Multicultural instruction in Your Classroom

Teaching Textbooks - Multicultural instruction in Your Classroom

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America has always been referred to as a melting pot, but ideally, it's a place where we strive to invite everybody to celebrate exactly who they are. As the Us habitancy is becoming increasingly diverse and technology makes the world feel increasingly smaller, it is time to make every classroom a multicultural classroom.

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What is Multicultural Education?
Multicultural study is more than celebrating Cinco de Mayo with tacos and piñatas or reading the latest biography of Martin Luther King Jr. It is an educational movement built on basic American values such as freedom, justice, opportunity, and equality. It is a set of strategies aimed to address the diverse challenges experienced by rapidly changing U.S. Demographics. And it is a beginning step to shifting the equilibrium of power and privilege within the study system.

The goals of multicultural study include:

- Creating a safe, accepting and victorious studying environment for all
- addition awareness of global issues
- Strengthening cultural consciousness
- Strengthening intercultural awareness
- Teaching students that there are multiple historical perspectives
- Encouraging valuable reasoning - Preventing prejudice and discrimination

Advantages of Multicultural Education
According to the National connection for Multicultural study (Name), multicultural education:

- Helps students build obvious self-image.
- Offers students an equitable educational opportunity.
- Allows multiple perspectives and ways of thinking.
- Combats stereotypes and prejudicial behavior.
- Teaches students to critique society in the interest of group justice.

Road Blocks to Implementing Multicultural study
Contrary to beloved belief, multicultural study is more than cultural awareness, but rather an initiative to encompass all under-represented groups (people of color, women, habitancy with disabilities, etc) and to ensure curriculum and article including such groups is definite and complete.

Unfortunately, multicultural study is not as easy as a yearly patrimony celebration or supplemental unit here and there. Rather, it requires schools to reform former curriculum.

Too often, students are misinformed and misguided. Not all textbooks present historical article fully and accurately. For instance, Christopher Columbus is famous as the American hero who discovered America. This take on history fully ignores the pre-European history of Native Americans and the devastation that colonization had on them. Some history books are being revised, but often, it's much easier to teach that "In 1492, Columbus sailed the ocean blue."

Most curriculums also focus more on North America and Europe than any other region. Most students have learned about genocide through stories of the Holocaust, but do they know that hundreds of thousands of habitancy are being killed in places like Darfur and Rwanda? Despite our close presence to Latin America, American schools typically spend little time reading Latin American literature or studying about the culture and history?

Thus, multicultural study is most victorious when implemented as a schoolwide approach with reconstruction of not only curriculum, but also organizational and institutional policy.

Unfortunately most educational institutions are not prepared to implement multicultural study in their classrooms. Multicultural study requires a staff that is not only diverse, but also culturally competent. Educators must be aware, responsive and embracing of the diverse beliefs, perspectives and experiences. They must also be willing and ready to address issues of controversy. These issues include, but are not little to, racism, sexism, religious intolerance, classism, ageism, etc.

What You Can Do in Your Classroom
Just because we're facing an uphill battle doesn't mean we shouldn't take those first steps. To couple multicultural study in your classroom and your school, you can:

- couple a diverse reading list that demonstrates the universal human perceive across cultures
- Encourage society participation and group activism
- Go beyond the textbook
- By supplementing your curriculum with current events and news stories face the textbook, you can draw parallels in the middle of the distant experiences of the past and the world today.
- Creating multicultural projects that require students to select a background face of their own - recommend that your school host an in-service professional development on multi-cultural study in the classroom

Favorite Lessons in Multicultural Education
Analyze issues of racism through pop culture.
Example: Study the affects of Wwii for Japanese Americans through political cartoons, movies, photography, etc.

Analyze issues of socioeconomic class through planning and development.
Example: build a development project with solutions to the needs of those living in poverty stricken communities.

Analyze issues of sexism through media.
Example: Make a scrapbook of stereotypical portrayals of both men and women. Collate both obvious and negative stereotypes and determine the struggles they face as a effect of these stereotypes.

Recommended Resources
Books:
Becoming Multicultural Educators by Geneva Gay
Beyond Heros and Holidays by Enid Lee
Lies My Teachers Told Me: all Your American History Textbook Got Wrong by James Loewen

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Disadvantages of Computers in the Classroom

Homeschool Math Curriculum Reviews - Disadvantages of Computers in the Classroom

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To start the most essential fact that should be stated is that the computer is a tool, and as with any educational tool, from books to crayons, it can be used to heighten the curriculum and promote learning, but it can also be misused and abused. In this essay, I will discuss the disadvantages of having computers in the classrooms due to the misuse and the abuse of this tool.

