Prof Joanna G.

Veneracion H3 – Multicultural Diversity: A Challenge to Global Teachers Page 1 of 7

Lesson 3:Multicultural Diversity: A Challenge to Global Teachers 4. The school curriculum helps students understand that knowledge is
socially constructed and are reflective of the social, political and
"the major goal of multicultural education is to transform the school so economic context in which they live and work.
that the male and female students, exceptional learners, as well as 5. Schools should provide all students with opportunities to participate
students coming from diverse cultural, social- class, racial an ethnic in extra- and co-curricular activities that develop knowledge, skills and
groups will experience an equal opportunity to learn in school" attitudes that increase academic achievement and foster positive
--- James Banks --- intercultural relationships.
The issue of cultural majority-minority in the classroom has posed a 6. Teachers and students should learn to reduce or eliminate
challenge to teachers, where the girls are than the boys, the natives stereotyping and other related biases that have negative effects on
are more than those immigrants, the rich are less than the poor and racial and ethnic relation.
many other devices that greatly influence how the teacher would 7. Schools should provide opportunities for students from different
accommodate differences and commonalities. Added to this is the racial, ethnic, cultural and language groups to interact socially under
fact that sometimes the teachers come from a culture that is different conditions designed to reduce fear and anxiety.
from where their students belong. 8. Teachers should teach and students should learn about the values
Learn as much about and become as sensitive to and aware of racial, shared virtually by all cultural groups like justice, equality, freedom,
ethnic, cultural and gender groups other than your own. peace compassion and charity among others.
Never make assumptions about an individual based on your "All men are pretty much alike. It is only by culture that they are set
perception of that individual's race, ethnicity, culture or gender. apart"
Avoid stereotyping. --- Confucius ---
Get to know each students as a unique individual: Walk in the Thank You
footsteps of all your students.
Look into your own conscious and subconscious biases about the There are guiding principles which were adapted from an
people who are different from yourselves in race, ethnicity, culture, interdisciplinary group of psychologist, political scientists, sociologists
gender or socioeconomic status. and multicultural specialists, are hereby presented
Plan your activities within a multicultural framework while making your  Some of basic assumptions that enhance teacher
classroom a safe and secure haven for all the students. development.
Infuse multicultural instructional materials and strategies in your  No two learners are exactly the same.
teaching.  Children in all classrooms are heterogenous.
 Strategies that work with one learner may not work with
Foster collaboration and cooperation among your learners, parents another.
and teachers.  Student's background and experiences should be considered
1. Pre- service teacher education programs should help prospective when teaching.
teachers understand the complex characteristics of ethnic groups in
ways race, ethnicity, language and social class interact to influence Community members from various ethnic groups can assist teachers in
students behavior facing issues of ethnic differences and similarities.
2. Teachers should ensure that all students have equitable
opportunities to learn and to perform to a standard. Diversity of Learners
3. Teachers should help students to acquire social skills needed to Taking into account the diversity in schools in a major challenge. Every
interact effectively with students from other racial ethnic, cultural, one's heritage is given due respect, and differences should be
language of social groups. regarded as strengths to build on rather than deficits to be overcome.
However, the focus on group differences may lead to a basis for
 Prof Joanna G. Veneracion H3 – Multicultural Diversity: A Challenge to Global Teachers Page 2 of 7

