Cultural Awareness (Resource Books for Teachers) by Barry Tomalin

By Barry Tomalin

This ebook gains actions to extend cultural understanding and interplay between scholars.

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If you teach different groups of students each day, you might find it advantageous to begin differentiating instruction for the group you find easiest to work with. Finding your point of readiness and beginning there is as important for you as for your students. Not beginning is a guaranteed way to avoid progress. Biting off too much invites discouragement and failure. Begin where you can and chart a time line for your own progress. 1 (see next page) lists some approaches to differentiation that tend to take less preparation time from teachers—and others that are likely to require more preparation time.

Middleton concludes this “preparation” phase by summarizing what they’ve all agreed is necessary and putting a summary of their ideas on chart paper in front of the room. “In this classroom,” she says, “‘fair’ will mean that all of us must live by the class rules, all of us must work hard, all of us must respect one another and encourage one another. ” She lets her students know it is okay to come to her and say they’d really like to be working with a particular topic or project someone else is doing.

It’s important to remember that humor plays a central role in a welcoming and respectful classroom. Sarcasm and sharp words do not. •There is a pervasive expectation of growth. The goal in a differentiated classroom is to help every learner grow as much as he or she can in both general ability and specific talents. The teacher gets excited about the growth of each individual learner, and of the class as a whole. Students learn to chart their own growth and to talk about both their learning goals and ways of achieving them.

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