Strategies for Effective Classroom Management in Culturally Diverse Classrooms

Challenge: What approaches to classroom management are integral to the development of a culturally responsive learning environment? 

My Current Practice - Where I am and Where I Want to be!

As I make a transition to a new school, an aspect of my practice that I would like to focus on and enhance would be that of effective classroom management. Starting at a new school within a new community, among new colleagues and culturally diverse students, makes determining how to foster a sense of inclusivity through positive classroom management a daunting task. According to Carrington (1999), “inclusive education is about responding to diversity and being open to new ideas, empowering all members of a community and celebrating di€fference in dignified ways” (p.259).  Berry (2006), builds on this definition of inclusive classrooms by highlighting the importance of valuing student voices, sharing authority, building positive interpersonal relationships, enhancing the presence of relevant resources and facilitating high levels of acceptance and expectations for all students (p.491). In order to do this, the classroom environment needs to be a safe and structured place - a place in which students understand the expectations, feel respected and show respect towards the teacher and their peers.

My previous school community is very different from the one in which I will be working. My past experience regarding classroom management and inclusivity was within a Canadian International School located in Malaysia. The school community was composed of students from over 40 different countries, most of whom were from Malaysia, Korea, Indonesia, Japan, and Iran. 90% of the teachers employed by the school were Canadian. I will be making a transition into an International School that teaches the International Baccalaureate Curriculum with a German language track. The majority of the teachers are from Germany with a few from Canada, United States, Australia and the U.K. The student population is largely German with many from the United States that would be considered “third culture kids”. The context in which I will be teaching will impact my approaches to classroom management.

As defined by Brislin (1990), in the article The Challenge of Nurturing Intercultural Competence in Young People, written by Cushner (2015), “culture refers to widely shared ideals, values, formation and use of categories, assumptions about life and goal-directed activities that become consciously or subconsciously accepted as ‘right’ and ‘correct’ by people who identify themselves as members of a society” (pg. 11). In an international school setting, these frequent interactions between members of different cultures, create “Intercultural dimensions and influences in a wide range of contexts” (Cushner, 2015, Pg.8), including “the manner in which children approach learning and teachers approach teaching” (pg.8)

My current practice regarding classroom management has not required extensive work on my end. Having worked within a community comprised of cultures that revere those in the field of education, acquiring the respect of the students is an innate part of their culture. When having to deal with issues of respect among the students, my current approach focused on building a strong sense of community within and beyond the walls of the classroom. I believe that doing this is the most important first step in fostering inclusivity and positive classroom behaviors. Some of the strategies I currently use involve taking the time to get to know each student, and making an effort to enhance the connections among the students within the classroom. Beyond fostering community, my approach to discipline involves using clear procedures for specific tasks, and an effort to exhaust gentle “warnings” within my classroom before employing the Discipline Procedure in place at our school.

Current Classroom Management Procedures

Daily Agenda on the board

Many of my Japanese and Korean students like the structure of knowing what will take place throughout the lesson. It allows them to also make notes or jot down questions they may wish to discuss at some point during the class

Collaborative Warm-up Activities

Consistent warm up activities allow students the feel safe and structured. Malaysian and Indonesian cultures are very community oriented. These activities provide structured time where they are allowed to “chat” and discuss the activity or collaborate on ideas regarding the activity

Funny Fridays

All cultures share the love of laughter! This also exposes the students to the various types of humor that exist and can serve as a window into different cultural practices - ex: if a student does not get the joke we usually have a discussion that helps to highlight some of the nuances and word choices that may be reflective of a culture that is different from their own

Collaboration Rules (moderate volume, on task, everyone has a voice and a role)

Some of my students, primarily from Japan and China like to have rules to support collaboration. This helps to ensure the activity is focus oriented and allows the collectivist cultures to engage in working towards a shared goal while providing the individualistic cultures opportunity to take ownership of their assigned role. Current Classroom Management Strategies - Gentle Warnings

Current Classroom Management Strategies - Gentle Warnings

Eye contact and body language (non-verbal)