stereotyping which multicultural teacher have to avoid (Gallimore

and Goldenberg, 1998) WHY IS IT IMPORTANT TO ENCOURAGE DIVERSITY IN SCHOOLS AND
Suggestions for understanding multi-cultural learners by Fraser-Abner WORKPLACES?
There is a need for curricular and instructional modifications, teaching Fostering inclusion and awareness around multicultural education and
styles, re-examination of teachers' attitudes, beliefs and taking a culturally responsive approach to teaching benefits all
perception.This movement called multicultural education enables students. Not only does creating greater multicultural awareness and
teachers and educators to give value to differences in prior inclusion help students with different backgrounds and needs
knowledge, experiences of learners from diverse background and succeed, but it encourages acceptance and helps prepare students
familiarity with students' histories of diverse cultures. (Haertel 1998) to thrive in an exponentially diverse world. Our Social, Emotional, and
Diversity in the schools of the country as well as in other schools in the Behavioral Wellness Certificate Program is a great opportunity for
world is also an opportunity. Our country as well as other countries are teachers to learn how to create positive classroom environments and
enriched by the ethnic, cultural and language diversity among the can serve as a foundation for understanding how to promote diversity
citizens and among its school. Whenever this diversity exists, intergroup in your classroom.
tension, stereotypes and discrimination develop. This becomes an
opportunity for teachers and schools to help unify individual and Diversity in and out of the classroom will continue to grow, so it’s
citizens as a contribution to a democratic and pluralistic society. essential we prepare students to adapt to an evolving world and
The inclusion of learners with special needs has also increased diversity embrace those different from themselves. Learn more how the
in schools. Environmental adaption of classrooms, behavior support programs at the Drexel School of Education are helping to prepare
plans, cooperative learning, peer tutoring and team teaching are more culturally-responsive educators today.
some of the responses of multicultural education
TYPES OF CULTURAL DIVERSITY IN THE CLASSROOM
THE IMPORTANCE OF DIVERSITY & MULTICULTURAL AWARENESS IN Every student is unique. In order to properly understand and promote
EDUCATION cultural awareness, teachers need to understand all the different
types of diversity they may encounter in their classrooms including:
Drexel University School of Education 1. Race
Cultural diversity in the classroom is on the rise. In 2014, U.S. public A person’s skin color can have a great impact on their experience in
schools hit a minority majority milestone with Latino, African-American, society. It can also impact how they view themselves and others when
and Asian students having surpassed the number of white students. In engaging in classroom activities.
2044, the U.S. Census predicts that over half of the nation’s population 2. Ethnicity
will be people of color, so this trend will likely continue. Ethnicity relates to a person’s culture and nationality. Ethnicity is
sometimes confused with race, but it is important to recognize that
In our increasingly diverse and multicultural society, it’s more important while some people may have the same skin color, they may come
than ever for teachers to incorporate culturally responsive instruction from different places and have vastly different cultural beliefs and
in the classroom -- whether teaching elementary school, middle views of the world.
school or high school students. And the increase of diversity doesn’t 3. Religion
only relate to race and ethnicity; it can include students of different It is important to understand that people have different religious belief
religion, economic status, sexual orientation, gender identity, and or no religious beliefs, and it may impact their participation in the
language background. classroom. Students may react differently to lessons based on their
religion or may not be able to be present on certain religious holidays.
Interested in becoming a teacher? Learn more about Drexel’s
Teacher Certification program.
 Prof Joanna G. Veneracion H3 – Multicultural Diversity: A Challenge to Global Teachers Page 3 of 7

4. Language and respect their peers in the class – and communication is the core
While English is commonly used in American classrooms, for some to a culturally aware and inclusive classroom.
students, it is not the language they speak at home. Accommodations
should be made to help students for whom English is a second 2. Maintain Consistent Communication
language. Aside from getting to know your students, teachers should also
5. Socioeconomic Status continue to maintain ongoing communication throughout the
A student’s socioeconomic status can affect their ability to participate semester or school year. Scheduling 1-on-1 meetings with students to
in the classroom without some type of accommodation. For instance, “check in” every so often will allow you to consistently improve how
access to a computer at home or reliable internet access is not a accessible the classroom is to everyone. Students can talk about
given for some children. Teachers should be aware of this and the whether they felt included in the classroom culture. This can help
stress it may cause students who may struggle due to a lack of identify issues or ways to improve the overall experience. It’s also an
resources. opportunity to discuss their progress in the class and offer guidance on
6. Sexual Orientation how they can improve, based on their individual needs as a student.
A student’s sexual orientation can have a great impact on how they
are experiencing the world. Teachers should understand the struggles 3. Acknowledge and Respect Every Student
that exist and ensure that the lessons taught in their classroom are It’s also important for students to celebrate and respect their own
inclusive. diverse backgrounds, as well as each other’s. When appropriate,
7. Gender Identity teachers should encourage students to research and learn about their
Similar to sexual orientation, it is important to understand each own ethnic and cultural backgrounds. This allows them to better
student’s gender identity and how they would prefer to be understand their own culture as well as the differences and nuances
recognized. Teachers should respect their student’s identity and use with their peers. As a bonus, this can be a great ice breaker
preferred pronouns when interacting with their students. assignment, allowing students to give presentations about their family
traditions and culture to help expose the class to concepts outside of
HOW CAN YOU PROMOTE DIVERSITY AND MULTICULTURALISM IN THE their own familiar comfort zone. Acknowledging these differences and
CLASSROOM? creating a safe space for discussion helps promote understanding in
There are several ways teachers and administrators, such as principals the classroom and beyond. Also, as you encourage students to learn
and coaches, can ensure that both the classroom environment and about their diverse backgrounds, remember to take the time to
curriculum are responsive to the increasing cultural diversity of our highlight what’s offensive and the distinction between cultural
society. These strategies will encourage all students’ cultural celebration and appropriation. Learning how to talk about other
awareness, enhancing each student’s sense of identity, and foster cultures in a respectful, mature way is essential for success in life
inclusion in the classroom community. outside the classroom.

