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MULTICULTURAL

CLASSROOM
What is a
multicultural
classroom?
A multicultural
Aclassroom
multicultural
is one in
classroom
which both the isstudents
one in
which
and theboth
teacherthe are
accepting of all races,
students
cultures, andand the
religions. 
teacher are is
This acceptance
evidenced by the books
accepting
that are read,of theall
races, cultures,
activities that are
completed, and the
and religions. 
lessons that are
taught.   
Is it necessary to have
multicultural students to
have a multicultural
classroom?
NO.  This is a common misconception,
in fact, if you have a homogenous
classroom is it especially important to
emphasize multiculturalism because
the only exposure your students may
get to other cultures is through the
activities, books, and lessons that you
provide them with. 
Why is multiculturalism
so important?

Because the world is changing


every day.  We must learn to accept
and get along with all cultures, races,
and religions in order to become
productive citizens of the world. 
Some Tips on
multicultural
classroom
•Encourage learners to share their personal
history and experiences.

•Integrate learning experiences and


activities which promote student’s
multicultural and cross-cultural awareness.

•Know the learning patterns of the class


•Communicate high expectations to students
from all sub-groups.

•Use varied instructional methods to


accommodate student diversity in learning
styles.

•Vary examples you use to illustrate concepts


in order to provide the multiple contexts that
are relevant to students from diverse
backgrounds.
•Adapt to the student’s diverse backgrounds
and learning styles by allowing them personal
choice and decision-making opportunities
concerning what they will learn and how they
will learn it.

•Diversity your methods of assessing and


evaluating student learning.

•Purposely, form small-discussion groups of


students from diverse backgrounds. You can
form groups of students with different
learning styles, different cultural background,
etc.
Tips for Teaching
Diversity
Start Early
•Begin teaching children to love themselves
at an early age.
•Prepare children for what they will see in
the media
Emphasize Openness.
•Show them there is no shame in being
different
•Do not single out a student because of a
difference.
Discuss All Types of Differences.

•Teachers should also discuss gender, size,


and learning abilities.
•Let children realize how special they are

Use Real Life Examples

•Employ parents and speakers to enhance


your diversity teachings.
Leave the Classroom.

•Take a field trip or two during the year.


Strategies to
Support
Multicultural
Instruction
Questioning Styles

Questioning techniques that personally involve


students will allow them to respond in a way
that reflects their cultural diversity and that
will expose their fellow students to those
differences (Evans, 1991).

Role-Playing

Role-playing is a versatile activity that allows


students to express their opinions in a realistic
situation. Students can "trade places" with a
fellow student or a character from a literature
selection (Tiedt & Tiedt, 1990).
Cooperative Learning
Many years of research and practice support the use of cooperative
groups to focus on students' different strengths and styles. In
addition, cooperative learning groups have been found to have strong
and consistent positive effects on social relationships between
culturally different students (Slavin, 1983). Group members become
more accepting of classmates who are different.

Group Discussions
Group discussions stimulate thinking. The notion that thinking
originates within individuals - and only after that is it ready to
be shared socially - has given way to the belief that some of
the best thinking results from a group's collective efforts
(Sternberg, 1987). In discussions in which students examine
more than one point of view, there is ample opportunity to
enrich and refine their understanding by helping them to view
their own interpretation in the light of the interpretations of
others (Alvermann, 1991).
Active Involvement

Instructional techniques that allow for individual


differences and that add a spark of excitement to
classroom activities should be used in place of fill-
in-the-blank activities. Students should be engaged
in listening, speaking, reading, writing, and thinking
activities that provide opportunities for them to
make decisions and solve problems (Tiedt & Tiedt,
1990).
General Strategies

•Recognize any biases or stereotypes you may


have absorbed
•Treat each student as an individual, and
respect each student for who he or she is.
•Get a sense of how students feel about the
cultural climate in your classroom.
•Does the course instructor treat students equally and
evenhandedly?
•How comfortable do you feel participating in this class? What
makes it easy or difficult for you?
•In what ways, if any, does your ethnicity, race, or gender
affect your interactions with the teacher in this class? With
fellow students?
Tactics for Overcoming
Stereotypes and Biases

•Convey the same level of respect and confidence


in the abilities of all your students.

•Don't try to "protect" any group of


students.

•Be evenhanded in how you acknowledge


students' good work.
•Recognize the complexity of diversity
Class Discussion

•Emphasize the importance of considering


different approaches and viewpoints.

•Make it clear that you value all comments.

•Encourage all students to participate in class


discussion.
•Monitor your own behavior in responding
to students
As you teach, then, try to be evenhanded in the
following matters:

•Recognizing students who raise their hands or volunteer to


participate in class (avoid calling on or hearing from only
males or only members of one ethnic group)

•Listening attentively and responding directly to students'


comments and questions

•Addressing students by name (and with the correct


pronunciation)
•Prompting students to provide a fuller answer or an
explanation

•Giving students time to answer a question before


moving on

•Interrupting students or allowing them to be


interrupted by their peers

•Giving feedback and balancing criticism and praise


•Making eye contact
Prepared by:

Amelyn Maaliw
Ana Marie Jaro
Lovely Lavenia Ocan

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