In Asian cultures, a stern look and disappointed body language is enough to send a message across that the behavior they are displaying is not appropriate

Student name and polite request for them to stop

Personalization helps to emphasize the importance of community and recognizes that each individual is unique and has a role within the community

Students being asked to take a walk or go to the bathroom

Afternoon breaks are an important part of the culture of those living in tropical climates. Students often get restless in class and experience behavior changes. Recognizing that they may need a break or the chance to splash water on their face helps to maintain a positive classroom climate

Standing next to students that are not on task

For Korean and Malaysian students, physical contact or proximity is comforting. This approach is appropriate as a tool to remind them that you do care and you want to help them to be successful. This often works for getting them back on task and excited to show you what they can accomplish.

Additionally, recognizing and attempting to understand the various cultural differences that exist among the students in my class has helped me to adapt my approach depending on the student (cultures that are uncomfortable with proximity, direct or indirect eye contact, physical contact, etc).
What I hope to enhance regarding my classroom management practice, is my awareness of new cultural practices that exist among my students and how they inform new approaches to classroom management. Moreover, I would like to learn effective strategies that enable a positive and safe environment in which students can learn.



What do the Experts in the Field Say?






Eliminating Cultural Bias

Chamberlain (2005) emphasizes the importance of recognizing that the way an individual thinks and acts is dependent on their cultural perspective. He argues that it is “equally important to recognize the vast diversity within cultural groups” (p. 197) and that failing to recognize these cultural difference can run the risk of stereotyping people. Additionally, it is important to recognize “how we view our own cultural ways of thinking and doing in relation to the cultural ways of others (p. 197).  Chamberlain recommends that teachers develop cultural consciousness, which involves truly wanting to listen to and accept others’ viewpoints and experiences. Furthermore, teachers need to become aware of their own cultural background in order to “recognize the arbitrariness of all cultures’ ways of doing things and seeing the world” (p.205).  This idea of recognizing one’s own cultural bias, is also shared by the Steinhardt School of Culture (2008), who suggests strategies such as: writing a personal identity story to explore one’s own identity and assessing where you fit on the Cultural Proficiency Receptivity Scale, which is a tool designed for self-reflection that enables teachers to review their school policy and practices. Chamberlain (2005) goes on to list several strategies teachers can use to avoid cultural bias. Of these strategies, here are the ones that resonated with me the most:
• Become aware of culture clashes - for classroom management, recognizing what clashes of cultures could potentially arise is imperative to facilitating a positive, safe and structured classroom. Becoming aware can allow for teachers to “begin to expect and to look for differences in thinking and behaving when they interact with culturally different people...allowing educators to first think cultural difference and respond accordingly” (p. 205)
• Gather information about your students - include parents and other educators in a network that can be used to better understand students’ classroom difficulties in relation to their cultural background.
• Spend time reflecting on teaching practices - reflecting demonstrates a willingness and a curiosity to learn about their students. It shows a recognition that you can learn from your students as much as they can learn from you.

Lynch (2012), parallels some of Chamberlain's ideas, placing an emphasis on creating a “caring, nurturing the bond with [one's] students; such that they think twice about jeopardizing their relationship with the instructor by making behavioral decisions” (p.1). Additionally, Weinstein (2004) notes that teachers need to “become aware of the ways individual prejudices based on the norms of dominant groups become institutionalized” (p. 31). We need to examine the ways that current practice and policies within school communities may be reinforcing discrimination. We can reflect on who is being disciplined most often, what the behaviors are, that are leading to disciplinary action and ask ourselves if these behaviors are being misinterpreted based on our own cultural bias.

