Introduction
The modern world is a multitude of cultures, nationalities, and beliefs, and we are constantly faced with the need to treat them with respect. This is particularly significant in a school where teachers cooperate with students of different nationalities, principles, and traditions. However, a teacher’s race, gender, and ethnicity can significantly impact their ability to interact with different students. That is why it is important to identify ways to solve problems related to misunderstandings between teachers and students.
Strategies for Inclusive and Effective Teaching
A teacher can meet students with radically different social statuses. For example, a teacher, having met students from poor families, may not understand that these students may not have access to the necessary materials and resources, making it difficult for them to learn. Moreover, students may not understand and treat a child from a poor family badly.
Therefore, the teacher must settle the conflict, notify parents about what happened, andallocate at least 15 minutes of the lesson to explain to children how to do right and wrong (Seifert and Sutton 35). Thus, a teacher may have difficulty understanding a student who does not speak the language of instruction well. In this case, the teacher should not get angry at them and lower their grades; the teacher should contact the parents of the students and advise them to take additional language courses.
Often, students and the teacher have different life values, priorities, religious beliefs, and nationalities. The teacher, communicating with students, should proceed from the fact that everyone is equal to each other, no one should be belittled or singled out. In addition, the teacher should familiarize themselves with the basic characteristics of each of the nationalities and beliefs of the students in order to have a general idea of their life values and principles.
The learning system should be flexible and adaptive so students can feel safe at home and in the classroom. For example, a teacher may offer alternative assignments to students who cannot complete them due to their religious beliefs or cultural traditions. Familiarizing the students with the system will make it easier to establish contact, as they will feel that the teacher understands them.
Moreover, the teacher should motivate students to learn more about each other (Seifert and Sutton 32). For example, discussions on topics related to different cultures and religions can be organized so that students can express their opinions and learn more about their peers. This will help students realize that if a person is a little different, it does not mean he or she is bad and needs to be belittled. Disagreements may arise in other areas: for example, healthy children may not understand a child with developmental disabilities. In such cases, parents should be notified of the problem and offered different solutions to issues, including transferring the child to a special school.
Conclusion
In conclusion, it is important for a teacher to be comprehensively developed and culturally competent in relation to students. In the process of learning, one can encounter various situations and conflicts based on cultural and religious differences. In such cases, it is important for the teacher not to lose his composure, talk to the students and their parents, and peacefully resolve the conflict that has arisen.
Work Cited
Seifert, Kelvin, and Rosemary Sutton. Educational Psychology. CJ Ivory and Yan Yang, 2019.