Nepal is a culturally diverse country so that the learners in Nepalese EFL classroom come from different cultural contexts. However, teaching practices in Nepal is largely guided by the western modern world views. Since 1954 B.S., Nepalese students have been formally learning English as a part of school curriculum. Government of Nepal has also invested much in mentoring to the English teacher. However, there has not been seen any remarkable success record of students’ performance in learning English
Culturally responsive instruction is when a teacher teaches in a way to incorporate relatable aspects of student’s daily lives into the curriculum. This means a teacher may use poplar slang or use prior knowledge, and interest’s things such as music or sports. This can help the students feel comfortable with the teacher and they may be more receptive to learning in that teacher’s class (Rajagopal, 2015). Some may feel this method is based on a particular culture method such as the “black way” or
concludes that persons of varying cultural beliefs often want ‘to have more leaders represent the values and beliefs of their communities ….’ To this end, Gay (2013) postulates, ‘one of the core tenets of culturally responsive teaching, …[is] to respect and respond to the particular diversities in each classroom.’ In Howard’s view ‘it means looking honestly at outcome data and creating new strategies designed to serve the students whom current instruction is not
INTRODUCTION Multicultural literature is a tool that should be utilized within the classroom in order to help students see themselves and their own family structures reflected within the writings. When readers express their interactions with literature though authentic dialogue and written reflections, beliefs and ideas about their own identities are often brought out (Rosenblatt, 1978). Culturally responsive children’s literature can be an effective vehicle for getting students to connect with rich
Before the 21st Century, school counselors were known as guidance counselors. The guidance counselors in my high school do more than coordinated testing and schedule classes for students. School counselors of today are more vital members of the education team. They play a role in student academic achievement, career, and social/emotional development, ensuring today's students become the productive, well-adjusted adults of tomorrow. After twenty years of teaching secondary science, I have succumbed
schools are becoming diverse. Educational context diversity means the differences between teachers and students. These reasons for differences may be the culture, gender, age, personality, ethnicity etc. We find our classrooms are populated with gifted students, students with culturally diverse, and students with learning disabilities. The diversity variables focus on my analysis are the age group, culture, gender and language. Identifying how different students learn and their learning patterns is
needed. Every person who enters a classroom impacts the learning that takes place. I play a large part in what happens in my classroom, and my background certainly impacts this. I was raised in a culture that celebrates diversity. I was raised to appreciate what each individual and culture brings to our world as opposed to seeing them as a threat to my own individuality and culture. Therefore, I try to bring this curiosity and appreciation for others into my classroom. I truly believe that my students
never easy. It is very challenging, but beneficial in the long run. Although multiculturalism is a common issue in the world, it is not much stressed in teacher training programs. Teachers can become culturally sensitive and knowledgeable about second language acquisition, provide culturally responsive instruction and content that reflects central aspects of a culture and use highly motivating instructional materials. It is apparent that the participants find it agreeable for teachers to be
o The challenges to conducting the formative assessment in the classroom. o Some solutions like ICTs tools that can help teachers to do assessments o The theoretical framework for formative assessment. Community-Centered Environments o What is the Community Centered environment refers to. We found, It refers to the classroom as a community, the school as a community, and the degree to which students, teachers, and administrators feel connected
emotional and behavioral disabilities, and mental disabilities (Patton, 1998). Disproportionality is occurring through the process of students being referred by teachers to special education after they have failed to achieve in the general education classroom, the reasons for why they are not succeeding is still being debated today. Whether it is