Since 1960, many identifiable tactics to the integration of ethnic literature into the school Programmes have emerged (Banks, 2015). The contribution approach can be demonstrated as incorporating holidays, heroes as well as discrete cultural features into the school programs. If I were planning to be a first-grade teacher, my students would learn about various leaders in our history every month. For instance, in February the students would be taught about the history of the Black American leaders such as Martin Luther King Jr. and Rosa Parks; the lessons would also capture the other significant leaders and events that transpired during the existence of Martin King JR. and Rosa Parks. The lesson should be more fun, easy to understand and educative rather than just much detailed literature and research. For instance, within Columbus, at Ohio, events and festivals are held each year, and the online education, as well as the public school's systems, incorporate these occasions into their curriculum. One momentous occasion this year will be the international food festival which will teach children about the various cultures existing in our community. Such initiatives will not only help to widen the kid's education but also will introduce them into people and foods that they might not have noticed earlier on a daily basis (Banks, 2015).
On the other hand, during the transformation approach, a teacher has to let the students view statements or questions from their ethnic background or their culture (Banks, 2015). For instance, being an 11th-grade teacher, I know that my students will become more interested in college in the subsequent year upon being seniors in high school. Therefore, I oversee a test where I will ask my students to compose the names of schools that they intend to attend and discuss the issue with their parents. They will then present the list of their top 5 colleges and explain to the class why the top 5 are the best institutions of their choice. Depending on the student's guardian or parents he or she may acknowledge what schools they will be joining while some may not recognize what college they desire to enter. This assignment is an appropriate way to develop the transformation approach as it will establish the student's perspectives of their choices.
Another vital element to the incorporation of ethnic content to the school program is adding perspectives, concepts, themes and content to the curriculum without altering its essential features, purposes and arrangement-known as the ethnic additive approach (Banks, 2015). The additive tactic permits tutors to integrate racial content into the school program without reorganizing it, and the process takes a substantial amount of effort and time, it also involves the rethinking of the program as well as its goals, nature, and purpose (Banks, 2015). This can be the initial stage in a more radical program reform attempt which is created to reorganize the entire curriculum and to incorporate it into ethnic perspectives and body of reference. However, the most significant drawback regarding this approach is that it commonly leads to the viewing of racial content from the standpoint of conventional scientists, writers, artist, and historians since it does not entail reshaping of the school program.
The fourth tactic is the social action and decision making approach which entails the entire aspects of the transformation approach; however, it also adds constituents that necessitate students make decisions and take actions linked to the problem, issue or concept which they have studied in the unit (Banks, 2015). As a teacher, I would teach the students (particularly those in 11th grade ready to become senior students) concerning specific vital social challenges such as the appropriate actions necessary to take to minimize discrimination or prejudice in the school. I would let them collect relevant data, asses their beliefs, and values, synthesize their values and knowledge and establish the alternative course of action as well as ultimately make decisions over there is any action they plan to take to minimize discrimination and prejudice within the school. The primary goal of this approach is inculcating the concept of decision-making and thinking, to empower students and assist them to gain the sense of political ability (Banks, 2015).
Factors that Determine that Color Blindness
When teaching kids, it is essential to use materials and resources such as classroom speakers, YouTube, Barney and the kid's imagination (Collins, 2016). This will assist in the eradication of color blindness which the students might face during their stay in school as well as in the community (Collins, 2016).). For instance, every month can be devoted to a particular culture that exists in the class; the first culture can be the Native American culture as you proceed to the American culture, African American culture, Caucasian, European and Indian culture (Collins, 2016).). Every cultural element can be illustrated by the use of religion, food or clothes (Lewis, 2014). In the classroom, teachers can create set of regulations which necessitate all the kids to follow (Lewis, 2014). As the expediter, the tutor has to compose the rules and ensure that all students adhere to the standards. For instance, one rule can be student raising their hands in turn upon answering the teacher's questions or if they want to raise an issue (Lewis, 2014). This is a rule that each classroom needs to adopt since if all the student spoke simultaneously, then it would be chaotic (Lewis, 2014). Also, another proper activity which can make the students interact better is by asking each of them what they desire during the lesson (Collins, 2016).). Every student will then write the guidelines that they feel needs to be revealed during the class period (Collins, 2016).).
