Cultural diversity is an issue of subjectivity that may affect my method of teaching. I have been used to teaching students of the same culture from the teaching experience that I have had so far. Such students tend to have the same ideologies, share the same religion, and have similar cultures and backgrounds. Due to this fact, they tend to have a similar mode of development. Also, they have a similar way of thinking, acting, and behaving.
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As a result, I have developed a teaching mode that incorporates their culture and lifestyle into the school curriculum. I usually use interactive learning, where students share their experiences, thoughts, and beliefs to achieve this. Sometimes, we talk about personal issues and make jokes. This makes my students be free with each other and their teacher as well (Abdulkareem, 2001).
However, this teaching mode may become a challenge if I get a class with students from different cultures and backgrounds. Such students may have a different lifestyle, culture, religion, background, thoughts, and beliefs. It may also be difficult for such students to interact with each other in and out of class due to their differences. This may be a considerable challenge for me as a teacher. Hypothetically, these students’ performance may be low due to the failure of my main teaching style. This may be due to the different needs that these students may have (Baker, 2000).
It will be essential for all students to respect and appreciate the culture and backgrounds of each other to ensure that the needs of all students are realized. To solve this issue as a teacher, I will avoid referring to my students or any other person concerning their race, culture, religion, or political affiliation. I will also instill the same behavior in my students. To achieve this, I will ensure that the students in my class have a chance to learn about the various cultures, religions, and political systems of the world.
This will allow them to understand and appreciate the difference that they have. Also, I will also avoid using sensitive subjects while teaching. Moreover, I will have to be neutral to sensitive issues such as politics and religion.
Abdulkareem, R. (2001) Supervisory Practices as Perceived by Teachers and Supervisors in Riyadh Schools, Saudi Arabia. Unpublished M.Phil dissertation, University of Ohio.
Baker, S. (2000). Factors enhancing sustained use of research-based instructional practices. Journal of Learning Disabilities, 33 (5), 445-457.