Why a Teacher Should Have a Broad Knowledge of Cultural Diversity
Transcript of Why a Teacher Should Have a Broad Knowledge of Cultural Diversity
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4.0 Broad Knowledge of socio-cultural diversity.
Why a teacher should have a broad knowledge of cultural diversity? A teacher
must be knowledgeable of whats around, or whos around and able to adapt and
control in every situation. The power of adapting to different settings, peoples, andnorms are crucial in realising the goal of being a teacher. We do believe that the
flexibility of a teacher to devise, adapt to multiculturalism classroom is the key to a
better teaching and learning session.
In Malaysian context, educations are dealing with multiple cultures or
multiculturalism. The major ethnic group is Malay, followed by Chinese, Indian and
others. In a classroom, there will be different races, religions and beliefs. Thus, the role
of teacher is to plan, devise and conduct the lesson that is suitable and effective for all
pupils. ( J.M. Nasira, 2009).
5.0 Application towards pupils, shool and curriculum.
The teacher must understand the concept of pupils diversity or individual
differences. The awareness and understanding of this concept is crucial for the teacher
to take considerations of every pupils unique perspectives of culture and social. Gay
(2000) stated that culturally responsive teaching as using the cultural knowledge, prior
experiences, and performance styles of diverse pupils to make learning more
appropriate and effective for them ; it teaches to and through the strengths of these
pupils. The rationale is learning atmospheres are optimum and effective for all pupils
from different background.
Teacher must be fair in giving exercise, attention or punishment. A fair and firm
treatment to all pupils disregard their races are crucial. It is the foundation of trust
between teacher and pupils. Trust is to be earned and then only the teacher can have a
positive relationship or rapport with the pupils and conduct the lesson effectively.
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Effective teaching has some objectives. The objectives of teaching are to deliver
information in the form of knowledge, to acquire pupils with cognitive, affective and
psychomotor skills, develop pupils values and attitude and helps pupils to live on their
own effort. (Santrock. J. W. 2006).
The term knowledge is not only applied to the academic element. The knowledge
of other culture is important factor to ensure an effective classroom. The teacher must
take accounts of every pupils belief, religion, and sensitivity. Every word that is uttered
by the teacher is listened and processed into pupils mind. The speech should be
knowledge for the pupils, or something that is bringing benefits for them. Insensitivity
towards others cultures may lead to disrespect, hatred or cause disciplinary problems in
taking control of thee classroom. The worst thing to happen in classroom is losing
control in classroom management. That means the lesson cannot be delivered and
learning objective is not achieved.
Multicultural classroom requires the teacher to study the pupils background,
beliefs, religion, taboo and many more. Get to know the pupils background will give the
teacher some enlightenment of what is right and what is wrong to be done in the
classroom.(Muhammad Kamarul Kabilan & Zaharah Hassan. 2005) For example, the
Indian are sensitive of cow. Cow is regarded as their god and the teacher and other
pupils should not make joke or comments of the Indian beliefs. This may look nothing
but by disrespect other races will lead to demolishing of unity amongst all the races
found in Malaysia.
In addition, multicultural classroom requires extra preparation in the lesson plan.
The teacher should plan the lesson that is suitable for all pupils. The teaching materials,
teaching aids and contents must be culture friendly and interesting for all pupils. To
develop unity among pupil, the teacher can devise learning activity that requires thepupils to work in group, hands on activity for them to communicate, learn and get to
know each other. We do belief that the best way to understand other culture is to
communicate, cooperate and involve amongst them. One of the ways to develop unity
amongst pupils is to have a dynamic group activity such as culture project, making a
scrapbook, exhibition, drama, and many more.
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The classroom management involve some processes such as planning, engage,
evaluate and feedback. Effective teaching demands a good lesson planning with
consideration of diversity cultures for all the pupils to learn comfortably. Comfortable
and conducive classroom environment is important for effective learning. (Woolfolk.A.
.2004). Good seating arrangement, air ventilation, wall colours and lighting will definitely
create an excellent learning classroom. The pupils will feel safe, calm, serene and ready
to learn.
The teacher must have a broad knowledge of the classroom arrangement also
important to take as consideration. Multicultural classroom requires a work space for
team work or hands on activity. This work space is for the pupils to develop the value of
cooperation, helping each other between the pupils. Woolfolk (2001) stated that the
physical environment of the classroom setting an d social dimensions interact to shape
classroom culture. In Malaysian context, the Prime Minister, Dato Seri Najib Tun Razak
has come out with 1 Malaysia ideology. By applying group activity and maximise the
use of work space, the unity is gradually develop in times and unity is achieved during
the school years.
The teacher can provide some space at the back for the pupils to exhibit their
ideas. The bulletin boards are divided into the academic subject and one special board
can be given to the pupils as their culture board. The culture board is to expose the
pupils to different religion, beliefs, and culture from various ethnic found in Malaysia.
Thus, the moral values can be infused indirectly by the use of culture board.
Teacher must have a broad knowledge in applying teaching pedagogy inmulticultural classroom. Teacher must give full attention on the pedagogy so the
teaching and learning process is sensitive-free for all the pupils beliefs. Culturally
relevant pedagogy calls for instruction to be made relevant to the pupils by finding an
intersection between (a) the pupils knowledge and skills and (b) schools knowledge
and skills by engaging the pupils in active investigations so he can discover the
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connections between what he knows and the teacher wants he to know. (Santrock. J.
W. (2006).
The teaching and learning that is culture relevant helps the pupils the
understanding and unity amongst teacher and pupils to achieve the National Philosophyof Education.
6.0 Conclusion
In conclusion, effective teacher have good command of their subject matter and
a solid core of teaching skills. Burden (1994) stated that effective teacher have excellent
instructional strategies supported by methods of goal setting, instructional planning, and
classroom management. They know how to motivate, communicate, and work
effectively with pupils who have different level of skills and come from culturally diverse
backgrounds. Effective teacher also understand how to use appropriate levels of
technology in the classroom.
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REFERENCES
J.M Nasira (2019) . PGSR Semester 3- Modul Edu 3106. Kepentingan
Memahami Hubungan Etnik.
Muhammad Kamarul Kabilan & Zaharah Hassan. (2005) . Readings on ethnic
relations in a multicultural society. Serdang : University Putra Malaysia.
Woolfolk. A. (2004) . Education Psychology. Boston : Allyn & Bacon.
Santrock. J. W. (2006) . Educational psychology : A tool for effective
teaching: Boston : Allyn & Bacon.
Burden, P. R. & Byrd, D. M. (1994). Methods for effective teaching. Boston:
Allyn & Bacon.
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Gredler, M. E. (2001) . Learning and Instruction. Theory into practice. (4th Ed.)
New Jersey: Merill Prentice Hall.