1. Get to Know Your Students 4. Practice Cultural Sensitivity

Ensuring that cultural awareness is promoted in the classroom starts While it’s important to keep an open dialogue amongst students, it’s
with the teacher understanding each individual student. Take the time equally as important to make sure you’re being sensitive to everyone’s
to learn about each student’s cultural background, hobbies, learning culture, beliefs, and language concerns. Take the time to understand
styles, and what makes them unique. Demonstrating a genuine each student’s cultural nuances – from learning styles to the language
interest in learning about each student and their culture will help they use – and use these insights to design your lesson plans. For
establish trust and allow you to form a bond with them so they feel example, provide English language learners with appropriate and
valued. If students feel appreciated by and comfortable with the relevant resources that help them improve their English
teacher, there’s a better chance they’ll feel comfortable talking with comprehension skills. Rather than teach with a traditional lecture style,
 Prof Joanna G. Veneracion H3 – Multicultural Diversity: A Challenge to Global Teachers Page 4 of 7

create learning experiences that are more interactive and require WHY IS IT MULTICULTURAL EDUCATION IMPORTANT TO STUDENTS?
collaboration. These considerations will help ensure that every student It is important to remind ourselves why diversity and cultural awareness
feels included, is given the space to learn in their own way and is is so crucial in the classroom and the benefits it can have on students
given a chance to succeed. now and in the long-term. Teaching diversity exposes students to
various cultural and social groups, preparing students to become
5. Incorporate Diversity in the Lesson Plan better citizens in their communities. These culturally responsive
The classroom environment is important for fostering cultural teaching strategies will help you to promote diversity in the classroom.
awareness, but you also should ensure diversity is represented in your
actual lesson plan. For example, broaden history lessons so that they With these culturally responsive teaching strategies in mind, it’s
encompass the world beyond United States history and culture. Or, important to remind ourselves why diversity and cultural awareness is
use references and analogies to other cultures in your lessons and so crucial in the classroom and the benefits it can have on students
assignments to help students with diverse backgrounds personally now and in the long-term.
connect. Another great strategy is bringing in diverse speakers to add
varying points of view and real-life context to different subjects.There Students Become More Empathetic
are several ways you can ingrain cultural awareness and diversity into Promoting awareness and creating a personal connection with
your lesson plan, and it will vary depending on the cultures diverse cultures in the classroom can prevent students from
represented in your classroom and the course you’re teaching. developing prejudices later in life. It allows them to empathize with
Regardless of the subject, always try to present and connect lessons to people different from themselves since they’re more aware of the
real-world issues. It’s easier to promote cultural awareness within your experiences someone of a different race or cultural group may face.
lessons when there’s a real example for students to relate to.
Students Gain a Better Understanding of Lessons and People
6. Give Students Freedom and Flexibility When working and learning with people from a variety of
Teachers often feel like they need to take on a strict, authoritative backgrounds and cultures present in the classroom, students gain a
approach when it comes to managing their classroom. The most more comprehensive understanding of the subject matter. It also
valuable lessons are often learned through a student’s own teaches students how to use their own strengths and points of view to
experiences, so giving them some freedom in the course encourages contribute in a diverse working environment.
more connection to the curriculum. Allow students to read and
present their own materials that relate to the fundamental lesson so Students Become More Open-Minded
they can approach the topic from their own perspective. As a Naturally, by exposing students to a diverse range of opinions,
teacher, you can act as a facilitator and encourage conversation thoughts, and cultural backgrounds, you’re encouraging them to be
and healthy debate between diverse opinions. Group assignments more open-minded later in life. This will make them open to new ideas
are also a great way to expose students to diverse perspectives, and be able to attain a greater comprehension on a topic by taking
allowing them to work together to explore and solve a problem. This in different points of view.
will also help prepare them for a diverse workforce where they’ll have
to partner with a range of people to accomplish their professional Students Feel More Confident and Safe
goals. Students who learn about different cultures during their education feel
more comfortable and safe with these differences later in life. This
allows them to interact in a wider range of social groups and feel
more confident in themselves as well as in their interactions with
others.
 Prof Joanna G. Veneracion H3 – Multicultural Diversity: A Challenge to Global Teachers Page 5 of 7

