3

TEACHER SHOULD BE FORCED TO WRITE (+4)

Muhasir July 31, 2013

A CANDID TALK TO TEACHER EDUCATORS ABOUT

EFFECTIVELY PREPARING TEACHERS WHO CAN

TEACH EVERYONE’S CHILDREN (becoming a teacher)

 

Most of our discussion of knowledge, skills, and dispositions is contextualized for the classroom,school, and local community where teachers work, but effective teachers also need

to understand the larger social context in which they are working. By this we mean effective

teachers need to take into account that academic and social achievement does not occur in a vac-293uum. Many societal structures—governments,markets, property rights, laws, implicit and tacit practices and patterns of inequality because of race, gender, religion, sexual orientation, nd disability—maintain systems of reason that affect schools’ results.

 

Culturally Responsive Teaching

When will we, as a society and as a profession,

acknowledge and affirm that all students

can learn and achieve and do away with the

codes (e.g., at risk, single-parent home) that allow

us to speak with a false tongue? To be “culturally

responsive” means that effective

teachers must not mouth the words; rather, they

must

Believe that all students can achieve and hold high

expectations for all learners.

Build a “community of learners” in the classroom

and connect with students’ families.

Be learners themselves and vary instruction to meet

the needs of students.

Know that students have a wealth of skills and

knowledge and use these in teaching.

Be willing to be introspective about themselves and

their teaching, monitor their beliefs and actions for

bias and prejudice, and be unafraid to teach about

the “isms.”

This culturally responsive teaching does not

apply only to teachers who work with students

of color but instead, is essential for teaching all

students. In addition, effective teachers know

that the concept and practice of culturally responsive

teaching is not static. It is continually

undergoing evaluation and change. For example,

during the past 10 years, religion and sexuality

have become more pronounced within the

fabric of American daily life and school life.

When prospective and practicing teachers have

students with two mothers, who are Muslim, or

who are openly gay, their pedagogical understanding

can be stretched. As Ladson-Billings

(1997) maintained, such experiences may challenge

prospective teachers’ conceptions of

themselves and others, of social relations, and

of their knowledge of the world. Being an effective

teacher for all students depends on

achieving and acting on this pedagogical

understanding.294

1,198 total views, 2 views today


Harap login untuk Vote UP postingan ini.

Comments (3)

You must be logged in to post a comment.

Login to your account

Can't remember your Password ?

Register for this site!

Skip to toolbar