REFLECTIVE ESSAY 1
Cultural, linguistic, and gender differences have considerableeffects on learning outcomes. For instance, male and female studentsmay have varied perspectives on particular subjects (Hammond &Jackson, 2015). Furthermore, cultural diversity may be manifestedthrough differences in mode of dress, geographical location,ethnicity, family history, and religion (Hammond & Jackson,2015). Such factors influence a student’s character and hencecontribute to intellectual ability. Teachers have to communicate in alanguage that learners can grasp. This may be quite daunting,especially in classes with international students (Hammond &Jackson, 2015). In fact, subtle differences in dialect may createunique challenges even when learners can speak the same language.Such students could misunderstand the teacher’s instructions onvarious subjects (Hammond & Jackson, 2015). Therefore, it iscrucial to consider the effects of cultural, linguistic, and genderdifferences on teaching outcomes.
Notably, such differences can influence my ability to create anaccommodative learning environment. For example, they can help me toexplain the attributions concerning each student (Dray &Wisneski, 2011). In this respect, I would be keen to identify anyassumptions or prejudices in my interpretations. Also, suchdifferences can enable me to write out my feelings and reflect on mythoughts when interacting with each student. Moreover, I can developalternative explanations by reviewing my reflections anddocumentation. In some cases, I would consider the similaritiesbetween a student’s behavior and that of the classroom. Culturaland gender differences would also help me to evaluate the merits ofmy assumptions. Hence, I can hold discussions with parents and otherfamily members to examine the impact of major upsets or changes inthe home. Granted, cultural factors and other social circumstancesmay vary with time (Dray & Wisneski, 2011). Consequently, it isnecessary to reassess my attributions while I evaluate the progressof each student. In this manner, my ability to develop a properclassroom setup will be guided by the prevalent cultural, gender, andlinguistic differences.
The capabilities and interests of students can be incorporated intothe learning environment using several ways. Firstly, it is importantto identify both the similarities and differences among the culturesof various learners (Brown, 2007). Accommodating such factorsenhances the development of instructional strategies and effectivecommunication (“Strategies for Teaching Culturally DiverseStudents,” 2016). Hence, the teacher can model and reinforce socialskills such as cross-cultural understanding and respect. Furthermore,instructors should strive to build relationships with students byunderstanding their personal circumstances. Consequently, lessonswill increase in relevance and meaningfulness. Besides, teachersshould focus on the intellectual abilities of their students. Forexample, some learners may require time to understand details whileothers can begin a task immediately (“Strategies for TeachingCulturally Diverse Students,” 2016). Successful instructorscustomarily train their students to adapt their behavior tocommunity, school, or home settings. In this respect, it would beproper to involve parents or guardians and hence help learners toadjust their conduct to different environments (Wheeler & Richey,2014).
In many instances, teachers use a variety of learning activities andinstructional strategies. Hence, students have numerous opportunitiesto develop their character and adopt new skills. Offering varietyalso helps learners to enhance their communication styles, aptitudes,and cognitive capabilities. Conscientious instructors consider thecultural attitudes and language skills of their students during theformulation of instructional activities (Brown, 2007). In addition,high and low achievers must have increased opportunities to heightentheir self-esteem, strengths, and talents (“Strategies for TeachingCulturally Diverse Students,” 2016). It would help to communicateexpectations and explain reward systems (“Strategies for TeachingCulturally Diverse Students,” 2016). Such ways can be used toincorporate the student’s individual characteristics into thelearning environment.
Brown, M. (2007). Educating All Students: Creating CulturallyResponsive Teachers, Classrooms, and Schools. Intervention InSchool And Clinic, 43(1), 57-62.doi:10.1177/10534512070430010801
Dray, B. & Wisneski, D. (2011). Mindful Reflection as a Processfor Developing Culturally Responsive Practices. TEACHINGExceptional Children, 44(1), 28-36.doi:10.1177/004005991104400104
Hammond, Z. & Jackson, Y. (2015). Culturally responsiveteaching and the brain: Promoting authentic engagement and rigoramong culturally and linguistically diverse students. ThousandOaks, Calif.: Corwin.
Strategies for Teaching Culturally Diverse Students. (2016).TeacherVision. Retrieved fromhttps://www.teachervision.com/teaching-methods/resource/6039.html
Wheeler, J. J. & Richey, D. D. (2014). Behavior management:Principles and practices of positive behavior supports (3rded.). Boston, Mass.: Pearson.