Cultural Differences and Their Influence on Student Behaviour

The Irish Center, in their Module on Developing a Comprehensive Behaviour Management Plan outlines several cultural considerations that would impact approaches to classroom management. Culture can influence a student’s behavior in regard to:
• Degree of Directness: some cultures prefer getting right to the point while other cultures may perceive that as rude
• Level of Emotionality: some cultures demonstrate dramatic emotions, while others work to contain their emotions
• Degree of Movement: some cultures use their body to enhance meaning while others perceive that behavior as boastful or inappropriate
• Verbal Turn Taking: some cultures speak over one another while others see that as a rude interruption
• Expressions of Consideration: some cultures show consideration though tolerance while others refrain from behaviors that might offend
• Attitudes Towards Personal Space: some cultures find closeness as comfortable and appropriate while others see it as uncomfortable and inappropriate
• Attitudes Towards Sharing: some cultures emphasize communal property while others place value on individual ownership.
• Perceptions of Authority Figures: some cultures see age as an authority while others see the position and others still see it as an earned behavior.
• Demonstration of Respect: some cultures use eye contact, others look down. Some ask critical questions while others see that as disrespectful.
• Response to Management Styles: some cultures see permissive as a way to encourage self-expression while others see that as a weakness.
As mentioned above, getting to know your students helps to foster effective communication. Learning about the variances in cultural approaches to the above-mentioned forms of influence will help to promote empathy, equity, positive self-esteem and mutual caring and respect. Less time will be spent on managing behaviors as a result of miscommunication.  

Strategies for Developing a Culturally Responsive Learning Environment

Several strategies have been listed above, however, in addition to the emphasis on creating a safe environment, below are some tools that can be used to facilitate a structured environment. According to Smith & Dearborn (2016), safety and structure are the two pillars required for effective classroom management. Some strategies that can be used to develop structure include:
• Clear Teaching Procedures: maintaining structure and consistency with classroom expectations is important for effective classroom management. When students know the rules, understand the “why” behind the rules and are given the opportunity to demonstrate this understanding, teachers are effectively preventing any need for managing poor behaviors.
• Non-Verbal/Visuals: not all students respond well to verbal instructions. Providing students with a visual representation of what the expectations are will help to enhance understanding and should prevent the need for managing poor behaviors
• Providing Choice: when students are acting in a way that does not adhere to the classroom expectations, instead of punishing them, provide them with a choice. The choice generally involves following the appropriate behaviors or suffering the consequence of not doing so. Ex: Johnny is talking with his desk partner when he is supposed to be doing independent work. Give Johnny a choice “ you can continue to sit where you are and work independently (expectation) or you can sit at the back of the class and I will come help you there (consequence).
• Developing Positive connections: 2 X 10 - a strategy of allowing “difficult” students two minutes of your time (with the goal of connecting with them beyond the material) for 10 days. The aim is to deepen your bond and understanding of one another.

Personal Reflection - Immediate Tools for Implementation

Exploring Cultural Backgrounds - Student Questionnaire

I would like to use this concept of facilitating an awareness of students’ cultural backgrounds, proposed by NYU Steinhardt (2008), by asking students to complete a questionnaire aimed at addressing behaviors that are influenced by culture. The questionnaire would address the influences outlined by The Iris Learning Center. I will be able to use this data to adapt my approach to classroom management so that it is culturally responsive. Additionally, I will use the data to complete an anonymous tally of results that I will present to the class. The idea would be to share interpretations of the data. This way the answers are private and not influenced by peers, teachers or the institution itself. It also allows individuals to share their personal anecdotes only if they want to. As the class builds their comfort level, I may have them do a project more explicitly addresses their personal/cultural differences to the class.

Responding to Invisible Subtitles

Dearborn (2016) suggests implementing a strategy she calls “ invisible subtitles”. This strategy asks teachers to take a moment to reflect on why a student is acting in a particular way and to assume the best - that all students want to learn appropriate behavior and that all students want to learn- before carrying out disciplinary action. She hypothesizes that in taking the time to provide “subtitles” for their actions, you are more likely to address the root cause of the behavior rather than respond in a reactionary manner. With an awareness of cultural differences and their influence on behavior, coupled with responding to the “invisible subtitles” we are more likely to manage a class more effectively.



References & Resources

Berry, R. W. (2006). Inclusion, Power, and Community: Teachers and Students Interpret the
Language of Community in an Inclusion Classroom. American Educational Research Journal, 43(3), 489-529.