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Homeschool Math Curriculum Reviews

I found it hard to find study that had been done on this topic because not only is the study on the effectiveness of computers in the classroom scarce but the study that is there is often done by software fellowships and therefore may be biased. (Emmans 2001). Even though there is no clear-cut rejoinder to the question of a computer being a friend or foe in the classroom, having an unsolvable question of good or bad brings many issues to light.

For example, the fact that much of the software designed for children is spirited to them. If nothing else, it at least holds the children's attention. Though this may seem like a unavoidable characteristic, reconsider this, just because a television show holds your attention, does it necessarily educate you? The rejoinder to this is simple, maybe some do, but certainly not all do, mostly they are just plainly entertaining. This causes me to raise an eyebrow at some, not all, software. As a teacher, one must not use time-fillers, cause a child can watch television or play on a computer at home, but as a teacher, we must educate, and if there is no educational value in the software, what good is it for a teacher?

On the defense for teachers, someone else think for computers being a shortcoming is that sometimes the software is not unavoidable that it is non-educational. This can be a tasteless mistake of any educator, being fooled that a stock could be educational when it is merely entertainment software dressed up in an educational costume aimed at these gullible teachers.

According to Cindy C. Emmans (2001), a professor of Educational Technology at Central Washington University, on software in the classroom...

" Often feedback is the key to learning, and computers are spirited because this feedback can be immediate, which is of course a very sufficient learning tool. Unfortunately, this feedback is not often as sufficient as it might be, maybe because it is not easy to return to the original question to try again, or the pupil must begin at the beginning to report the original article rather then backing up a step or two. In some cases, the feedback for the wrong answers is more spirited than that for the right answer, causing students to try and get the wrong rejoinder plainly for the entertainment value".

Gerald W. Bracey sums it up adequately in a journal report called essential by basically saying that the bells and whistles are all there, but the instruction is not, because it was not produced by someone who understands how children learn. (1996, p.6).

More arguments in the study area prolonged in September of 2000, the Alliance for Childhood published a statement against the use of computers in schools. More than 85 experts in varied fields together with psychiatry, education, and philosophy signed the statement in which calls for a suspension on the promoting introduction of computers into the nation's elementary schools until there is a more rigorous assessment of their ensue (Hafner, 2000). someone else work on in opposition to computers in classrooms is that of Jane Healy, an educational psychologist and the author of "Failure to Connect," a book criticizing educational applications of computers. Thomas Crampton interviewed Mrs. Healy and she declared that computers "can hurt children's personal skills, work habits concentration, motivation, (and) the amelioration of communal skills" (Iht, October 2000, p. 19).

Another think that computers in the classroom would prove to be a disadvantage is the availability of computers in the classroom to each private student. It is rare to find a school that, in each classroom, has a computer supplied for each student. This then brings up the qoute of scheduling and rotating the students to the computers available. (Tiene 2001) This begins a whole new ball game in which you are now spirited a lot of time in which could be used for more sufficient measures rather then scheduling computer time for each student. If this is the case, and only a specific amount of students can be on the computer at one time, then you are dividing your classroom, and not integrating it, as it should be. This causes many difficulties in teaching a whole group instruction, which leads to problems in skill development, since the concentration of some students is lacking. (Tiene 2001).

On the Colorado state instruction web site (2003), I was able to find questions that were asked to teachers with regard to computers in their classrooms. The teachers were asked, "What do you find unattractive about teaching in a computer based classroom?" The one educator commented that, " Students have a tendency to come in a print out their papers at the beginning of class instead of advent into class with a hard copy..." someone else educator said, " Technological difficulty, your whole part could be shot for the day if the computer would go down". When the teachers were asked about the difficulties they faced themselves and with the students due to computers in the classroom, they answered, " It is hard to get the students concentration when they are on the computers." someone else educator commented, " There are times that I send them to work and instead they are interacting with each other." someone else educator stated her fear of the computer classroom by saying that, " Students are at their own screens, they're in their own puny world, and they are not talking to their classmates, sometimes I think that they don't even know half the names of all the citizen in their class." (Barnes 2003)

I feel that these teachers comments are very leading when seeing at the issue of computers in the classrooms, because these are the citizen that certainly interact with the children in the classroom, they are not just some random study study by a software company, these citizen are the real thing, and they see how computers are effecting their classrooms.

Another issue of computers in the classrooms regards the child's health. If a child were to be functioning on a computer for a long interlude of time or with incorrect positioning they will inadvertently obstruct their own health, some problems caused from this include muscular-skeletal injuries and foresight problems. (MacArthur & Shneiderman, 1986).