Bullying is another factor where color blindness plays a prominent role; therefore teachers need to integrate plans that involve all students and eliminate competition (Lewis, 2014). Instead, tutors need to encourage building relationships through teamwork. For instance, teachers need to support their students to complete team projects and clarify that the group with the best project shall be awarded (Lewis, 2014). This action will entice the students to work better as they know that they will be rewarded, at the same time the students will not hold on to the perspective that each of the group members received the reward due to their efforts but the group's efforts (Lewis, 2014).
A Scholastic Program for Integrating Multiculturalism into the Grade Level
Children can learn about multiplicity through play, including celebrations, games, clothing, music as well as dramatic plays. The use of this approach backs the theory of ecological systems concerning culture as well as its impacts on kids by starting with the children's home lives (Banks, 2015). By participating in plans that symbolize the home values, a kid can learn new ideas, develop new skills, and explore new attitude (Banks, 2015). They can also learn more concerning each other's background and families (Banks, 2015). For kindergarten kids, playing games, using their imaginations and dressing up assists them to explore a multiplicity of cultures (Gregory & Fergus, 2017). Being a new teacher, I plan to utilize materials such as clothing from diverse cultures, Disney outfits and maybe request my friends to lend me old clothes to teach my students about the society they live. In tutoring the 3rd graders, I plot to study about pen pals. Being able to examine various cultures through a class of students who are at a similar grade level as my students but who are in different states can enhance my student's understanding around the universe. Being capable of using Skype to converse with students in various countries can establish teamwork, unity, interpersonal relationships abilities and unity (Gregory & Fergus, 2017).
Methods for Integrating a School-wide Constructive Behavior Administrative System and Recuperative Practices
The first technique should involve the development of a system in which students are provided a sequence of cautioning that will give them the phases and penalties for breaking the rules (Urbani et al., 2017). For instance, some institutions have a Positive Effort for Adjustments and Knowledge (PEAK) office where students talk with school administrators concerning the rules which they have broken (Urbani et al., 2017). The next step then involves contacting parent or guardians and disclosing the information about the wrongs their child did (Urbani et al., 2017). This is the approach used to manage student's behavior in Columbus, Ohio. PEAK is a school intervention program which assists students to establish preventive and positive management strategy (Urbani et al., 2017). The program aims at continuing the student's education while they focus on approaches for modifying unfitting behavior (Urbani et al., 2017).
The second technique is the construction of the school assemblies around a critical theme such as bullying (Urbani et al., 2017). At this point, teachers need to clarify to staff as well as students that bullying can happen during any moment of the day (Urbani et al., 2017). Therefore, it is vital to creating awareness to students and school staff of the potentially inappropriate behaviors and the manner in which they need to be approached (Urbani et al., 2017). The school administration must ensure that they give scenarios where bullying occurs and how to manage the bullying behavior (Urbani et al., 2017).
Lastly, creating events that entail the staff, teachers, students as well as the society's participation makes the third technique (Urbani et al., 2017). For instance, an event which is sponsored by the school that encompasses music, food and games would be appropriate (Urbani et al., 2017). The occasion can raise funds for the institution and will also allow the public to attend and appreciate the fun (Urbani et al., 2017). Furthermore, students will be taught about dedications and responsibilities by the occasion (Urbani et al., 2017). Having all students take part in the event will also eliminate some disorderly conducts such as bullying among other misconducts (Urbani et al., 2017).
Banks, J. A. (2015). Approaches to multicultural curriculum reform. Multicultural education: Issues and perspectives, 4, 225-246.
Lewis, A. E. (2014). There is no "race" in the schoolyard: Color-blind ideology in an (almost) all-white school. American educational research journal, 38(4), 781-811.
Collins, P. H. (2016). Toward a new vision: Race, class, and gender as categories of analysis and connection. In Race, Gender and Class (pp. 65-75). Routledge.
Urbani, J., Roshandel, S., Michaels, R., &Truesdell, E. (2017). Developing and Modeling 21st-Century Skills with Preservice Teachers. Teacher Education Quarterly, 44(4), 27.
Gregory, A., & Fergus, E. (2017). Social and Emotional Learning and Equity in School Discipline. The Future of Children, 117-136.
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