Brown, D. (2004). Urban teachers’ professed classroom management strategies: Reflection of Culturally Responsive Teaching.Theory into Practice, 39(3), 266-289


Burnette, J. (1999). Strategies for Teaching Culturally Diverse Students. Teacher Vision. Retrieved from: https://www.teachervision.com/teaching-strategies/strategies-teaching-culturally-diverse-students?page=2


Carrington, S. (1999). Inclusion needs a different school culture. International Journal of
Inclusive Education,  3(3), 257-268.


Chamberlain, S. (2005). Recognizing and Responding to Cultural Differences in the Education of Culturally and Linguistically Diverse Learners. Intervention in School and Clinic, 4(40), 195-211.


Clairmont, R. (Dec 11, 2014). Inclusive Practices in Your Classroom(video file). Retrieved from :
https://www.youtube.com/watch?v=00sRVmZa_zg


Cushner, K. (2015). The challenge of nurturing intercultural competence in young people. The International Schools Journal (34)2: 8-16.


Helen, F. (2004) Belonging, identity and Third Culture Kids Life histories of former
international school students. Journal of research in international education, 3(3), 319-338


Lynch, M. (February 15, 2012). Classroom Management in a Culturally Responsive Environment. Retrieved from: http://www.huffingtonpost.com/matthew-lynch-edd/classroom-management-in-a_b_1153384.html


NYU Steinhardt (October 2008). Culturally Responsive Classroom Management Strategies. Metropolitan Center for Urban Education. Retrieved from: http://steinhardt.nyu.edu/scmsAdmin/uploads/005/121/Culturally%20Responsive%20Classroom%20Mgmt%20Strat2.pdf


Smith, R., Dearborn, G. (2016). Conscious Classroom Management II: Unlocking the Secrets of Great Teaching. Retrieved from: http://www.consciousteaching.com/book-ccm/


The Iris Center (2017). Classroom Management: Developing Your Own Comprehensive Behaviour Management Plan. Peabody College Vanderbilt University Nashville, TN 37203. Retrieved from: https://iris.peabody.vanderbilt.edu/module/beh2/cresource/#content


Weinberg, M. (2009). LGBT - Inclusive Language. The English Journal, 98(4), 50-51.
Weinstein C., Tomlinson-Clarke S., & Curran M. (2004). Toward a Conception of Culturally Responsive Classroom Management. Journal of Teacher Education, 55(1), 25-38.


Zimmermann, K. (January 23, 2015). German Culture: Facts, Customs, and Traditions. Live Science. Retrieved from: https://www.livescience.com/44007-german-culture.html

Images Retrieved from:

Cultural diversity: https://www.goconqr.com/en/blog/culturally-responsive-teaching-4-ways-integrate-students/
Quote: https://www.google.com/search?biw=939&bih=641&tbm=isch&sa=1&q=where+i+am+and+where+i+want+to+be&oq=where+I+am+and+where+&gs_l=psy-ab.3.0.0.523198.526090.0.527036.23.20.1.0.0.0.154.2153.11j9.20.0....0...1.1.64.psy-ab..2.21.2164...0i67k1j0i24k1.L1dT_VLpJpo#imgrc=8-1qWbh1TmxurM:
Experts: http://www.the-experts.com/

My Learning Journey

Portfolio

Content Area	Link
Life History	https://drive.google.com/open?id=15--Acn6qYuRVbOhP6IDWrMvOUlAWACtVoqJzkAeix1k
Definitions - Module 1	https://drive.google.com/open?id=1tAtsxb79BQNS6pmEXs3RzILO99YWHhSryB6XewrxOQg
Article Reviews M 2 & 3	Historical Thinking: https://drive.google.com/open?id=1M1LJAyM6_XctgQBKAWJDvih9seYeA17bn41QxNjl1_A The History of Education: https://drive.google.com/open?id=1Syc5rNT6FQTlggkswTOT-c0oSVA0xeDFqu7_Ereu8-U Philisophical Thinking: https://drive.google.com/open?id=1-tvaZCBJfefpA__-WmGn8bby_4R6e6PC2GbmO3oqwVc Philosophy of Teaching & Learning: https://drive.google.com/open?id=13ba8sVijpqzcAm0NHmGe0AH34NshYx9cBNAz3sKInEo
Personal Statement	https://drive.google.com/open?id=11iHB6oanyT_r1Rt3-OW1vOOm-JLwCXUvTtsqdyx5DQ4
Self Reflection	See Self Reflection Blog Post

