Cultural Dimensions Of Learning 69401y

Cultural Dimensions of Learning, Teaching, and Educational Processes

Submitted by: Joana Marie A. Bathan ED-34 Submitted to: Dr. Jacqueline Patarata

Cultural Dimensions of Learning, Teaching, and Educational Processes

 Culture-refers to the attitudes, values, customs, and behavior patterns that are characterized a social group.  As our nation continues to change, teachers as well the students interact with others from the quite different background from their own in the classroom.  The manner in which we respond to others who seem different can have a serious impact on success in school, work, and harmonious relationships with others.  It is important that “Different is not Deficient’.  Cultural differences imply the transmission of ideas from generation to generation by significant of the older generation ( parents, teachers, religious leaders, etc.)  Children in various cultures may think and act differently and carry these differences in the classroom.  Children from different cultures are interacting with each other, thus presenting parents and educators with unique opportunities for further understanding across cultures.  Helping children of various cultures to achieve as fully as possible, while simultaneously adapting to each other, demands innovative strategies on the part of the parents, teachers, and s. What is a Culturally- Responsive Teaching? Culturally responsive teaching acknowledge cultural diversity in classrooms and accommodates this diversity in instruction. It does this three important ways: 1. Recognizing and Accepting student diversity, it communicates that all student’s are welcome and valued as human beings. 2. Building student’s cultural backgrounds, culturally responsive teaching communicates positive images about the student’s home cultures. 3. Being responsive to different student learning styles culturally responsive teaching builds on student’s strengths and uses these to help students learn. Characteristics of Teacher: 1. Effective teachers accept and value their students as human beings. This is true for all students but it is particularly important for cultural and ethnic minorities who may feel some form of inclination from school. his is amplified when teachers communicate that all student’s can learn and are expected to do so. 2. Teacher should understand about the student’s cultures she may use them to develop student’s personal pride of their own cultures. She could develop and create learning environment that meets the emotional needs of different cultural groups.

3. Teachers who recognize that students come from homes where behavioral and interaction patterns differ from those expected in school are in a better position to adapt their instruction than those who have a narrower view of acceptable classroom behavior.

Reference: Social Dimension by Violeta Vega