocialtheories/a/identity-versus-confusion.htmhttp://psychology.about.com/od/psychosocialtheories/a/intimacy-versus-isolation.htmhttp://psychology.about.com/od/psychosocialtheories/a/generativity-versus-stagnation.htmhttp://psychology.about.com/od/psychosocialtheories/a/generativity-versus-stagnation.htmhttp://psychology.about.com/od/psychosocialtheories/a/integrity-versus-despair.htmhttp://psychology.about.com/od/psychosocialtheories/a/integrity-versus-despair.htmhttp://psychology.about.com/od/psychosocialtheories/a/generativity-versus-stagnation.htmhttp://psychology.about.com/od/psychosocialtheories/a/generativity-versus-stagnation.htmhttp://psychology.about.com/od/psychosocialtheories/a/generativity-versus-stagnation.htmhttp://psychology.about.com/od/psychosocialtheories/a/generativity-versus-stagnation.htmhttp://psychology.about.com/od/psychosocialtheories/a/intimacy-versus-isolation.htmhttp://psychology.about.com/od/psychosocialtheories/a/identity-versus-confusion.htmhttp://psychology.about.com/od/psychosocialtheories/a/identity-versus-confusion.htm

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Teaching and Learning

Management

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Concept of Teaching

how teachers deliver lessons or knowledge to

students

process of preparation, implementation and

assessment

systematic plan whereby teachers assist

students in the learning activities

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Concept of Learning

process of building a mental structure and a

change of behavior with different capabilities

cognitive point of view - can occur without

prompt change in behavior

Mental structural changes occur when there is

a change in beliefs, expectations and goals

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Characteristics of Effective Teachers

facilitator who plays the role as planners,

managers and implementers

good command of their subject matter and

possess effective teaching skills

excellent instructional strategies supported by

methods of goal setting, instructional

planning, and classroom management

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know how to motivate, communicate, and

work effectively with students who have

different levels of skills and come from

culturally diverse backgrounds

understand how to use appropriate levels of

technology in the classroom.

set appropriate teaching goals

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Concept of Management of Teaching

and Learning

Management involves the processes of

planning, implementing, evaluating and taking

iniative to improve the process

Related to the following aspects:

- Plan effective teaching and learning for

students from different cultural backgroun.

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- Implement teaching and teaching as planned

and making necessary modifications

- Evaluate the effectiveness of teaching and

learning process

- Take follow-up action based on the evaluation

and making necessary changes

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Managing of Teaching and Learning in

the Multicultural Classroom

Manager' in the teaching learning process -

manage the classroom to create a conducive

teaching and learning environment

Characteristics of an effective teacher to

create a conducive and effective teaching and

learning environment:

- Stay alert and aware of surrounding situation

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- Systematic in planning and evaluating

- Patient in handling students from all

backgrounds

- Good time management

- Be prepared to change and flexible

- Effective communication- Vision oriented

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Stages of Management of

Teaching and Learning

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Before

(a) The Use of Teaching Aids

(b) Selection of Teaching Resources

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During

Aspects: achieving the learning outcomes

the use of appropriate assessment

procedures inculcation of appropriate cultural values

creating a physically and psychosocially

conducive

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teaching and learning environment for

students from diverse cultural background

practising a good disciplinary procedure

based on students from diverse cultural

background

conducting remedial and enrichment classes

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After

process of assessment, measurement andevaluation to determine the effectiveness ofteaching

Evaluation - When we evaluate, we are sayingthat the process will yield informationregarding the worthiness, appropriateness,goodness, validity, legality, etc., of somethingfor which a reliable measurement orassessment has been made

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