One of the most dangerous assumptions that a teacher can make is that all students will respond equally to their favored instructional methods. In reality, there are a variety of teaching methods which can be implemented in the classroom in order to meet the needs of culturally diverse learners.
Three of the challenges that face those working to ensure that the teaching strategies they are implementing effectively address the learning needs of a variety of learners are: identifying and overcoming one’s own cultural biases, understanding the cultural background and resulting needs of students in the classroom, and understanding how cultural variety impacts a classroom’s dynamics or how different cultural preferences will interact within the classroom setting.
Even the most accepting teacher does come to the classroom with some cultural bias built into their way of thinking, which is then demonstrated in the way they instruct students within their classroom. Having a bias does not necessarily mean preferring one culture over another or demonstrating bigotry or racism, rather it is as simple as making assumptions based on culture, or having specific beliefs about an individual in advance, resulting in inequitable treatment (NYU Steinhardt, 2008). Teachers, thus, need to explore their belief system to become more aware of these assumptions, beliefs, and biases (NYU Steinhardt, 2008). By becoming more aware of one’s beliefs and biases the negative impacts of those opinions can be limited or eliminated.
Secondly, teachers can find it challenging to understand what impact a culture has on learners. Simply knowing what a person’s cultural influences are is not enough. Rather a teacher must study to understand not only what a child’s culture has led them to believe, but why they believe it and how those beliefs impact their ability to learn, or way of learning (NYU Steinhardt, 2008). This can be a challenge for a teacher when a student enters the classroom who is a member of a cultural group that the teacher knows nothing about.
Finally, it can be a challenge to resolve the needs of students from multiple cultural backgrounds. This is absolutely a challenge in an era where culture so greatly varies, and defines relationships (NYU Steinhardt, 2008). For example, a child who is a member of the feminist culture is less capable of expressing empathy to a child who is from a culture that shelters women, however both cultures should be supported within the classroom. This interaction, or interacting dynamics of different students’ cultures provides a major challenge for teachers who are trying to meet the individual needs of all students in a meaningful way.
These challenges can all be directly related to the Conflict Theory, which states that those of different cultures exude influence over one another by trying to gain power, rather than trying to co-develop peacefully (Marx, 1971). This relates to the challenges, in that the presumption that one’s own culture is most correct, and more powerful, either form a religious or physical perspective, is what has made empathy to or understanding of other cultures a challenge. As such, trying to get students from rival group to show compassion and adopt someone from another culture is not a good place for it. Finally it is a challenge because the average classroom teacher does not have direct access to the student’s thoughts or beliefs, and so may order in advance.
Piaget’s theory of cognitive development is also relevant to these challenges, in that it directly addresses the way that children both view the world and learn. As such the strategies implemented by teachers must align not only with their cultural identity buy also with their stage of learning, and learning processes (McCloud, 2012).
Bearing these things in mind a teacher must be able to manage culture in the classroom and ensure that students are overall getting the cognitive stimulation and instruction they need in a way that is personally culturally appropriate. To do so, teachers need to overcome stereotypes. This means dealing with each student based on their personal strengths, weaknesses and needs, rather than buying into false identities and stereotype assignments. For example, it is damaging if a teacher assumes that every Asian student is naturally good at math. Instead they should base their opinions of each student’s ability and personality based on their behavior and ability (Teaching Tolerance, 2016). Further, teachers need to ensure that they are developing culturally appropriate curriculum to all students in the environment, or offer modifications to those who have special cultural needs which the teacher cannot otherwise address (Teaching Tolerance, 2016).
References:
Marx, K. (1971). Preface to A Contribution to the Critique of Political Economy, Tr. S. W. Ryanzanskaya, edited by M. Dobb. London: Lawrence & Whishart
. McLeod, S. A. (N.D) "Piaget | Cognitive Theory". Simply Psychology. Retrieved from http://www.simplypsychology.org/piaget.html
NYU Steinhardt (2016). Culturally Responsive Classroom Management Strategies. Retrieved from http://steinhardt.nyu.edu/scmsAdmin/uploads/005/121/Culturally%20Responsive%20Classroom%20Mgmt%20Strat2.pdf
Teaching Tolerance (2016). Culture in the Classroom. Retrieved from http://www.tolerance.org/supplement/culture-classroom
