Living in a socially diverse community of which thus produces a social-culturally

diverse school community, affects the younger generations’ success or failure in their school
performance. This is because, some students who come from low socioeconomic
backgrounds and the difference of cognitive levels that they have which to a certain extent is
affected due to their DNAs and genetical factors, will cause them to not be able to perform
excellently as on par with the other students which are different from them, thus, the longer
the duration for some students to stay in school, the greater the discrepancy of education
performance between them (J.Bremner, 2006). Thus, this why, teacher’s play an important
role in creating a conducive learning environment in order to motivate the students’ learning
so that no child will be left behind and are able to achieve success hand in hand. For instance,
making sure in using a general approach, as a group instructor and getting know the students.

Among the roles of teacher in creating a culture-friendly classroom is to always making

sure in applying a general approach that can aid these students in order for them to find a
sense of belonging and investment in their learning (Michelle Hill, Creating the Culturally
Diverse Classroom, 2017). According to Michelle Hill of whom highlights the usage of neutral
topics in learning, says that teachers should avoid the usage of sensitive issues of which
comprises of religious, ethnical and political issues, especially when teaching the students
regarding literature. Thus, this is when the teachers must be smart and uses culturally
responsive instructions. Culturally responsive instructions according to Gay (2000) of which is
cited by Briggs (2014) states that this type of instruction regards the processes of which
cultural knowledge, prior experiences and styles of performance takes place in order to
enhance the teaching and learning in classrooms. This is to avoid any cultural
miscommunications and misconceptions in order to protect the face value of the other students
of different ethnicity.

Not only that, the teacher must also act as a group instructor by incorporating more
group-based activities as well. This is because, not only does group works enable the students
to hone their skills of communication, but it also aids them in indirectly teaching them assertive
skills and conflict resolution skill (Success and Menu) of which enables them to learn about
tolerance and acceptance and the sense of respect towards others of a different kind. With
the usage of the correct topic and the affective monopolisation of the beneficial situation, the
teacher will be able to break down barriers of stereotyping (D.Holtam). An example of a typical
academical stereotype according to Wayne Au is that the Chinese are always good in
Mathematics. Even though there a researches that has been conducted of which implies that
mostly the Chinese are considered very good in Mathematics, that does not imply to every
single Chinese in this world. Thus, with the usage of group works, the teacher will be able
make the students realise that every single one needs to learn, and intelligence comes from
their efforts in acquiring it, not based on genes and ethnicity.

Another way in creating a culture-friendly classroom is by learning the background of

your students, if this includes culture, social, economical backgrounds and what interests them
in life. According to D.Menkart, teachers do not need to go and conduct a formal research on
their students’ background, they can actually start by talking directly with their students and
family members, by visiting community centres and houses of worship, as simple as that. Thus
making teachers to not have any excuse in not getting know thoroughly their own student.
Getting to know your students gives numerous benefits and among of those benefits is in
creating a safe psychological environment for them (Kusuma-powell, 2018).

As a conclusion, the teachers play an important role in creating a cultural-friendly

classroom environment. This is because, the teachers are the role models for the students
when they are at school, and not only that, they are the main influencer of which ministers
these kind of changes in a classroom environment. Because of that, teachers must always be
aware of this and strive in enhancing the learner’s learning experience even more.
References:

Au, W. (n.d.). How can you fail Math?, (0).

Bremner, J. (2006). Traumatic Stress: Effects on the Brain: Dialogues Clin Neurosci, 8(4),
445–461. Retrieved from papers2://publication/uuid/579B11F9-6BD6-4795-98A6-
E98FA4C92BBA

Briggs, S. (2014). 30 Ways To Become a Culturally Sensitive Educator. InformED. Retrieved

from https://www.opencolleges.edu.au/informed/features/culturally-sensitive-educator/

Holtam, D. (n.d.). Integrating culture in the classroom.

Kusuma-powell, O. (2018). Search ... Chapter 1 . Knowing Our Students as Learners Arthur :
Dropping in from Another Planet Christine-Apollo ’ s New Shoes.

Menkart, D. (n.d.) Multicultural Education: Strategies for linguistically diverse schools and
classroom. NCBE Program Information Guide Series, 16(16), 1–16. Retrieved from
https://learning.educatetogether.ie/pluginfile.php/17423/mod_resource/content/1/Multic
ulturalClassrooms.pdf

Michelle H. (2017). Strategies for Teaching Culturally Diverse Students - TeacherVision.com.

Retrieved from https://www.teachervision.com/teaching-methods/resource/6039.html

Success, S. S., & Menu, M. (n.d.). Counseling Center Interpersonal Skills Self-Assessment.
 INSTITUT PENDIDIKAN GURU KAMPUS BATU LINTANG,
KUCHING, SARAWAK

PROGRAM IJAZAH SARJANA MUDA PERGURUAN

(PISMP)

TASK :ACADEMIC WRITING

NAME NUR DANIA DAYINI BINTI MUHAMMAD YUSRI

INDEX NO 2017042340099

IDENTITY CARD 980523-02-5984

NO

GROUP PISMP BI (SK) 2 JUN 2017

COURSE CODE/ EDUP 3073/ CULTURE AND LEARNING

COURSE

LECTURER’S CHIN JUN NA

NAME

SUBMISSION 14 MARCH 2019

DATE