Students Are Better Prepared for a Diverse Workplace Linkage and networking are different in the degree of commitment by
With the rise of globalization, it’s more important to be able to work the partners.
with people from different cultures and social groups. If students are In linkage, the relationship between partner organizations is quite
exposed to diversity and learn cultural awareness in the classroom, it loose, while in networking, it is much stronger, usually because the
sets them up to flourish in the workforce. groups and agencies have common objectives and beneficiaries.
Networking is basically extending the outreach of the
https://drexel.edu/soe/resources/student- resources in different ways so as to increase the effectiveness of the
teaching/advice/importance-of-cultural-diversity-in-classroom/ program. The areas of operation can also be increased through
networking. (wiki.answer.com)

LINKAGES AND NETWORKING WITH ORGANIZATIONS I. International Linkages

The school can enjoy linkages and networking activities with A. Pi Lambda Theta
international, national and local organizations in the community for  An honor society and professional association of women
mutual benefits and assistance needed. educators
Objective  Its main project is ETP (Excellence in Teaching Project),
Deliver quality educational services for the country’s youth.  Honors outstanding student teachers from college of
Result education
Enormous contributions of the willing partners deserve the  As a professional association, its purpose is to stimulate
community’s commendation and patronage independent-thinking educators who can ask critical
questions to improve educational policies and practices.
Steps : B. INNOTECH
I. Prepare a list of projects and activities to undertake including the  It is the center for training educational leaders from southeast
much -needed assistance in terms of human and material resources. region under the SEAMEO organization.
II. Determine the institution and organization with parallel objectives  It upgrades the competencies of teacher from region in all
and services disciplines
a. Joint scheme could be worked out with higher education institution  It updates teachers’ knowledge and skills in implementing
offering degrees along the same line such as teacher education. alternative learning systems
b. School could also benefit immensely from agencies whose mission C. World Council for Curriculum and Instruction WCCI)
includes corporate social responsibility.  It holds conferences in different member countries annually
WORKING LINKAGES AND NETWORKING BETWEEN SCHOOLS which is participated in by members of the local chapter
NATIONWIDE LINKAGES:  It promotes that educators have a responsibility to ensure that
I. International Linkages education contributes to the promotion of equity, peace,
II. National and Local Linkages and the universal realization of human rights.
D. Association for Supervision and Curriculum Development (ASCD)
NETWORKING:  A nonprofit, nonpartisan membership organization that
I. Networking with Professional Organizations develops programs, products, and services essential to the
II. Networking with Foundation way educators learn, teach and lead
III. Networking with Government Offices  Also an educational leadership organization dedicated to
IV. Networking with Media advancing best practices and policies for the success of
each learner
 Prof Joanna G. Veneracion H3 – Multicultural Diversity: A Challenge to Global Teachers Page 6 of 7

