Chapter 2: Competent Teachers: Good Community Link

Time Table: 1 hour

Topic Learning Outcomes:

b. Describe teachers’ skill in handling multicultural classes

Deepen!
Teaching profession is very demanding specifically if learners are diverse. Global
teachers must therefore be nurturing, patient, and understanding of cultural diversities.
Teachers of multicultural classes deliver teaching and learning in the familiar contexts of their
learners and attend to their multiple ways of thinking.

Introduction
The world is becoming smaller and accessible that educators' perspectives and
mindsets are now towards global citizenship, international cooperation and cross-cultural
understanding. Globally, there has been an increasing interest for cross-cultural education
programs for both teachers and learners. Readiness to this phenomenon requires retooling of
teachers to become globally ready. A global teacher therefore needs to possess skills,
competencies and attitudes in caring and in teaching diverse and multicultural learners.

Teaching in Multicultural Classroom

Teachers are often faced with diverse learners. The growing diversity affects school
climate and learners' educational performance. In the United States, noted growth of African-
American, Hispanic, Asian and American Indian population has changed the racial and ethnic
composition of learners in various schools.

The Philippines, considered to be the third largest English speaking nation provides
multicultural learning atmosphere following American British, German, Chinese, French and
Japanese educational tracks. Philippines' popularity for foreign students is attributed to English
as the mode of instruction in all levels of education.

The challenge of globalization goes with the challenge of teacher education program
on multicultural education. Teachers' readiness for multicultural education goes with their
knowledge, preparation, and understanding of the culture, linguistics, economy and ethnic
diverse issues. Moreover, there is a great demand for teachers teaching multicultural classes to
recognize identity, encourage respect and promote mutual understanding across different
cultures and traditions.

To Be or Not to Be Multicultural!
Think about the following questions as your guide in understanding the skills needed of
a teacher teaching multicultural classes:
1. Who is a multicultural literate teacher?
2. What global literacy can help a multicultural teacher?
3. How can 21st century teaching and learning skills help a teacher teaching multicultural
classes?
 Study the framework of the The Partnership of 21 st Skills (P21) below and see how the
incorporation of the 21st century skills helps a global teacher in teaching multicultural classes.

According to P21, learning skills include:

1. information and communication skills which include:
a. media literacy
b. information literacy
c. ICT literacy

Information and media literacy skills refer to analyzing, accessing, managing,

integrating, evaluating, and creating information in a variety of forms and media. Media and
digital literacy belong to the literate 21st century learners.

2. thinking and problem solving skills (Learning and Innovation Skills) which include:
a. critical thinking
b. creativity
c. intellectual curiosity

Considering problem solving as a form of thinking and intellectual exercise is a learning

skill in the 21st century. The learners process learning through higher order thinking skills. The
learners are exposed to various idea creation techniques in order to resolve a problem.
Openness and responsiveness to new and diverse perspective address intellectual curiosity.

3. interpersonal and self-directional skills (Life and Career Skills) which include:
a. flexibility and adaptability
b. initiative and self-direction
c. social and cross-cultural skills
d. productivity and accountability
e. leadership and responsibility

According to P21, self-direction means monitoring one’s own understanding and learning
needs; locating appropriate resources and transferring learning from one domain to another.
Social responsibility, on the other hand is acting responsibility to promote the interest of the
larger community and demonstrating ethical behavior in personal, workplace and community
contexts.
What are the roles of teachers teaching multicultural classes?
1. Multicultural teacher uses multicultural approach in curriculum delivery. He/She
expands the curriculum in acknowledgment of the experiences of the diverse groups
not only the point of view of the dominant group. The teacher promotes pluralism by
reforming the education program like altering the curricula to suit the needs of the
learners. Teacher takes the responsibility in helping the learners construct knowledge
through the individual belief, cultural and ethnic heritage or life experiences of the
learners most especially the minority group.
2. The multicultural teacher promotes good human relationship. The teacher discourages
prejudice by developing positive and caring attitude to people of different races and
ethnicities. The use of collaborative or cooperative learning creates opportunities for
the learners to interact and work with the team. Social skills of both the dominant and
minority groups are enhanced. Teachers' multicultural attitude has a very positive
effect on their students.
3. Multicultural teacher promotes social reform and cultural change. He/She advocates
social equalities by modifying teaching styles and approaches with the intent of
facilitating academic achievement for all students. He/She leverages social and cultural
differences and works for creating new ideas and being open-minded to different ideas
and values of his/her learners.

Main Task
Instruction: Do the given task below. Make sure to follow the instructions given properly. Your
output will be graded based on the rubrics seen in your syllabus (refer to the
“Writing Rubric”).

TASK:

Describe an ideal, skilful, and global teacher engaged in multicultural education. Write
a summary statement using five powerful words below.

Five Powerful Words – humility, respect, social inclusion/competence, mutual understanding,

diversity