Continuing on the Road to Cultural Competence

According to Sue & Sue (2003) cultural competence is “active, developmental, an ongoing process and is aspirational rather than achieved” (p.1). Growing as an individual and as a teacher is a journey that takes time as well as patience. Significant transformation is preceded by many small, degrees of change and becoming increasingly more culturally competent requires sensitive awareness, personal reflection, understanding and willingness to adjust one’s attitudes, words and behaviors in order to prevent marginalization and promote the success and happiness of all students regardless of age, race, religion, culture, gender, sexual preference or socio-economic status. When it comes to culturally competent instruction in the classroom, the ASCD Improving Student Achievement Research Panel (1995) provides a strategy list that, as a future high school English teacher, I am going to refer to regularly to ensure that my classroom is a safe and positive space for the growth and development of each of my students:

 

Strategy 1: Maintain high standards and expectation

Strategy 2: Incorporate the home culture

Strategy 3: Encourage active participation of parents or guardians

Strategy 4: Capitalize on Students’ Backgrounds

Strategy 5: Use culturally relevant curriculum materials

Strategy 6: Identify and dispel stereotypes

Strategy 7: Create culturally compatible learning environments

Strategy 8: Use cooperative learning

Strategy 9: Capitalize on students’ culture, language, and experiences

Strategy 10: Respect community language norms

Strategy 11: Use thematic, interdisciplinary teaching

 

In reflection, after completing the cultural competence self-assessment adapted from Sue & Sue (2003) one of the areas that will require development is “Knowledge.” In order to be a culturally competent professional, I need to “have a good understanding of the socio-political system’s operating in the U.S. with respect to treatment of marginalized groups in our society” (Sue & Sue, p.3). Also, I will need to have “knowledge of institutional barriers that prevent diverse groups from using services” (Sue and Sue, p. 3). To develop these areas of competency I will pursue students and parents and ask them to share about their own experiences, but beyond that, I will need to do outside research about the past and present experiences of different groups in order to understand where my students may be coming from and how I can best meet their needs. I will need to be more intentional about knowing what is happening presently both in the community and nationally in order to develop my knowledge-based competence and lay the foundation for advocacy.

Since I am not currently teaching, I took this self-assessment with my past working experience in mind, as well as my day-to-day encounters with others, so I am looking forward to getting into the classroom full-time, and being able to employ the awareness, skills and strategies I have acquired. Taking this self-assessment on a monthly or bi-monthly basis will be an effective way of measuring where I am being effective and in what areas I may be lacking in awareness, knowledge, skills or advocacy (Sue & Sue, 2003). This type of personal accountability and professional reflection will make sure that I continue toward my goals in pursuing cultural competency.

 

References:

Adaptation of “Strategies for Culturally Competent Instruction” from:

ASCD Improving Student Achievement Research Panel. (1995). R. Cole (Ed.), Educating everybody’s children: Diverse teaching strategies for diverse learners.

 

Adaptation of “What Is Cultural Competence?” (www.CulturesConnecting.com, 2009) from:

Sue, D., & Sue, D. (2003). Counseling the culturally diverse: Theory and practice. (4th ed.). New York, NY: John Wiley.

Advertisements

EDU 6526- Questioning as a Teaching Strategy

Questioning is an effective teaching element used to engage students in the classroom. Proposed questions and inquiries allow students to share conceptual understanding and often what is shared may be useful additions to the other students’ understanding. Providing planned questions and allowing students to answer them, allows for the circulation of new ideas and new information. Students are able to then respond and verbally process the information they are acquiring and the collaborative aspect can lead to deeper understanding for all. Questions allow a teacher to gauge understanding and provide an opportunity for the collection of feedback. In Models of Teaching by Bruce Joyce, Marsha Weil, and Emily Calhoun, research suggests that “inquiry-oriented curriculums appear to stimulate growth in other; apparently unconnected areas” (pg. 88, 2009).

As students consider the answer to questions, they connect important concepts to a larger framework and as active members of the discovering process, they are more likely to remember the information taught and apply critical thinking skills in the future. Additionally, asking students to come prepared to class with questions or inquiries provides a springboard for conversation about specific areas of confusion or interest. Questioning is a constructive teaching strategy for the collaborative collection of feedback. These aspects of questioning as a teaching strategy will be invaluable as a future educator. The link below provides basic but valuable information about how to effectively employ questioning in the classroom:

Questioning Strategies—University of Delaware’s Center for Teaching and Learning: http://cte.udel.edu/publications/handbook-graduate-assistants/questioning-strategies.html

Joyce, B., Weil, M., Calhoun, E. (2009). Models of Teaching. United States of America: Pearson Education, Inc.