A Teacher Should Be Aware of a Student’s Cultural Background

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Culture is a vital component of diversity because individuals learn through members of their group to create an identity engendering diversity among the populace. It is a human made environment in which influences people’s thoughts, ideas, interactions, and perceptions existing in subcultures and microcultures. An individual can attain biases and stereotypes principally found in diverse cultural environments for example, schools.
A teacher’s awareness and understanding of diverse cultures in the classroom is crucial to effectively teach. For example, implementing culture-specific, “stress information about a particular group,” and culture-general, “effects of culture on the individual and interface or interacting between individuals of different groups,” approaches show mastery of pedagogy and cultural sensitivity.
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A survey scaling variables of cultural sensitivity determines awareness and understanding on diversity. For example, the study interpreting Inventory Cross-Cultural Sensitivity (ICCS) exist to scrutinize one’s own sensitivity in five specific areas. The five areas examined are attitude, empathy, behavioral, cultural and intellectual interaction, measured from strongest to weakest, respectively determined my sensitivity at 161 out of 224 in this test’s range that emphasize improvement.

The utilization of awareness and understanding in these five areas is viable for a positive learning environment. The teacher should exercise and apply both culture-specific and culture-general frameworks throughout the learning process. The instructional and curricular frameworks must adhere to the pedagogy through sensitivity of diverse cultures.
For example, through a cultural perspective, historically and theoretically, a topic taught should take into consideration all genuine sources of diverse cultures to broaden the lesson.
Since diversity is a universal phenomenon in the classroom, a teacher who does not understand, is aware, or adheres to cultural sensitivity, in all its aspects, cannot effectively teach.
Reference

Cushner, K., McClelland, A., & Safford, P. (2009). Human Diversity in Education: An Interative Approach. New York: McGraw-Hill.

Shannon Cain

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