Strategies for Teachers in Multicultural Classrooms: Diverse Cultures

This essay addresses the challenges and strategies involved in teaching diverse cultures in modern classrooms. It highlights issues such as low academic achievement and adjustment difficulties faced by students from different cultural backgrounds. The essay emphasizes the importance of professional development for teachers to integrate cultural differences effectively. It suggests training and education about diverse cultures, open-house counseling, and student induction programs to foster a healthy learning environment. The essay also recommends programs that support the modification of traditional learning styles and interpersonal programs to promote cultural integration among students. Desklib offers a variety of resources for students and educators, including solved assignments and past papers related to teaching and cultural diversity.

Teaching Diverse Cultures
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Teaching Diverse Cultures
Modern-day classrooms are becoming more culturally diverse. The concepts and presence of
multicultural classrooms are becoming a challenge for teachers as it requires accommodation and
integration of different cultural activities and processes. The students are traditionally welcomed
with an issue of integrating their cultural differences and navigating through unfamiliar people,
cultures, and languages (Health of children, 2012, para. 2). The teachers now have an added
responsibility to lead and guide the students coming from culturally different backgrounds and
encouraging integration with the students. It is extremely necessary for the educational
associations and institutions to develop for such programs and schedules that reduce the cultural
boundaries and restrictions. The contemporary classrooms and educational settings undergo
various issues discussed in the sections below.
The teachers have witnessed the issue of low academic achievements amongst the students. The
teachers observe differences in cultures as a hindrance in effective teaching and supporting
system. For instance the differences in cultures impact on the learning skills and abilities. The
students coming from a more conserve and traditional cultural background may not be
comfortable with direct and western styles of teaching (Landsman & Lewis, 2011, para. 4). The
concepts of direct questioning open discussions and frankness may cause uneasiness and
conscious activities in the students. This causes lower interests and presence of students in
educational activities and programs.
The teachers have observed another issue of adjustment to new cultures and environment. The
students coming from differential backgrounds and environments often find it miserable to fit in
and commence with the practice of educational qualifications. The students develop feelings and

sentiments of alienation and often tend to develop trust issues (Perso, 2012). For instance, the
students coming from East Asian cultures and backgrounds are reluctant in participating in the
educational programs and a new environment as compared to students coming from western sets
of cultures and backgrounds. Therefore they tend to have problems such as interpersonal
communication, relationships, trust and loyalty issues etc. (De Melendez & Beck, 2018, para 3).
In order to combat these issues and scenarios of these issues, the teachers must be provided with
opportunities for personal and professional development. The aspect of professional
development provides with behavior development that is required to integrate the differences in
cultures and the communities (Alsubaie, 2015, pp.86-89, para 5). The teachers must be provided
with training and education about different cultures and the practices through which these
differences can be merged. The teachers can also function to develop a healthy and warming
environment with the practice of open house counseling and student induction programs where
the students meet informally. The teachers must be educated and acknowledged the differences
in cultures in order to restrict activities that create hindrance in the classrooms and the learning
environment. Students must e enrolled in programs and activities that support for modification
and development in their traditional learning styles. Interpersonal programs and cultural training
can be imparted within the students to embrace the differences and integrate the commonalities
amongst the students.

References
 Alsubaie, M. A. (2015). Examples of Current Issues in the Multicultural
Classroom. Journal of Education and Practice, vol.6, no.10, pp.86-89.
 De Melendez, W. R., & Beck, V. (2018). Teaching young children in multicultural
classrooms: Issues, concepts, and strategies. Cengage Learning.
 The health of children. (2012). Multicultural education& curriculum [Online]. The health
of children. Retrieved from http://www.healthofchildren.com/M/Multicultural-Education-
Curriculum.html
 Landsman, J. & Lewis, C. (2011).White teachers/diverse classroom. Stylus Publishing,
LLC. Second Edition.
 Perso, T.F. (2012). Cultural Responsiveness and School Education: With a particular
focus on Australia's First Peoples; A Review & Synthesis of the Literature. Menzies
School of Health Research, Centre for Child Development and Education, Darwin
Northern Territory.