Self-Reflection

Then and Now

At the outset of this course, I was under the assumption that we would largely be exploring technology integration as a mechanism for facilitating creativity and innovation in teaching and learning. At this stage of my own professional growth and development, I had not yet taken the time to meaningfully reflect on the term ‘innovation’ and what that word meant to me within my own personal narrative nor within my own professional context. At that time, if asked to define innovation on the spot, I would have been very quick to associate the term with all things technology. While technology does play a major role with respect to innovative approaches to teaching and learning, I have since come to realize that it is not the only tool that can be used to facilitate innovation in teaching and learning.

In module 1, through discussion with peers, I was able to expand upon my personal understanding of terms so commonly used within our profession - teaching, learning, creativity and innovation. As mentioned in one of my earlier blog posts, I was shocked to realize how our perceptions and understandings of a word that is used so often can take on an entirely new meaning when you spend the time to really address what said words mean to you in your own context. Moreover, I was surprised to see how understandings and perceptions can be challenged even further when seen through the eyes of someone else within the same profession and/or within a completely different context. This activity served as an excellent means through which to build on knowledge as a professional learning community.

As we progressed into module 2, I was initially confused with the role of history in innovation. At first glance, I made the assumption that this was a step backward - isn’t innovation about the creation of something novel? Why are we dwelling on the past? As I considered the content of the readings, I quickly recognized the importance of reflecting on past events so as to build on prior knowledge and elicit solutions to potential problems that may occur in the future. Furthermore, there are instances in which innovation is not recognized or appreciated as a result of preconceived notions (rooted in history) - this calls upon the importance of facilitating students to “think concretely and reflectively about important issues bearing on the human condition” (Osborn, 2008, p. 10) so as to prepare our students to draw on prior knowledge in order to inform their understanding of and/or verify any new information they are being told within a variety of contexts. Finally, of particular interest to myself, was Kliebard’s (n.d.), argument that teachers should study history of education, as doing so “should provide [teachers] the capability to analyze one’s own pedagogical context with wisdom and insight, not with a shoe box full of ready-made solutions” (p.194).  

This module left me with the intention to provide more experiences for my students within a variety of contexts, so as to allow my students to be more active in their own learning, thus better able to make meaningful connections. Additionally, I hope to ensure my students feel safe within the learning environment so as to take risks with regards to problem-solving and inquiry - allowing them to explore, express and imagine.

Module 3 shed some light on the concept of innovation from a philosophical viewpoint. One's personal context informs their ideas surrounding innovation and more specifically, the ethical implications of innovation. This module highlighted, for me, the importance of being philosophically minded in our approaches to making sense of the ideas we have in relation to our professional context and interests. Christou (2012) argues that educators who employ philosophical mindedness understand that knowledge is not fixed and show a willingness to facilitate the birth of ideas (pg.22). Moreover, It is important to work collaboratively and listen attentively to those who may not share the same cultural beliefs and values. We must employ a ‘care-ethic’ that requires us to put aside our “own values and projects and [try] to understand the expressed needs of the cared-for” (Noddings, 2010, p.391). To do so, we must act as facilitators through supporting, guiding and encouraging students - while students, in turn, should be responsive, “providing confirmatory evidence that the carer is on the right track” (Noddings, 2010, p.391).

This module has inspired me to encourage students to “bring forward ideas that [are] true and just, regardless of their prior convictions” (Christou, 2012, p.18), especially as a teacher in an international context, with the aim to develop intercultural awareness and competence. I also hope to expand my classroom to engage collaboratively with others around the world, so as to explore various perspectives, reflect on prior knowledge and “pursue common values and shared projects not only to accomplish important ends but also to know one another better” (p.394 ). Furthermore, this module has emphasized the importance of encouraging critical and creative thought within my classroom - I hope to step outside of my comfort zone to examine prior assumptions and beliefs that inform my approaches to teaching and learning and intend to ask the same of my students.

