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Weekly Report #4

Cultural Diversity

Name: Leesa Slider________________ Date: 9-21-17___________ Time: 8:00 am_______

School: Morgan County R-II________________ Grade: 1, 3, 5__ Subject: Special Education_

1. Using the suggested activity list, indicate the types of activities you did on this date. Be specific.

I assisted students with their math worksheets and when the teacher left for a meeting with a parent
over and IEP I was left in charge of the rest of the math lesson. I assisted students with reading the
problems and figuring it according to the type of problem. When they finished the assignment, we set
them up on a computer to play MobiMax to work more on math.

2. List the cultures and the percentage they represent in the classroom.

The cultures predominate in the class are of the poor, broken home, and even a few from homes of
parents who are chronic substance abusers. There are few from the lower middle class.

3. Are the different cultures in this class represented in the teaching materials used for the class?
Explain your answer,

Not really, because of class type, special education, this class is designed to help with reading and
math skills that I have observed. They choose beginner books of their choice from the library and it
difficult to represent math problems at this level and stage with cultural diversity. The reader books that
are issued to them do show cultural diversity.

4. What does the teacher do to make sure students from different cultures are comfortable in his/her
class?

They are all treated equal, each one is loved and cared for. Attention is given to each student to
ensure mental health as well as educational health.

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5. How would you handle tension in your classroom as a result of the different cultural backgrounds?

I would talk it out with the student acknowledging the differences in the students and how we are all
different and that it is okay to be different.

6. Use pertinent information from your sources to support or dispel the importance of recognizing
cultural diversity?

Vasyl Taras and Julie Rowney explain in their paper, Effects of Cultural Diversity on In-Class
Communication and Student Project Team Dynamics: Creating Synergy in the Diverse Classroom why
recognizing these differences are important, Non-verbal communication also differs across cultures and
can cause confusion and (70 ISEA Volume 35, Number 2, 2007) misunderstanding between the
students and faculty members from different countries. Grunts and hand gestures could be interpreted
differently in different cultures (Adler, 2002; Ingham, 1991; Smutkupt & Barna, 1976). For example, in
most of the world lowering and raising the head (nodding) symbolizes agreement or acknowledgment
and, conversely, shaking the head sideways means no. In Bulgaria the meaning is reversed. Another
example, making a circle between the thumb and forefinger means OK in America, nothing in
France, and is an extremely rude gesture in Colombia. In addition, physical touching during
conversations is very common in Latin cultures, but may be taken as disrespect by representatives of
other cultures (Briggs, 1999). Similarly, a North American student may feel anxious and violated by his
Arab peers spatial closeness during a conversation, while the more distant communication style of the
North American may alienate his conversation partner from the Arab world (Almaney & Alwan, 1982;
Cohen, 1987). This shows that even body language among the cultures can vary greatly making it very
important that a teacher understands their students and their cultures. It is also vital to understand it well
enough to be able to teach this to the students, so problems do not arise out of the peers in the classroom.
Culture diversity in America is a given, which cultures are in your classroom can and will vary from
class to class, school to school and state to state. Understanding your students is the first step to being
able to reach them and teach them.

Works Cited
Taras, Vasyl and Julie Rowney. "Effects of Cultural Diversity on In-Class Communication and
Student Project Team Dynamics: Creating Synergy in the Diverse Classroom." International Studies in
Educational Administration (Commonwealth Council for Educational Administration & Management
(CCEAM)), vol. 35, no. 2, June 2007, pp. 66-81. EBSCOhost, search.ebscohost.com/login.aspx?
direct=true&db=aph&AN=27026138&site=ehost-live.

7. What did you learn?

You look at students fairly, only looking at the family to see where the student comes from, not to
judge. You look at the student as an individual and not as the family member(s) who may be the ones
who are not upstanding citizens. Not to let the family of the student color the opinions of the student.