Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
First and foremost, teachers need to be aware of the different learning styles that is present
in a multi-ethnic classroom. Before planning for a lesson or activities, a teacher needs to
consider the differences in how knowledge is imparted amongst different cultures. Every
culture has its own unique way of transferring knowledge. For example, Chinese students
are known for their passive style of learning. Ballard & Clanchy (1991) argues that students
coming from a Chinese background relies heavily on repetitive rote-learning and
memorisation. Meanwhile, Malay students are known to be more successful in their learning
when a more hands-on approach is applied. These differences can make a student feel left
out if unaddressed especially when a teacher focuses on the learning styles of the majority
group in a classroom. Therefore, it is advisable that teachers diversify their teaching styles in
the classroom. In today’s classroom, the teacher is often perceived as the facilitator, in which
they guide the students to explore the knowledge rather than spoon-feeding them with
information. This method of teaching is beneficial for a multi-ethnic classroom because each
student receives equal opportunities to learn regardless of their cultural background. By
implementing a diversify teaching strategy, teachers are creating a safe environment for
students to explore the knowledge and eliminates any sense of threat in the classroom.
Next, teachers need to encourage more diversity rich activities in the classroom. This type of
activities not only encourage student’s interaction with peers of different cultures, but allows
them to explore the culture of their friends as well. Literature is an effective medium to foster
cultural and personal pride within students and promotes cultural awareness, tolerance,
mutual respect, and understanding among students from diverse backgrounds (Olson 1996).
As an example, teachers can create a mini classroom library with books representing the
cultures of the students in the classroom, as well as that which comes from other cultural
backgrounds. From there, students can read about literatures from within Malaysia as well
as from other countries and have an open discussion with the teacher about what they find
interesting and unique about a piece of literature. Sharing books from different cultures give
students the knowledge about cultures that differ form theirs especially from the ethnic
groups in Malaysia. By having that knowledge, students can become more aware of the
sensitive issues that they need to avoid when interacting with peers from different cultures.
This act of respect can create a harmonious environment within an ethnically-diverse
classroom. Teachers also play the role to point out the cultural differences across ethnic
groups when conducting such activities. They should be clear in explaining the multicultural
values imparted in each literature piece without being stereotypical. Hence, students can feel
accepted within a diverse ethnic environment when the classroom is very accepting of one
another cultures.
In addition, teachers in a multiracial classroom can conduct a cultural exchange unit in which
students are asked to bring an item that reflects their heritage or culture. Every culture
especially in Malaysia has its own unique item that as closely associated with that particular
culture. This can be in the form of cuisines, traditional clothing, traditional games,
handicrafts, and much more. These elements do indeed provide a sense of pride within an
ethnic group as it is uniquely found only in their culture. By asking students to showcase
their culture visually to their peers, they can share the uniqueness of their culture and be
proud to be within that culture. They can also learn from their friends about the differences
between cultures and provide a feeling of acceptance and mutual respect for that difference.
To make the activity more meaningful, teachers can organise a classroom cultural gathering
during special occasions such as Malaysia Day so that students will experience a more
meaningful situation in showcasing their cultural heritage. Students can be asked to bring
cuisines of their own ethnic groups to be shared with friends and teachers alike, dress in
their traditional clothing, and perform songs or dances from their cultural background. From
here, students are also given the opportunities to learn the taboos of t other cultures
especially in terms of food and they will understand that it is something to be accepted and
respected in order to create a harmonious environment in the classroom.
Cultural Trips
Conclusion
https://www.academia.edu/6660381/Culture-friendly_environment_in_classroom
Gill, E. (2018, August 21). Teaching Styles: Different Teaching Methods & Strategies.
resources/5-types-of-classroom-teaching-styles/
http://www.socialstudies.org/sites/default/files/publications/se/6002/600206.html
Wing, H., Wa Sit. (n.d.). Characteristics of Chinese Students’ Learning Styles - IPEDR.