Research Paper: Accepting Environment

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SAMPLE EXCERPT:

[. . .] If such examples are stated in the books, they should be pointed out and the students should be asked to think critically over it (New & Cochran, 2007).

Examine the Classroom Environment

Teachers have to make sure that the students are not developing any prejudicial and stereotypical thinking. Students should be encouraged to interact with their fellows from all cultural groups.

Well-Designed Curriculum Materials

In this part of the paper, we shall bring into limelight three of the most well-designed curriculum materials that can help the teachers adopt an anti-bias approach. These materials are being provided by the organization known as Teaching for Change. This organization is working day in and day out for the development of anti-bias education.

The goals of anti-bias education are achieved by this organization through the publication of Anti-Bias Education for Young Children and Ourselves. The organization has also published two DVDs; each one is a 26 minute long documentary film pertaining to how teachers can play their role in literacy and equity. Anti-Bias Curriculum, and Equity in Early Childhood Literacy are two curriculum materials that can be used (Derman-Sparks & Edwards, 2010).

The third well-designed materials are the free downloadable PDF articles in English as well as in Spanish so that students can read these and develop non-stereotypical thinking towards issues of diversity. These articles can also be very helpful for the teachers, as they can discuss some of the diversity problems with the students in such a way that students can learn to solve them critically.

Curriculum Materials that can be improvised

The first curriculum material that can be improvised is the bulletin board inside the classroom. The teachers should not paste clippings of the newspaper that are about problems of diversity, but should also elaborate on the positive events that have depicted intercultural association.

The most important curriculum material that needs to be improved is the course books. This does not imply that the books that are being studied by the students in the class contain content that is totally not worth teaching, but every now and then there are some discriminatory paragraphs found in the course books. The curriculum coordinators as well as the teachers have to be especially vigilant in this regard.

The third curriculum material that shall be discussed under this heading is the supplemental books and group projects materials. Yet again, these resources need to be thoroughly checked by the teachers so as to make sure the thinking and behaviors of the students are not affected adversely pertaining to diversity issues (Derman-Sparks, 2004).

Checklist and Rating for the Resources and Curriculum Materials

Effectiveness of the Curriculum Design and the School in Providing Bias-Free Education

We do this well

Need Improvement

Have not thought about it

1. Does the mission statement of the school reflect respect for different cultures and values?

2. Does the curriculum teach the students to behave respectfully with each other?

3. Do the school displays and bulletin boards encourage diversified teaching and learning processes?

4. Does the school organize different festivals and celebrate holidays with respect to different cultural groups?

5. Does the school staff, which includes the administration, the teachers and the counselors, reflect ethnic representation?

6. Is the staff familiar with different racial and ethnic groups that are present within a classroom?

7. Do the school course books, supplemental books and other resource materials available in the library reflect the experiences and perspectives of people belonging to different ethnicities and cultures?

8. Are the faculty and the staff given opportunities to develop themselves in such a way that they are able to establish a tolerant behavior in the classrooms?

9. Are the course books and curriculum design reviewed and revised every year to make sure that bias education is being prohibited?

10. Are the teachers equipped in such a way that they can point out the biased and prejudiced texts present in the text books of the students?

References

Derman-Sparks, L., & Edwards, J. (2010). Anti-bias education for young children and ourselves (1st ed.). Washington, DC: National Association for the Education of Young Children.

Derman-Sparks, L. (2004). Culturally relevant anti-bias education with young children. Education Programs For Improving Intergroup Relations: Theory, Research, And Practice, 19 -- 36.

Lin, M., Lake, V., & Rice, D. (2008). Teaching anti-bias curriculum in teacher education programs: What and how. Teacher Education Quarterly, 187 -- 200.

New, R., & Cochran, M. (2007). Early childhood education (1st ed.). Westport,… [END OF PREVIEW]

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