Numerous challenges can undermine the efficiency of the educational process. Despite the multiple efforts, serotypes concerning ethnicity and culture are generally considered serious issues that can hinder the overall performance of an educational institution. Therefore, it is crucial to develop and establish dedicated strategies that seek to instill certain multicultural values and tolerance in children. Chapter 9 has provided me with ingenious solutions that can be successfully incorporated into the learning process.
Persistence and entertainment are the two crucial characteristics of a highly efficient educational strategy. Benediktsson and Ragnarsdottir (2019) emphasize the role of culturally responsive teaching methods and a learner-centered approach. Thus, the two options I have decided to use extensively in my classes feature both phenomena. The first strategy that I find remarkably useful is the incorporation of music activities into classes daily. Robles de Melendez and Beck (2018) claim that music allows students to better understand other cultures and the self. Smits and Janssenswillen (2020) state that teachers can sometimes break official rules to address identity and interculturality. I am determined to overcome such issues in a due manner by showcasing the usefulness of a creative and enthusiastic approach.
The second strategy that I would like to apply features the extensive use of persona dolls. They can be made by a teacher and attributed to a wide range of characteristics that describe their heritage and cultural identity. Such modeling ensures a more comprehensive understanding of multiculturalism by children of all ages. What is more, students get the chance to learn about new perceptions on various issues that are determined by culture? Thus, turning several persona dolls with bright and unique identities into active participants in class discussions may significantly enhance the atmosphere of multiculturalism by enabling role modeling.
Benediktsson, A. I., & Ragnarsdottir, H. (2019). Communication and group work in the multicultural classroom: Immigrant students’ experiences. European Journal of Educational Research, 8(2), 453–465. Web.
Robles de Melendez, W., & Beck, V. (2018). Teaching young children in multicultural classrooms: Issues, concepts, and strategies (5th ed.). Cengage Learning.
Smits, T. F. H., & Janssenswillen, P. (2020). Multicultural teacher education: A cross-case exploration of pre-service language teachers’ approach to ethnic diversity. International Journal of Qualitative Studies in Education, 33(4), 421–445. Web.