Accommodating culturally diverse learners angie stone dating a married man

Posted by / 15-Apr-2016 10:46

Accommodating culturally diverse learners

In her article published in 2000, Arlette Ingram Willis says, “Effective literacy instruction builds upon the cultural and linguistic backgrounds, ways of making meaning, and prior knowledge that all children bring to the classroom.

Such instruction also acknowledges the important role of culture in language and literacy learning.

Family pedagogy is shaped by both spiritual faith narratives of hope and stories of struggle.

Families maintain faith in a higher power to help them understand and navigate the hidden rules and norms of survival and success driven and accepted by school authorities.

While all may be learning, each may view the others as lazy, disruptive, or disrespectful.

I explore historical and contemporary family struggles and hopes regarding school desegregation.

Overcoming Stereotypes To engage students effectively in the learning process, teachers must know their students and their academic abilities individually, rather than relying on racial or ethnic stereotypes or prior experience with other students of similar backgrounds.

Many teachers, for example, admire the perceived academic prowess and motivation of Asian American students and fail to recognize how even a "positive" stereotype isn't positive if it presses students into molds not built for them individually.

One of the most important skills we need to develop in Pre-K–16 teachers is their ability to build on the knowledge that students bring into classrooms, particularly that knowledge which is shaped by their family, community, and cultural histories.

My ethnographic research pertaining to this topic spans over 5 years.

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"A bunch of teachers here, they think they know what's wrong with us. If people want to help us, they have to see what we've been through, not from what their own experiences tell them." – Billie, a Lakota teen speaking of the teachers at her high school Most of us in the education profession are white, middle-class, monolingual-English speakers.

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