Agenda

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Agenda

• Introduction
• Question
• Types of Diversity
• Tools
• Inventories
• Class Profiles
• Tips
• Creating a culturally comfortable classroom
• Things to be AWARE of.
• Conclusion

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Question

• What is your biggest problem or concern in
  working with a culturally diverse group of
  students?

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Success in a Diverse Classroom

• Tools and Tips
• Jennifer Feck

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• Public education is going to reach a point where
  it will not work unless we learn how to address
  growing diversity successfully.
• Julia Jasmine

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What are the Types of Diversity?

• People differ in their abilities, both mental and
  physical.
• People differ in their backgrounds racial,
  ethnic, cultural, and economics.
• People also differ as they always have because
  they are individuals.

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Terms to Keep in Mind

1. Diversity The condition of being different from
   one another.
2. Multiculturalism A multifaceted effort designed
   to help all children-regardless of ethnicity,
   gender, disabilities or social class-understand
   and appreciate events and people from various
   points of view.
3. Ethnocentrism Inability to accept another's
   culture's world view my way is the best.
4. Discrimination Differential treatment of an
   individual due to minority status actual and
   perceived.
5. Stereotyping Generalizing about a person while
   ignoring presence of individual differences.
6. Cultural Blindness Differences are ignored and
   one proceeds as though differences did not exist.
7. Cultural imposition Belief that everyone should
   conform to the majority.

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Tools for Teachers

• Class Profiles
• Gender
• Race
• Language
• Religion
• Economic status
• Learning styles

• Inventories
• Check learning environment
• Check learning styles
• Check students understanding of cultures

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Tips for aCulturally Comfortable Classroom

• Teacher Behaviors
• Instructional Strategies

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Teacher Behaviors

• Appreciate and accommodate the similarities and
  differences among the students cultures.
• Build relationships with your students.
• Focus on ways students learn and observe students
  to identify their task orientations.
• Teach students to match their behaviors to the
  setting.

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Instructional Strategies

• Use a variety of instructional strategies and
  learning activities.
• Consider students culture and language skills
  when developing learning objectives and
  instructional activities.
• Incorporate objectives for affective and personal
  development.
• Communicate expectations
• Provide rationales
• Provide frequent reviews of the content learned
• Facilitate independence in thinking and action
• Monitor student academic progress during lessons
  and independent work.
• Provide frequent feedback.
• Require mastery

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Tips on different Ethnic Groups
Looking at Communication Style Social
Interaction Style Response Style Linguistic Style

• Mexican-American
• African-American
• Asians
• Native Americans

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Mexican-American

• Communication Style
• -verbal play, which includes the use of jokes and
  humor, in order to avoid verbal disagreements.
• -Diplomacy and tact valued communication skills
• Social Interaction Style
• -Working together, participating in cooperative
  or collective efforts, less emphasis on the
  competitive individualism. Prefer learning
  environments that are student-centered with
  hands-on activity.
• -developing interpersonal relations is considered
  important sensitive to the feelings of others.
• -identify closely with their community, family,
  and ethnic group.
• Response Style
• -Wants to experience life to its fullest.
• -Desires to seek rewards and self satisfaction.
• -Religion and Art are important
• -
• Linguistic Style
• -Through the language children construct their
  perceptions of the world and learn abstract

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African-American

• Communication Style
• -Have an expressive or verbal presentation style.
• -Telling it like it is tones, gestures, and
  signals are often seen as confrontational to
  other cultures. In African-American community
  signals honesty and courage.
• -Makes use of back channeling the use of short
  sounds to indicate they are listening.
• -Nonverbal is also important with body language
  being a cue as to support or nonsupport of the
  speaker.
• -When speaking to a person, the speaker faces the
  individual while the listener looks in the
  distance.
• Social Interaction Style
• -Prefer to work in groups
• -Deep respect for spirituality and humanness.
• -Some see it as demeaning to be touched on the
  head
• Response Style
• -Who am I? is a major question answered in
  their unique clothing, body movement, hair
  styles, and facial expressions.
• -Love to express individualism through clothes,
  music, dance, facial expression, and verbal and
  nonverbal expression
• Linguistic Style
• -Characteristics of Black English
• -absence of gender and the th sound.

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Asians

• Social Interaction Style
• -Function within the clan.
• -Defined gender roles.
• -Maintaining family is important.
  (Asian-American)
• -Respect and obedience for elders. May seem more
  formal or even distant. (Asian-American)
• -Learning independently is preferred.
• Response Style
• -Influenced by rituals
• -Harmony with nature is an important value.
• -Dedication to work ethic and success.
  (Asian-American)
• -Lower eyes when spoken to as sign of respect.
  (Asian-American)
• -Asking for a teachers help suggest a lack of
  understanding. (Asian-American)
• Linguistic Style
• -Tonal language clear communication and
  meaningful understand can cause problems.

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Native Americans

• Communication Style
• Mainstream Values Native American Values
• Speak loudly and quickly Speak softly and slowly
• Address listeners directly Avoid eye contact
• Interrupt frequently Interject seldomly
• Self-expression privacy
• Verbal encouragement Nonverbal encouragement
• Response Style
• Mainstream Values Native American Values
• Competition and aggression Cooperation and
  patience
• Personal goals important Group needs important
• Power over nature Harmony with nature

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Warnings

• The styles that we just went over are
  generalizations
• REMEMBER even individuals are different from
  group to group
• It has also been stated by recent observers that
  second and third generation of immigrants seem to
  lose some of these generalizations.

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Concepts Bridging Cultural Differences
Everyone has a culture.
Take time to collect relevant cultural
information.
Hold all judgments.
Notice and negotiate differences in understanding
of teaching and learning.
Involve cultural resources as appropriate.
Collaborate to develop objectives and educational
strategies.
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