This week’s required reading was “Culturally Responsive Classroom Management: Awareness Into Action” by Weinstein, Curran, and Tomlinson-Clarke. This article was fairly easy to read—just like the other previous ones. I will agree with some of my other classmates that this reading seemed to be filled with commonsensical notions. However, commonsense—itself—was not universal.
Another factor that I like the way that the article included several examples where teachers had problems with students due to misunderstanding/misinterpretation of cultural differences. To elaborate, I enjoyed reading these little stories throughout the article because they prove that all of them were simple factors that can be easily observed in any classroom. This means that, as educators, we have to be aware of what messages we [un] consciously send to students. I know right now it is easier for us, as students, to see all these complications as simple matters that these teachers simply ignored. But we have to face the reality that what we read from textbooks won’t be exactly the same in our classroom. In other words, we actually have to be more prepared than what we think we should be.
Likewise, I enjoyed reading this article because I can relate a lot from it. The article mentioned a lot about Asian families’ expectation to their children towards school. From experience, the cultural difference can be really shocking, especially to recent immigrant students. Therefore, I believe that we should allow spaces for our students to let them understand the atmosphere of our classroom. At the same time, we also have to communicate with them. It’s okay if they refuse to respond to our offer of communication at first but we have to let them know that we will always be here.
It is true that our classroom were even more diverse than ever and this is also the reason why we have to be more flexible in accepting our students whole personality—and not ask them to create a separate identity for classroom only.