Top Ten Characteristics of a Multicultural School Environment

Top Ten Characteristics Of A multi heathenish School Environment Not completely learners atomic number 18 the same so they can non be taught the same way of life. Their shades and experiences the way they check and oppose to disciplineing. Several cultural chemical elements affect the way students be bring forth in a classroom. for for each one one student is different beca social function of physical and cordial abilities, gender, ethnicity, race, language, religion, class, sexual orientation, and age (Gollnick and Chin, p. 6). Multicultural tutor has different characteristics.I remember the most grave is the composition of the faculty, arrangement, and other supply accurately reflects the pluralistic composition of the United States (Gollnick and Chin, p. 7) because this provide influence a students behavior. The United States has one of the most broad and diverse educational systems in the world. US population is composed of different races, each with different cultures. I think it would be helpful for a student to interpret in an environment wherein they value or give respect to different culture. The naturalise environment and the faculty have enceinte impact on students development.Because of this, students give be as sure as shootingd that they testament not be discriminated. US has a federal legislation for elementary and secondary winding directs, No Child Left Behind, requires interchangeable testing of students to determine how effective a school is in helping students to shape (Gollnick and Chin, p. 12). A school is an institution where students learn the value of respecting others, if the faculty, mental faculty and school administration lacks this, and then it can be potent for students with different culture to study and interact with others at school.Second is that the school curriculum incorporates the contributions of umteen another(prenominal) cultural conventions and integrates multiple perspectives througho ut it (Gollnick and Chin, p. 7). well-nigh people check on a schools curriculum before they decide on what school they will go. It is serious that the school gives value to the contributions of many another(prenominal) cultural groups. I say differences in academic achievement levels disappear amid males and females, dominant and oppressed group members, and middle-class and low-income students (Gollnick and Chin, p. ) as third because it is also important that students achievement will not be based on their gender, loving group or race instead of their fellowship and abilities. With the persistence of racism, poverty, unemployment, and inequality in major(ip) social systems such as education, many persons have found it difficult to ensconce daily realities with the frequentized egalitarianism that characterizes the public rhetoric (Gollnick and Chin, p. 36).In a multicultural school, students should not experience this, instead, they should experience equality no matter what race, culture, gender or social groups they be involved with. The faculty, administrators, and other staff see themselves as learners enhanced and changed by understanding, affirming, and reflecting cultural diversity (Gollnick and Chin, p. 7). The faculty, administrators, and other staff should be open up for changes. They should learn on how to interact on different cultures. They should not be one-sided and be open for somewhat changes because it is a part of life.Teachers and administrators be able to deal with questions of race, inter group relations, and controversial realities on an objective, frank, and professional flat coat (Gollnick and Chin, p. 7). States and school districts expect recent instructors to have proficiencies related to multicultural education by the time they finish a teacher education program (Gollnick and Chin, p. 13). This means, since a teacher is one of the foundation in education, they should be the one to have the skill or proficiency t o handle multicultural students.They should use professionalism in dealing with every student no matter what culture they possess. They should be proficient and unbiased in addressing issues elevated by students, however making sure that they answer it based on truth. Students are able to use their own cultural resources and voices to develop new skills and to critically look subject matter (Gollnick and Chin, p. 7). I rank this as seventh because I believed that school is a place where a person develops his own knowledge and skills. The language in which students are taught is one of the most important issues for schools.Many Americans have become concerned close to how best to educate students who are new to the face language and to American culture. As children of all ages and from dozens of language backgrounds look to an education, most schools have adopted some variety of bilingual instruction. Students are taught in their native language until their knowledge of side o f meat improves, which is often accomplished through an English as a Second dustup program. Cultural differences are treated as differences, rather than as deficiencies that must be addressed in compensatory programs (Gollnick and Chin, p. ). A multicultural school should be fair in giving compensatory benefits for students with different culture. Having different culture should not be a factor in receiving benefits that every student should receive. instructional materials are free of biases, omissions, and stereotypes (Gollnick and Chin, p. 7). Instructional materials are important in teaching, because these are visual image of what the teacher is teaching. These should be free of biases or stereotyping. Students learn to understand and confront inequities in school and society (Gollnick and Chin, p. 7).In an environment where there is no discrimination or prejudice, a student will learn how to recognize and confront inequities either in school or society. A multicultural scho ol must teach student on how to address different discrimination. I fix up this on last because I think discrimination or inequity starts inside us. A person must jump learn to recognize and confront it inequalities by himself, in can be taught on school but experience is a best teacher. BIBLIOGRAPHY Gollnick, Donna M. Chinn, Philip C. 2006. Multicultural Education in a Pluralistic Society. Seventh Edition. Prentice-Hall/Merrill.