In the 602 course, I teach we discussed material from Shade, Kelly, Oberg’s 2005 book entitled: Creating culturally responsive classrooms. This room of educator’s, mostly teachers, was surprised and impressed by Shade, Kelly and Oberg’s work and said they had never seen a heard of a difference in kids resulting from culture. When I shared with them some specific traits and cultural values that present themselves as problematic in an education setting, the students began writing as much as possible. They were unaware of the cultural component to kids and the influence culture has on the learning process. This amazed me because many of the students in my course have teaching credentials. It is not just amazing; I find it alarming as they represent many educators working with students from diverse backgrounds in classrooms today. According to Bartlomé, the “one size fits all” approach to education is highly ineffective even between minority groups. The method of instruction that works for one minority group may not be effective for another.
we can never assume that teachers or even administrators have attained the knowledge that they need to function in the roles that they play.
ReplyDeleteI like to suggest that teachers and scholars such as yourself take a look at the work of Tharp and Gallimore on the match-mismatch hypothesis regarding teaching.
Here's a link:
"THE INSTRUCTIONAL CONVERSATION:
TEACHING AND LEARNING IN SOCIAL ACTIVITY"
http://www.ncela.gwu.edu/pubs/ncrcdsll/rr2.htm
"Rousing Minds to Life" http://www.cambridge.org/us/catalogue/catalogue.asp?isbn=0521362342