Sanan Zebari Sir,
Everyone has a different approach to classroom management. Teachers don’t be culture-blind. When we ignore students' identities, we efface who they are in the world and lose a rich resource for learning. Multicultural Pavilion is a wonderful assortment of resources for educators. Awareness Activities collection provides plenty of engaging ideas and activities to introduce diversity at the beginning of the school year. Communication plays an integral role; you'll also find insight into preparation and information about connecting with students and building relationships with families. Teaching Tolerance’s classroom resources page offers free lesson plans for exploring topics like race and ethnicity, gender equality, and sexual orientation with students. A transformation approach can be used in understanding the evolution of science, literature, music, art, and sports. When students present their projects, key competencies of giving and receiving feedback can be emphasized, as well as the persistence needed to make improvements based on feedback. My point of view as teacher must:-
Acquire an understanding of various cultures and worldviews.
Realize the contributions of individual groups and diverse groups.
Participate in the mass media as thoughtful, critical consumers and contributors.
Develop a deep and lasting civic commitment and a concern for others as well as him- or herself.
Much discussion about diversity focuses on the following forms of marginalization: race, class, gender, and sexual orientation — and rightfully so, given the importance of these forms of difference. In fact, students come to the university classroom with different backgrounds, sets of experiences, cultural contexts, and world views.
Additionally, issues of diversity play a role in how students and teachers view the importance of the classroom and what should happen there. For example, assumptions about what a typical student should know, the resources they have and their prior knowledge are extremely important.
Students may perceive that they do not “belong” in the classroom setting — a feeling that can lead to decreased participation, feelings of inadequacy, and other distractions. Teachers may make flawed assumptions of students’ capabilities or assume a uniform standard of student performance. Teachers may themselves feel out of place based on their own ascriptive traits (i.e. differences based on class, privilege, etc.).
Dear Sanan Zebari,
For information about tools for dealing with class diversity, I refer you to the attached links, which can hopefully provide you with what you are looking for.
Best of luck,
R. Biria
https://equity.ucla.edu/wp-content/uploads/.../CreatingaPositiveClassroomClimateWeb-2.pd
https://www.indiana.edu/~istr695/readingsfall2013/Tools%20For%20Teaching.pdf
https://www.wested.org/online_pubs/kn-05-01.pdf
https://www.wou.edu/~kaguzman11/curi12002.pdf
https://digitalpromise.org/wp-content/uploads/2016/.../lps-growing_diversity_FINAL-1.pdf
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