Through ongoing reflection in Module 4 and 5, I have gained deeper understandings of what innovation means to me with respect to my professional context. I have been able to collaboratively build on prior knowledge through discussions with my peers and through sharing in their reflective practice. I feel that this process has allowed me to address personal areas in need of growth and has afforded me the opportunity to take the time to reflect on my current strategies within the classroom and ways in which I can enhance the learning environment and meet the needs of my students in a constantly changing world.

Throughout the course, we were asked to pose questions regarding the topics being addressed. While many of my questions found answers in discussions and/or through personal reflections, below are the some of the questions I am still looking to answer:

1. The scope of history is vast - how can we address facts that inform our present on a  global scale?
2. How might we address students who are not anxious about the future but are instead apathetic? Many of my high school students react to some global issues with the attitude of “it does not directly affect me, so I do not care”.
3. Part of our curriculum calls for the completion of community service hours. While this serves to introduce students to agencies, partnerships and networks engaged in problem-solving, does it effectively work to build efficacy?
4. Being philosophically minded calls upon educationalists to “relentlessly pursue richer and deeper understanding” (Cirstou, 2012, p.8). How do we balance active and ongoing scrutiny of approaches to pedagogy with the need for identifiable standards and consistency? (ex: the overall objectives of a specific course, which courses are offered, etc).
5. We often discuss philosophers of western civilization and the impact on western education systems. What about the philosophers and differences in philosophies of education that may exist in various parts of the world? How do we employ an approach to education that is more reflective of a global philosophy of education?

References:

Christou, T. M., & Bullock, S. M. (2012). The case for philosophical mindedness. Paideusis, 20(1), 14–23.

Kliebard, H. M. (Unknown). Why history of education in teacher education? Unpublished manuscript, University of Wisconsin-Madison, Madison, WI.

Noddings, N. (2010). Moral education in an age of globalization. Educational Philosophy and Theory, 42(4), 390–396. doi: 10.1111/j.1469-5812.2008.00487.x

Osborne, K. (2008). The teaching of history and democratic citizenship. In R. Case & P. Clark (Eds.), The anthology of social studies, volume 2: Issues and strategies for secondary teachers (pp. 3–14). Vancouver: Pacific Educational Press.

Flipped Classroom

Knowledge Building through Hands-on Activities

I am a huge fan of hands-on learning, especially in my science classroom. Using Flipped Classrooms has served to allow for more class time to be spent engaging in hands-on activities and has increased the opportunities for inquiry based learning. Through flipped classrooms students can learn small chunks of new information that can be built upon when they come to class. When students have foundational knowledge, they are able to build on ideas and explore new lines of inquiry, thus leading to creativity in learning and innovation! Moreover, flipped classrooms allow students to take in new knowledge at their own pace and in an environment suited to their learning needs.

EDpuzzle is an easy to use tool for developing flipped classrooms. This platform allows you to take videos that have already been created, from platforms such as Youtube, Khan Academy and Crash Course among others. Teachers can use as much or as little as the selected video as they would like and can embed voice and questions throughout. Data can be collected on each student, providing the teacher with a method to ensure accountability and a means to assess student achievement - informing what may need to be addressed in class.

Definitely worth a try.

Virtual Exchange Programs

Exchange Programs in the Digital Age

Recently my class engaged in a discussion on the topic of ethics of stem cell research. It was interesting to hear the perspectives of a largely South East Asian population, but when probing for different perspectives that might exist in other parts of the world, many of my students could not conjure up a thought. This got me thinking about the benefit of exchange programs.