 What Works in Schools are the focus of much of its C. Association for Accrediting Colleges and Universities of the
professional development offerings Philippines (AACUP)
II. National and Local Linkages
A. It is established between universities and colleges offering II. Networking with Foundation
identical degrees in which cross-enrolment for subjects The Educational Research and Development Assistance (ERDA)
needed for graduation is allowed Foundation Inc.
B. It is also a joint researches that could be conducted by two or • 1965
three universities depending on their field of expertise • Fr. Pierrie T. Tritz
Networking • Founded in 1974
-A network is composed of several institution (consortium) of several • Non-stock, Non-profit organization
colleges of different universities that binds together for a common • DepEd, DSWD and other government agencies
goal • Drop-out
- Work together to attain common objectives, undertake innovative • Out-of-school youth
practices and update members regarding breakthrough in different • Health, Livelihood and continuing education
disciplines • 128 children associations
• National Federation of Children‘s Association of the Philippines
Networking with Professional Organizations Metrobank Foundation, Inc.
• January 8, 1979
- A network is grid/web whose members actively demonstrate • George S.K. Ty
how they can work together to attain common objectives, undertake • Search for Outstanding Teacher (SOT)
innovative practices and update members regarding breakthrough in • 365 teacher awardees, 1985-2006
different disciplines. Such network composed of several institutions are • 30 third year and fourth year Teacher Education students
also termed consortium wherein several colleges of different • It recognizes and honors outstanding teachers of the three
universities bind themselves for a common goal. educational levels from school nationwide. “SEARCH FOR
1. Consortium among Universities and Colleges OUTSTANDING TEACHERS”
-Science teachers from each university met regularly for • They also support 30 teacher education students, 15 each from
discussion on best practices, they even wrote a book which can be third and fourth year level that are identified as Centers of
use by their respective students Excellence in Teacher Education in coordination with Pi
A. Taft Consortium B. Mendiola Consortium Lambda Theta.
2. With Subject Specialist Network of Outstanding Teacher Educators (NOTED)
A. BIOTA C. The Physics Teachers Association • It nurture a culture of excellence and service among
B. MATHED D. The Chemistry Teachers Association educators through professional development, publications,
3. Teacher Educational Institution research, and advocacy in active partnership with
A. The Philippine Association for Teacher Education (PAFTE) government and non-government organization
B. State Universities and Colleges Teacher Educators’ Association • They are under the Metro Bank Foundation and an honor
(SUCTEA) society composed of the winners of the SOT. Organized in 1997
4. National Organization and is committed to nurturing a culture of excellence and
A. Federation of Accrediting Association of the Philippines (FAAP) service among educators through research, publications,
B. The Philippine Association of Colleges and Universities professional development, and advocacy in partnership with
Commission on Accreditation (PACUCOA) government and non-government organizations.
 Prof Joanna G. Veneracion H3 – Multicultural Diversity: A Challenge to Global Teachers Page 7 of 7

• All winners of the SOT are automatically granted membership IV. Networking with Media
to NOTED. 1. ABS-CBN and GMA
• Dr. Felicitas E. Pado, Professor 8 at the College of Education in  Through its educational broadcast, it provides assistance to
the University of the Philippines Diliman children and teachers
2. Government and Private Channels
Ayala Foundation, Inc. (AFI)  Includes award-winning entries to national competition in the
 It extends benefits of recent technological developments to a field of education, sports and healthcare
greater number of men, women and children 3. Historic and Cultural Events
GMA Foundation 4. Publication and Prints
 Its mission is to give hope and a future to the Filipino family by  Daily newspapers and magazines becomes a source of
safeguarding human rights and upgrading standards of information
education 5. Projected Materials
SM Foundation, Inc.  Educational films and projected documentaries
 Its aim is to Education Literacy  (Project means to show)
Foundation for Upgrading Standard Education (FUSE)  - sensory images or videos use for learning purposes
 Supports training programs for teachers of English, Science,  - educational films or documentaries that widen children's
and Mathematics via CONSTEL (Continuing Studies via knowledge & outlook for growth and development
Television)
Philippine Foundation for Science and Technology (PFST) Uses of Projected Materials
 Consist of Science exhibits which are visited by school children • It provides greater enjoyment in learning
via the Science Centrums all over the Philippines • Compels attention
Book for the Barrio and Asia Foundation • Brings distant past and present into the classroom
 Donate books and other printed materials in schools Educational Shows/Films/Videos
Bato Balani Foundation Documentary T.V. Shows
 Honors teachers through a “Tribute to Teachers” program Documentary Channels
Philippine Business for Education (PBEd)
 It response to the need for consensus and sustained "Technology is just a Tool. In terms of getting the kids working together
advocacy in education reform and motivating them, the teacher is the MOST important."
III. Networking with Government Offices
1. Literacy Coordinating Council (LCC) Technology will not replace the teachers but teachers who use
 Train trainors who handle literacy training courses among the technology will replace those who do not.
youth
2. The Department of Science and Technology DOST) “As a professional teacher,
 Supports undergraduate and graduate scholarship programs you are able to give better service
in science and mathematics in the Regional Science Teaching to your students and to other education stakeholders in the
Centers community if you are
3. The Commission on Higher Education (CHED) connected to a network
 Organizes Technical Panels for all profession and benchmark of possible sources of educational assistance”
the curricula of all degree with international standards (Bilbao, P. P., et.al, 2012)
4. The Teacher Education Council (TEC)
 Focuses on teacher education policies and standards