Another issue with regard to computer use in classrooms is that a lot of teachers have not been trained to use a computer, and many do not know how. An gigantic amount of time would have to be consumed for the teachers to learn both the hardware and the software of the computer. They also would need time to collaborate with other teachers. Time is something that many teachers spend planning lessons and the weekly events of their classroom. The other qoute that was just mentioned was the training of the teachers. Some educators do not have local training options available to them. Some do not have the time or money to spend on it. someone else issue is that even if a educator does go straight through training, there are always unsuspected things that can go wrong with a computer. If a educator were to base their whole part on a computer, and it were to crash, and the educator just being minimally skilled in using computers, would not be able to fix the ideas so that they could continue their lesson. (Tiene 2001).Therefore an on-site technology expert would be needed on site at all times in case any of these incidences would happen, and quite frankly I do not think that there are too many school districts seeing for someone else expense.

Another think for computers being a disadvantage in the classroom is that if the computer is Internet accessible, if this is the case, then the children can be exposed to Internet article that is not standard for their age level. They can also be exposed to child predators, which is a huge concern in today's world.

Though this may seem far-fetched it truly is not in an report published on the gurdian angel websitein 2000 states,
"The facts are plain. Children are being targeted, solicited, and made victims by pedophiles. What do the ratios or statistics matter? Isn't even one too many? These predators range from the simple minded closet pedophile who has surfaced because they believe they are safely anonymous behind their inventory alias, to the very organized and skilled child pornography rings that operate predominantly off of Us soil, behind quick discard web sites, and anonymous re-mailers, pushing their hideous wares for big profits. Have you ever heard of a child being molested or kidnapped in your hometown? Don't you teach your kids to watch for unavoidable things and, not to talk to, or go everywhere with, strangers for just that reason? This is our point. Just as there are real world lessons that you teach your children, there is a necessity to teach them cyber-world lessons. " (Hook, 2000).

To put this quite simply, are you sure that your child is being watched very intimately when accessing the Internet at school? It sure would be hard for one educator to keep a close eye on each private pupil in the classroom when they are all accessing the Internet at the same time. Therefore are you, as a parent or a teacher, certainly quite sure that a computer is essential to learn in school? I mean, didn't you, the parent or teacher, learn in school without the computer? I agree that learning the newest technology is a necessity, but I do not agree with using computers for classes like mathematics or reading.

To sum it all up, Computers in the classroom lacks study of it being an advantage in the classroom. Computers in the classroom may not contribute the students with the allowable instruction that they need if the software being used is not adequate. Computers may not be, depending on the school, made available to each student. The concentration of the students is harder to get when they are on the computer. An new educator in the technology area may cause many problems in the classroom, and consume essential time that could be used to educate. Most schools do not contribute an on site technician in case a mystery may arise. The children's condition may be affected by long-term use of the computers, and probably the most frightening one is that these children can be exposed to child predators and unfiltered inappropriate article straight through the web while they are in school and in their classrooms presumed to be receiving their education.

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Developing Instructional Aids For the Classroom

Teaching Textbooks - Developing Instructional Aids For the Classroom

Good afternoon. Now, I found out about Teaching Textbooks - Developing Instructional Aids For the Classroom. Which is very helpful in my experience and you. Developing Instructional Aids For the Classroom

If you are a K-12 teacher, you know how prominent having the right instructional materials is. Straight through the 1960's, the main instructional reserved supply for teachers was the classical textbook.

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But in 1957 the world changed; the Russians launched Sputnik, the first synthetic satellite to orbit the Earth. The United States took notice. Caught off guard, the U.S. Government pumped millions of dollars into projects to create new curriculum materials, in an endeavor to revitalize schools. Extra emphasis was settled on mathematics and science curricula.

The U.S. Did catch up. And--for decades we took the lead in the space race. But by the late 1970's the world began other metamorphosis--a revolution in information--how we produce and share it. From the rise of personal computers in the late 1970's, to the amelioration of the world wide web in the mid 1990's--the transference of information by the printed word was being challenged--massive amounts of information could now be transmitted digitally and instantaneously.

By the time 2000 got here, many teachers had realized that the dominance of the former textbook was also being challenged. It had come to be not only feasible, but literally quite easy to produce their own instructional materials by electronic means.

User amiable page layout programs, presentation software, desktop video creation and editing was turning personel teachers into publishers of instructional materials which were laser targeted to the specific needs of their own students.

No longer were teachers dependent on "one-size-fits-all" curriculum texts as their former instructional delivery system. And, with the advent of YouTube and similar video hosting/sharing networks, teachers from nearby the globe could share their own teaching methods with thousands of their peers with a click on a keypad.

Teachers can now transfer lesson plans, presentations, lectures and activities with their peers instantaneously. Not only can educators give their great ideas wing with which to fly--they can now fly high and far.

The power of this lies in the fact that instructional aids industrialized by teachers can be targeted to specific outcomes personel districts have identified as vital to students within that district.

And--in an age where federal funding is tied to trainee outcomes--the capability of teachers to target these outcomes has come to be exceedingly important. The classical textbook isn't dead, but it no longer reigns supreme as the former instructional reserved supply in many classrooms.

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