Reflection of Identities
“We can see multiculturalism as a problem, or we can see our many cultures as rich resources that help to make Canada the best country in the world in which to live” (Goldstein & Selby, 2000).
This reading corresponds with a book I read, “Equity in the classroom: towards effective pedagogy for girls and boys” by Patricia Murphy, because it relates to the many issues that arise within a school and its classroom. Our classrooms are filled with students from various cultures, languages, races, genders, lifestyles and values. Therefore, it is imperative that teachers take that into consideration when creating lessons and modify their teaching strategies in order to provide students from diverse backgrounds, an opportunity to reach their full potential. It is the teachers’ responsibility to embrace instruction and curricula that engage and encourage all students to want to learn and relate to other students identities. All students in the classroom should be treated with respect and fairness. Teachers can implement different strategies such as Tribes into their classroom to create an atmosphere of inclusiveness. An important goal of a teacher should be to accentuate students’ strengths and abilities and promote growth and learning when facing challenges and overcoming weaknesses. In order to teach students how to respect one another and make reflective decisions, a teacher must model such behaviour and put it into action. Students reach out to teachers for guidance and look up to them as role models and leaders; therefore I strongly believe students are a reflection of their teachers.
A.D
Wright, O.M. (2000). Chapter 2: Multicultural and anti-racist education: The issue is equity. In T. Goldstein & D. Selby (Eds.), Weaving Connections: Educating for Peace, Social and Environmental Justice (pp. 57-98). Toronto: Sumach Press.
This reading corresponds with a book I read, “Equity in the classroom: towards effective pedagogy for girls and boys” by Patricia Murphy, because it relates to the many issues that arise within a school and its classroom. Our classrooms are filled with students from various cultures, languages, races, genders, lifestyles and values. Therefore, it is imperative that teachers take that into consideration when creating lessons and modify their teaching strategies in order to provide students from diverse backgrounds, an opportunity to reach their full potential. It is the teachers’ responsibility to embrace instruction and curricula that engage and encourage all students to want to learn and relate to other students identities. All students in the classroom should be treated with respect and fairness. Teachers can implement different strategies such as Tribes into their classroom to create an atmosphere of inclusiveness. An important goal of a teacher should be to accentuate students’ strengths and abilities and promote growth and learning when facing challenges and overcoming weaknesses. In order to teach students how to respect one another and make reflective decisions, a teacher must model such behaviour and put it into action. Students reach out to teachers for guidance and look up to them as role models and leaders; therefore I strongly believe students are a reflection of their teachers.
A.D
Wright, O.M. (2000). Chapter 2: Multicultural and anti-racist education: The issue is equity. In T. Goldstein & D. Selby (Eds.), Weaving Connections: Educating for Peace, Social and Environmental Justice (pp. 57-98). Toronto: Sumach Press.