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those who have learning disabilities due to social, environmental or unknown factors. All
students have the ability to increase their capacity
of understanding and become self-actualized learners provided they are instructed with the
creativity of a dedicated teacher. I do believe teaching is an art that begins
development in the early years of our lives. Communicating positively with our students depends
a lot on our remembering what its like to be a child.
Teachers Expectations
Teachers who are able to persuade a classroom of students to complete and deliver
quality work are succeeding at the most difficult job there is (Glasser, 1992). There should be
clear expectations for the classroom from day one. These general expectations are consistent for
the entire class. Each child should begin the year with the expectation to succeed in the
curriculum offered. Children in special education, with accommodations, are also expected to
maintain satisfactory grades. It is detrimental to a struggling students self-esteem to see overachieving students getting continually applauded for their good work. However small a
completed project is, it should get an acknowledgement.
In our classroom, I have a daily routine, and since it is a Planning Center, we have one
wall dedicated to the goals of each student. At the beginning of the year, we have a week of goalsetting information. One goal the students report on is what they can complete by the next time
they have our class. At that time, they acknowledge completion of the goal, choose to extend the
time, change the goal or be prepared to talk about the reason. This short term goal is followed by
a quarter goal. We review this each time they have our class, so they are motivated to be in a
goal-oriented state of mind, Teacher expectations can be motivating if expectations coincide with
updates of performance throughout the year and positive reinforcement is given, as in completing
short term goals. If what is accomplished is not up to teacher expectations, then working with the
student to address the concern and refocus to bring about positive change might be the next
degree of expectation. Teachers in general must be careful not to develop biases when setting
expectations for individual students. Changing expectations on the basis of student performance
may have an impact on student behavior only when communicated to the student. (Berns, 2012)
We work a lot with Cooperative Goal Structure. Group discussions on classroom goals are a
big part of our Planning Center social skills activities. Individualized Goal Structure is just as
important as we plan with a student to successfully complete the semester, and eventually bring
his credits together for graduation.
Students Social Ecology Theory
Each microsystem a child is involved with impacts every part of the individuals being.
When a child is taught in an environment that his peer group is also a part of, the child makes a
connection with similar interests and defines her own unique differences. The family, whether it
is a family of orientation or extended family, is paramount in the development of socialization
(Berns, 2012) They are the people children are around the most and who will be modeling
behavior that will influence their childs future actions and associations. They are also the first
people a child is bonded to, giving a sense of belonging or attachment. In looking at Social
Ecology in a bigger perspective, such as in the macrosystem, the student learns diverse patterns
of behavior. Within an entire society or subculture, the population may be low or high context
(individualistic or collectivistic) (Berns, 2012). In low context macrosystems, social
relationships may vary from group to group, and individuality is an expectation. In high context
relationships people tend to socialize or treat all members in a generally traditional, socially
accepting way.
Eventually all things change. Examples of change could be when technology introduces
new mediums of communication and when agricultural advancements boost the economy. Social
mores spread and change attitudes. These attitudes change the social ecology that is central to a
group. When two or more things make a connection, home and school for instance, a
mesosystem is formed, or interrelationships between Microsystems.
Hopefully, a bridge between home and school is starting to take shape. When new conditions
affect development, a chronosystem is born (Berns, 2012).
Cultural Diversity Instruction
Cultural Diversity is extremely important in todays society. Much of America is made up
of immigrants from Mexico and immigrants from other countries. Ethnicity is portrayed in our
Idaho schools to a large degree. School administrations have set in place some traditional
observations of Mexican holidays such as Cinco de Mayo and Dia de los Muertos that address
the culture of Mexico. There are EEL classes and a Spanish club that welcome all interested
students. A good teacher will embrace the beauty of other cultures and assist her students in
looking at positive connections to our own culture while respecting differences. Her curriculum
will show the incorporation of well-balanced information from all walks of life. Modeling and
teaching social skills like respect and cross-cultural understanding is effectively teaching
culturally diverse students. (Burnette, 1999). Cultural assimilation would be an unfair practice,
not in the best interests of our citizens. A blend of our countries traditions will unite us in
building a better future for all. Cultural pluralism is a unifying method for diverse cultures to
strengthen a country they both believe in and is the way to learn that both cultures contribute to
the whole.
Conclusion
An overall good student experience in the academic world, including the process of
socialization (Berns, 2012), contributes to the sustainability of future generations. Teachers are
mentors, models, facilitators, and mediators, but most of all they are just plain caring people.
Their training in educating students, along with a dedication to do their part in keeping America
a culturally diverse, united nation, serves to create a positive example for todays young people.
Berns, Roberta M. (2012). Child, Family, School, Community. (8th ed.). California.
Wadsworth, Cengage Learning.
Burnette, Jane (1999). Strategies for Teaching Culturally Diverse Students. ERIC EC
#E584.TeacherVision.Pearson Education. http://www.teachervision.fen.com/teachingmethods/resource/6039.h...
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