Significance + Relevance Section:
As teachers encounter an increasingly heterogeneous group of students, they will need to obtain new attitudes, knowledge and skills to be effective in multicultural classrooms (Banks, 1997). With many educators being apprehensive and uncertain about working with students from culturally different backgrounds (Adams, Sewell, & Hall, 2004), they must learn culturally appropriate pedagogy that is sensitive and responsive to the differing backgrounds of students (Hefflin, 2002). Due to cultural and social circumstances, diverse learners bring differing experiences and knowledge to the educational setting, and therefore have unique needs and varied preferences for learning. Conventional teaching approaches, such as textbook and lecture-dominated instruction, have not been found to be effective or congruent with the learning styles of students from culturally diverse backgrounds (Carbo, 1995). To successfully address the needs of these learners, teachers must alter teaching practices, vary instructional materials, and tailor assessment instruments to the specific needs of their students from varied cultural groups (Carbo, 1995).
This inquiry question holds great relevance because at my practicum school, the student population was approximately 1950 students. With a large school, there is a diverse student population. Specifically, the catchment includes distinct neighborhoods that include a complete range of the social economic diversity spectrum. Approximately 25% of the student body are French immersion students, 5% of the student body are international students, there are approximately 150 English Language Learner students and approximately 70 First Nations students.
This inquiry question is important to me because each student has their own story, comes from a different background, and may speak a different language. I believe if I can create a learning environment where each individual feels safe, included, respected and acknowledged, I can enable students to excel, to be themselves, to find their passions and build a sense of community. Each student learns differently, therefore, I am determined to implement a vast amount of teaching strategies to meet everyone’s individual needs. By recognizing different cultures in the classroom, enlightening students about global issues happening around the world, and discussing historical contexts in relation to food, students have the opportunity to be more open minded, empathetic and educated citizens within their school and community.
This inquiry question holds great relevance because at my practicum school, the student population was approximately 1950 students. With a large school, there is a diverse student population. Specifically, the catchment includes distinct neighborhoods that include a complete range of the social economic diversity spectrum. Approximately 25% of the student body are French immersion students, 5% of the student body are international students, there are approximately 150 English Language Learner students and approximately 70 First Nations students.
This inquiry question is important to me because each student has their own story, comes from a different background, and may speak a different language. I believe if I can create a learning environment where each individual feels safe, included, respected and acknowledged, I can enable students to excel, to be themselves, to find their passions and build a sense of community. Each student learns differently, therefore, I am determined to implement a vast amount of teaching strategies to meet everyone’s individual needs. By recognizing different cultures in the classroom, enlightening students about global issues happening around the world, and discussing historical contexts in relation to food, students have the opportunity to be more open minded, empathetic and educated citizens within their school and community.