Question

Are teacher indeed called to "orchestrators of social learning" as well as cultural meditators" and "cultural organizers" within thier classroom? How much resposibility do teachers have to address equity issues through "cultural-responsive" teaching? Can teachers design lessons that reflect cultural and ethnic diveristy and still facilitate academic learning environments while also promoting academic achievment for all?

Answer 1

YES--, Teacher is indeed called to orchestratorsof social learning as well as cultural meditators & cultural organizers within their classroom as an advance organizer is very useful tool for teachers to provide the students with large amount of information &to help the students to understand , remember & retain the new learning materials.

In order to be culturally relevant, teachers must create an accommodating and inviting classroom culture, to reach diverse audiences. Classrooms have become more diverse as generations of students enter the school system, Thus, it has become important to integrate cultural awareness in the classroom. Teachers must demonstrate that they care for their students & their cultural needs, because a genuine attitude of interest yields positive emotions that empower & motivate students. One way teachers can make their classroom less intimidating is through reciprocal teaching, where students and teachers take turns leading the class discussions. By accecrting this method, the students' voice is heard, and the classroom teacher becomes a facilitator than a "director". Students then feel more empowered, and autonomous in their own learning. Reciprocal teaching methods, gives students the opportunity to express the material according to their cultural viewpoints, which is very important for constructivist and progressive educator.

Today's teachers embrace contradictory aims of teaching to diversity and to standardized tests rooted in class norms. We consider strengths and weaknesses of each era and the implications of teachers' roles as cultural mediators for the shaping of citizen identity.

ANS B) part : Cultural responsive pedagogy is a approach to teaching in which , the student 's unique cultural strengths are identified & natured to bring up the student achivement . cultural responsive teaching refers to all learning aspects . The  skills at teaching in a cross-cultural or multicultural setting.They enable each student to relate course content to his or her cultural context.skill at teaching in a cross-cultural or multicultural setting.They enable each student to relate course content to his or her cultural context.

culture is a student's beliefs, motivations, and even social groups and norms. , Therefore the teachers who practices culturally relevant teaching understands that culture manifests a variety of adaptations within how students prefer to learn. A culturally responsive teacher uses differentiated instruction to prepare them to learn every aspect of a student's culture.

James Banks laid dimensions of multicultural education. These dimensions laid the foundation for the move toward culturally relevant teaching. The first dimension is,where teachers make a conscious effort to represent a variety of cultures in the curriculum and teaching. The second dimension of knowledge construction asks learners to begin questioning and critically analyzing the biased, & previously accepted, curriculum. In the third dimension, the teaching focus shifts to encouraging cross-cultural interactions in an effort to reduce prejudice. The fourth dimension,- the teacher uses culturally relevant teaching to change teaching approaches. The purpose of fourth dimension is to Prepare teaching methods to ensure success of students from all cultures. If successful, the fourth dimension and culturally relevant teaching will manifest into fifth dimension of an empowered school culture.

Many authors have identified the characterstics of cultural responsive teaching which are as follows 1) Validating & affirming 2) Comprehensive 3) Multi- dimensional 4) Liberating 5) Empowering 6) Transformative .

Yes , teachers can design lessons that reflect cultural & ethinic diversity for academic learning enviornments.where the teachers undergo through several principles, some of the points may be as 1) Identity Development 2) Equity & Excellence 3) Development Appropriateness 4) Teaching the whole child 5) Student Teacher Relationships 6) Manage students emotioms. 7) Create a positive learning environment 8) Can utilize or prepare curriculum 9) Know ,understand & work with people who come from different race & ethnicities.10) Expose children to role models from their culture to different cultures.