As a result of increased globalization, traditional approaches to moral education are being called into question. While in the past “communication with diverse groups was relatively rare [and] parents could concentrate on the inculcation of the values espoused by their own community” (Noddings, 2010, p. 390), today, with the world becoming a much smaller place, “we live and work regularly with people whose values may differ from our own” (p.390).  According to Cushner (2015), “people must first develop a sense of connectedness with others... if they are ever to acquire the skills and dispositions needed to solve problems, both on the domestic front as well as in the global context, that are faced by all “(pg 9-10).   Noddings (2010), argues that we need to think creatively and employ an innovative approach to the global application of care ethics. He proposes that positive change can occur by sharing and recombining ideas in response to a changing world - “we should persist in dialogue...and increase opportunities for ordinary people in [various] countries to become acquainted and work together on common projects” (p. 393). Through engaging collaboratively with others around the world we can explore various perspectives, reflect on prior knowledge and “pursue common values and shared projects not only to accomplish important ends but also to know one another better” (p.394 ) allowing for innovative approaches to current practices.

Youth for Understanding is an organization that offers virtual exchange programs. The aim is to encourage “interpersonal diplomacy through virtual dialogues amongst teenagers around the world – with emphasis on reaching girls, displaced youth and other underrepresented groups who may not easily be able to embark on a physical journey abroad “ (“Virtual Exchange: Intercultural Exchange In The Digital Age,” 2016.). Moreover, this program allows for students to engage in “broad-topic, multi-polar dialogue across global classrooms, after-school clubs, and youth centers” (Virtual Exchange, 2016). This is an excellent way to bring the world to the classroom, allowing students to build on knowledge with students from differing cultures and contexts across the globe. Engaging in this type of activity would allow for students to gain various perspectives, including the perspectives of populations that my not be present within the classroom.

References:

Noddings, N. (2010). Moral education in an age of globalization. Educational Philosophy and

Theory, 42(4), 390–396. doi: 10.1111/j.1469-5812.2008.00487.x

Cushner, K. (2015). The challenge of nurturing intercultural competence in young people. The

International Schools Journal (34)2: 8-16.

Virtual Exchange: Intercultural Exchange In The Digital Age. (n.d.). Retrieved March 10, 2017, from https://www.yfuusa.org/virtual-exchanges/

Flocabulary - Learning through Rap

Go with the Flow

Music is an integral part of both my personal and professional life. I can always be found singing a song and oftenI often make up songs (not very good ones) while delivering lesson content. My students also live for music - whenever we are doing independent work  I will play music over the class speaker or allow students to listen to their own music (provided it does not distract them from learning too much!).

While in search of a video to assist in teaching the scientific method to my students, I came across this website -Flowcabulary! This website offers a creative approach to building core literacy through hip-hop videos. It also allows for students to develop their own educational raps. My class tried it out when learning about body systems and it was not only entertaining but creative and knowledge building as well!

Here is the video that got me started: https://www.flocabulary.com/unit/scientific-method/

I recommend you give it a go!

Using Social Media Trends in Education

Pinning Down Innovation!

Student spend a lot of time on social media platforms, why not make use of them to facilitate learning!

Pinterest is a user-friendly tool used for exploring, getting inspired, and finding & sharing new and interesting ideas. This tool can be used as a platform for collaboration; sharing thoughts, ideas, and opinions through features such as: pinning, following friends, creating boards and chatting. This platform promotes social interaction and sharing, rather than keeping ownership of your work. BBCActive (2010), highlights the following ways in which Pinterest can be used as an educational tool:

• Students and teachers alike can compile content, inclusive of video content
• Ideas and concepts can be clearly organized and stored
• Teachers can connect and comment on students’ work
• Collaborative initiatives can be set up through the use of community boards

Pinterest can easily be used to tailor learning tasks to specific curriculum expectations. Pinterest provides an excellent platform from which students can explore a vast amount of information related to any given content area. Since students can explore independently within a collaborative community their learning is more personalized, while at the same time contributing to the building of knowledge of all students involved.  Through chat options and community boards, collaboration becomes an integral part of this learning platform.

References:

Image retrieved from: https://www.pinterest.com/pinterest/

Active, B. (2010). Using Pinterest for Education. Retrieved March 10, 2017, from http://www.bbcactive.com/BBCActiveIdeasandResources/UsingPinterestforEducation.aspx