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The world is growing and changing so fast

Published by admin at January 4, 2023
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  • The world is growing and changing so fast

 

The demographics of America has and continues to drastically evolve. A fair portion of the population are POC (People of Color) and we have seen lots of interracial couples as well. With that being said, being culturally responsive is important as it effects all aspects of our lives. We come across a variety of diverse individuals in infinite situations. When working with someone’s child, this is something that educators and parents should consider.
What does it mean to be culturally responsive? According to the Child Welfare Information Gateway, “Being culturally responsive requires having the ability to understand cultural differences, recognize potential biases, and look beyond differences to work productively with children, families, and communities whose cultural contexts are different from one’s own”
Here is an example:

Some teachers define the behavior expectation “Be respectful” as “Look at me when I’m talking.” However, in some cultures making eye contact with adults is considered disrespectful. In such cases, when the classroom rule clashes with the children’s cultural norm, the teacher can create a different rule that addresses the behavior expectation but also takes into consideration the children’s perspective (e.g., “Use listening ears”).

YOUR POST WILL BE:

Why is it important to be culturally responsive DIRECTLY relating to guiding child behavior? What are some challenges that you may come across? How do you plan on finding a solution/common ground? This post should be thoughtful and consist of at least 4-5 sentences. Remember, you are working with children and children need guidance in order to be safe, stay physically and emotionally healthy, develop social, intellectual and language skills, and develop self-concept and self-control.

Sample Solution

It is important to be culturally responsive when guiding child behavior because it ensures that children’s diverse backgrounds and experiences are considered and respected. Every child is unique and has different life experiences, cultural backgrounds, values, religious beliefs, etc., so being cognizant of these factors can help foster a positive relationship between the caregiver and the child (Teegarden et al., 2018). It also allows caregivers to understand why certain behaviors may occur in order to better address them in an appropriate way. For example, if a child comes from an immigrant family where Spanish is spoken as the primary language at home, it would be beneficial for the caregiver to understand this language barrier which could be contributing to miscommunications within their environment (Teegarden et al., 2018).

In addition to understanding how culture may affect behavior , being culturally responsive allows caretakers to provide more effective guidance since they are able to consider possible explanations behind behavioral issues rather than simply relying on disciplinary measures (Teegarden et al.,2018). Ultimately this results in improved outcomes such as greater success academically or higher self – esteem(Teegarden et al.,2018) .

One of the challenges associated with being culturally responsive relates directly with lack of awareness about cultures other than one’s own; caregivers must take into consideration all potential influences on a child’s development even if they are unfamiliar with those particular beliefs/practices(Teegarden et al.,2018). Additionally , environments characterized by racism or institutionalized bigotry impede progress towards creating safe spaces based on acceptance leading some adults toward displays of microaggressions aimed at certain groups hindering effective communication and ultimately resulting in feelings of isolation or alienation(Harrison & Gibson-Coxe , 2019) . Ultimately, although challenging , becoming culturally competent requires commitment /practice coupled along education conversations concerning diversity related topics allowing us all make meaningful contributions towards achieving social justice within our societies.

The hypothetical idea of hazard taking implies a few parts of equivocalness and startling quality. At its generally broad, risk taking alludes to the ability to be dangerous in unique conditions. Many creators stand out enough to be noticed to the course of hazard taking instead of to its ramifications. Allies of such view stress that the most common way of facing challenges begins by having a variety of activities to pick to settle an errand (Beebe, 1983). Bem (as refered to in Beebe, 1983) distinguishes the meaning of decisions and further considers risk taking a course of consistent selection of activities which can lead the student to a “more regrettable position” (in the same place). From one perspective, it tends to be contended that Bem’s negative perspective on language risk taking doesn’t distinguish the helpfulness or productivity of being bold in the study hall. Bem doesn’t represent risk taking as a potential positive specialist in the scholarly situation, yet he expresses a necessary piece of the gamble taking cycle: selection of blueprints. Most certainly, a daring individual needs to choose what is viewed as the most ideal decision right now of going with a choice. Accordingly, risk taking incorporates vulnerability of the result as well as of the activity or method chose to achieve an oral undertaking.

Different examinations on individual contrasts and second language securing have zeroed in on the results of chance taking as opposed to on the cycle concerning understudy achievement in talking errands. Kahneman, Slovic and Tversky for instance, recommend that facing challenges can have an on a very basic level unfortunate result since the student may be engaged with a misfortune or rout circumstance (as refered to in Gass and Selinker, 2008). Thusly, the idea of hazard taking will in general be corresponded with a negative condition that might forestall oral correspondence in a subsequent language. As per Dewaele and Furnham (1999) likewise conceivable daring people commit precision for speed in discourse creation, which could lead the student to deliver poor phonetic result. At the very least, elevated degrees of chance taking impact different regions, e.g., confidence, readiness to impart and certainty, which might set the student in a weak position. All in all, the more dangers a student pursues the more open doors he must be genuinely obliged.

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