Education

When teachers show up with curiosity rather than hypothesis, students benefit

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Just graduated from university, with the mission of realizing change through the gift of educating the youth of the country, teachers at all levels enter the industry with great intentions.

However, many of them have received educational training programs that are not properly prepared for the diversity they will face in today’s classrooms, so they will not achieve the possible success-this is for teachers and students. According to statistics, the proportion of colored students in public schools in the United States is 52%, while the proportion of colored teachers is only 21%. Data comes from the National Education Statistics CenterMany higher education institutions have not yet effectively responded to this challenge.

One question I’m often asked is: “Why don’t teachers prepare their candidates to prepare for diversity?” My response to this is: Most programs think they Yes Prepare them. Their leaders believe this because they are taking a method that all children can learn, and if we have a set of teaching practices to teach all our candidates to implement, then they will succeed.

However, educators in many countries have entered the classroom under the influence of assumptions and stereotypes. They are instilled in a system that makes them naive about the meaning of the country’s changing demographics, unable to resolve cultural differences, and ultimately wondering how they perpetuate the marginalization of students of color.

The legendary poet Juan Felipe Herrera (Juan Felipe Herrera) is a Californian. He is the son of a farm worker. He said: “We talk about mutual understanding, we have a national dialogue-culturally, historically ——But there are still many gaps.”

However, this need not be the case. Now is the time for educators to prepare plans for teacher transformation: go away Operate within their assumptions about students and their families who are culturally different from them, and Towards Participate in a culture of curiosity and inquiry. At the Educator Diversity Branch Alliance, our position is that preparing teachers for a diverse classroom cannot be an implicit treatment. The educator’s preparation plan must clearly discuss diversity, fairness, and inclusiveness in all areas.

Language, behavior, culture

Take, for example, a student whose language is different from the teacher who speaks English. These children may face the educator’s assumption that not speaking grammatically correct English means that their intelligence is not as high as their English-speaking peers.

The lack of thinking about language can also be found in traditional bilingual education, where teachers strive to make students’ English language reach a certain level so that students can transition to traditional mainstream education. This typical method first assumes that speaking a language other than English does not convey the student’s ability to learn or inherit knowledge. The bilingual learning model that transfers teachers to language education has greater benefits for students and society as a whole, because it treats language as an asset and expands learning. Students in bilingual courses are learning two languages ​​and developing literacy skills in both languages. Because they learn two languages ​​at the same time, these students will be fully bilingual when they graduate.

Another way teachers sometimes make flawed assumptions is when they encounter cultures, such as some non-Western cultures and some indigenous cultures, their children may be taught not to make eye contact with adults as a sign of respect. Some teachers tend to interpret the lack of eye contact of these students as a sign of their lack of participation.

Really meeting the cultural needs of students also means understanding that students may have a family or guardian, and they may also be culturally different from teachers. Approaching the family from a culture of curiosity and inquiry rather than from the assumptions learned by the teacher can help the overall development of the student. Teachers must begin to reflect, “Given what I know about my student now, how should I approach or contact her family to ensure she has the support she needs to succeed in school and in life?”

No culture is set in stone, but understanding the nuances of culture in university courses will help future teachers and students. For example, some Mexican Americans respect and respect teachers as the “authority” of their children’s education. For example, some teachers may misunderstand that their parents lack interest in their children’s education. Teachers have the responsibility to develop culturally appropriate strategies to attract these parents. The teacher preparation plan should guide new teachers to join these parents in a different way than their parents from the mainstream culture or from their parents from the same culture or background.

This kind of parental involvement is not always easy. The late Brazilian film director Hector Babenko put it best when he pointed out: “Nowadays, people don’t want to be sent to the emotional realm where they don’t know how to react.” The educator plan must get new teacher candidates. People are ready to leave their comfort zone in order to be effective and successful among different students.

The culture of curiosity and inquiry is only part of the larger diversity puzzle, but it is likely to be the most important part of the country’s changing demographic structure and the appearance of marginalized students and their families.

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