Profeiciencies and Educators: How Profeciencies Relate to Educators

Amber Pina
Dr. King
EDGE 6101
Critical Project 1
September 30, 2008



What is Multicultural education? Is an educational strategy in which

student’s culture are use to develop effective classroom instruction and school

environments. It supports and extends the concept of culture, diversity, equality, social

justice and democracy in to the schools settings. (Gollnick & Chinn Pg. 4) In this paper

we will take a look at the effects that multicultural education has on educators. How are

educators prepare for their cultural classrooms? How are educators dealing with racism

in the classroom? We live in a society that is culturally diverse, what changes have

educators endure because of these diversities?
Today students come from all different backgrounds. Students speak numerous

languages and identify themselves with more than one culture. In the classroom or

workplace this translates in to different levels of learning. Each student is different

because of physical and mental abilities, ethnicity, race, gender, language, religion, class,

sexual orientation, geography, and age. Students behave differently in school towards

authority because of cultural factors and their relationship to the dominant society. (

Gollnick & Chinn Pg. 4) Its clear that students back ground have an affect on them in the

classroom. Let’s not forget about the educators. Are educators treating students

differently, because of their race, sexual orientation, religion or background as a whole?

How about the background of the educator itself , what part is their background playing

in their classroom? Is it affecting their teachings ?
Educators are expected to posse’s specific knowledge and skills that relate to

multicultural education. This knowledge is also known as proficiencies, that the state or

school district expects educators to become knowledgeable with these proficiencies

before they finish with their educational trainings. The INTASC standards (1992) that

address multicultural proficiencies state that a new teacher should know about the process

of second language.( Standard 3) Understand how students learning is influenced by

individual experiences talents and prior learning’s.( Standard 3) Have a well grounded

framework for understanding cultural and community diversity and know how to learn

about and incorporate students’ experiences, cultures and community resources into

instruction.( Standard 3) Understand how cultural and gender differences can affect

communication in the classroom.( Standard 6) ( Gollnick & Chinn Pg.9)
Do this proficiencies ensure that the educator is culturally responsive in the

classroom ?This proficiencies do not take in to account the background of the educator.

Educators just as student come in to the classroom with past experiences, which might

include a multicultural background, being a second language learner or having experience

culture shock. This can shape an individual ways of thinking and have an impact on

their teaching techniques later on. Can these past experiences create a more

flexible educator? Can learners benefit from these types of experience ?

In my opinion as an immigrant learner and educator.I have benefited from the

educators who were culturally aware. Aware of the language barrier that, I was

trying to overcome. Educator who were not afraid to address obstacles that I will

be facing in a new educational setting. Educators who created a classroom environment

where all students regardless of their cultural background, are welcomed, supported

and provided with an equal opportunity to learn.
Is it possible that might opinion is shared by the majority of people?

In the other hand is it possible that these experiences have a negative impact on learners

and educators alike? As cultural ambiguous educator, I can only hope to create a positive

learning environment for my student. I am also aware that some educators carry over,

cultural judgments that were pass on to them from past generations. Although the

system pronounces one proficient, at the end of ones educational training. Who is to say

that these educators are not only proficient, but posses enough self awareness to enter

a classroom with no judgment towards these learners.



















References:


1. Donna M. Gollnick, Phillip C. Chinn: Multicultural Education in a Pluralistic

Society. Eight edition.