The author of the article is quite categorical that the success of students in any classroom setting depends on the input of teachers. There are several instances when teachers have the opportunity to change the mindset of learners even if the latter is not willing to work hard and excel in academic work. Besides, the author has stressed the importance of equity and social justice in school settings that boast of several cultures.
From the case study of Shannon, it is evident that inequity and cultural discrimination still prevail in learning institutions. This is equally detrimental in the psychological and cognitive development of a child who is not facing any kind of discrimination.
It is also interesting to mention that teachers can indeed permit their students to fail in various ways. Are there teachers who permit children to fail? In the case of Shannon, her teachers never took the initiative to direct her appropriately even when she opted not to do class assignments. It is highly unethical for teachers to compromise the needs of learners at the expense of academic performance.
Learners are supposed to be facile and bi-cultural, even as they pursue their learning needs daily. The two aforementioned aspects are critical in shaping and developing the cultural competence of students. However, cultural competence should never be given precedence over academic performance. As much as students need to appreciate the cultural backgrounds of their peers, the academic curriculum should remain intact and holistic. Perhaps, the most important attribute of cultural competence is the ability of learners to move between school and home cultures.
The author has also highlighted the importance of socio-political consciousness. In a learning environment where different cultures share a common platform, it is necessary to delink cultural statements from academic performance. When it comes to children in elementary schools, socio-political development is vital. Young learners must develop a sense of reciprocity and mutuality among themselves.
A classroom environment that is hostile to certain cultures is a direct ingredient of failure to students who are affected by social segregation. There are also myriads of ways on how schools and society can work together to expose social inequities and injustice in learning institutions. For example, culturally relevant teaching should be developed. This can assist learners to avoid acquiring the blaming mentality instead of being responsible for their actions.
Successful teaching should focus on the academic performance of learners. Moreover, the cultural competence of students should be supported by successful teaching. The socio-political consciousness of students should be supported by all the elements of successful teaching. From the case study, the language and literary skills potentials of learners should indeed be identified by teachers before they can be in the most appropriate position to assist learners. It is the best way teachers can demand success for their learners.
The teaching staff should never compromise the standard of learning because it is tantamount to permitting learners to fail. There are cases when teachers have accepted mediocrity when delivering lesson content in classrooms. Teaching with worksheets is the common cause of poor academic performance. They need to cultivate a professional stance with learners. Teachers should not assist learners to evade assignments, as was the case of Shannon. The case of Carter is an excellent example of professionalism and dedication in teaching.
References
Delpit, L., & Dowdy, J. K. (2013). The skin that we speak: Thoughts on language and culture in the classroom. New Press/ORIM.