Developing Appropriate Teaching Strategies
Developing Appropriate Teaching Strategies
Rebekah Dandeneau
SOC12: Child Family & Society (BMF1511A)
Instructor: Jeanette Maxey
March 30, 2015
Developing Appropriate Teaching Strategies Developmentally appropriate practice (DAP) is a tool that teachers use to create active learning experiences in culturally diverse classrooms. Some issues that teachers may encounter are communication problems where some children in the classroom use English as their second language, keep some children engaged in learning, and having difficulties getting some families involved in the children’s education (Goldstein, 2012). These cultural challenges will be addressed using the sociological perspective conflict theory and Piaget’s preoperational stage development to offer more insight on how to manage these challenges. We will then discuss on a teacher can increase the child’s cognitive advancement and academic success.
Identifying the challenges Teachers may encounter communication problems with some of the students who do not speak English as their first language. This could cause the child to have low self-esteem because he does not understand the instructions or is unable to read the material. The teacher can partner pupils with other students who speak the language and interpret for the child until the child can grasp the understanding on his own, also having the material or instruction in the child language will ensure the uses the material and learns from it. A child that is not given the material in his language can result in the child quitting school, or become underachiever, or not doing the work therefore not learning. By having the material in the child’s language and utilizing the child culture the child will gain respect for the school and his teachers. He will want to show that he understands the assignment and will become a well balances member of society. Some children may be loose interest in learning because the teacher
Rebekah Dandeneau
SOC12: Child Family & Society (BMF1511A)
Instructor: Jeanette Maxey
March 30, 2015
Developing Appropriate Teaching Strategies Developmentally appropriate practice (DAP) is a tool that teachers use to create active learning experiences in culturally diverse classrooms. Some issues that teachers may encounter are communication problems where some children in the classroom use English as their second language, keep some children engaged in learning, and having difficulties getting some families involved in the children’s education (Goldstein, 2012). These cultural challenges will be addressed using the sociological perspective conflict theory and Piaget’s preoperational stage development to offer more insight on how to manage these challenges. We will then discuss on a teacher can increase the child’s cognitive advancement and academic success.
Identifying the challenges Teachers may encounter communication problems with some of the students who do not speak English as their first language. This could cause the child to have low self-esteem because he does not understand the instructions or is unable to read the material. The teacher can partner pupils with other students who speak the language and interpret for the child until the child can grasp the understanding on his own, also having the material or instruction in the child language will ensure the uses the material and learns from it. A child that is not given the material in his language can result in the child quitting school, or become underachiever, or not doing the work therefore not learning. By having the material in the child’s language and utilizing the child culture the child will gain respect for the school and his teachers. He will want to show that he understands the assignment and will become a well balances member of society. Some children may be loose interest in learning because the teacher
References: Bojczyk, K. E., Shriner, B. M., & Shriner, M. (2012). Supporting Children’s Socialization: A Developmental Approach. San Diego, CA: Bridgepoint Education, Inc. Retrieved from Ashford Edu Furth, H. G. & Wachs, H. (1975). Thinking Goes to School: Piaget’s Theory in Practice. Cary, NC: Oxford University Press, Inc. Retrieved from ebrary http://site.ebrary.com.proxy-library.ashford.edu/lib/ashford/reader.action?docID=10103507 Goldstein, L. (2008). “Teaching the Standards in Developmentally Appropriate Practice; Strategies for Incorporating the Sociopolitical Dimension of DAP in Early Childhood Teaching.” Early Childhood Education Journal 36(3), 253-260. Doi: 10.1007/s10643-008-0268-x Retrieved from EBSCOhost http://eds.b.ebscohost.com.proxy-library.ashford.edu/eds/pdfviewer/pdfviewer?sid=8713255e-4978-4509-a75c-c3e4affbd6a1%40sessionmgr114&vid=2&hid=103 Goldstein, D. (2012). An Interview with Lisa Delpit on Educating ‘Other Peoples Children.’ The Nation. Retrieved from http://www.thenation.com/blog/166888/interview-lisa-delpit-educating-other-peoples-children# Kana`iaupuni, S., Ledward, B., & Jensen, U. (2010, September). Culture-based Education and Its Relationship to Student Outcomes. Kamehameha Schools Research & Evaluation Division. Retrieved from https://documents.sd61.bc.ca/ANED/educationalResources/StudentSuccess/Cultural_Based_Education_and_its_Relationship_to_Student_Outcomes.pdf National Association for the Education of Young Children (n.d.). 10 Effective DAP Teaching Strategies. Retrieved from http://www.naeyc.org/dap/10-effective-dap-teaching-strategies New York University Steinhart School. (2008). Culturally Responsive Classroom Strategies. Retrieved from http://steinhardt.nyu.edu/scmsAdmin/uploads/005/121/Culturally%20Responsive%20Classroom%20Mgmt%20Strat2.pdf Plevyak, L. H. (2003). Parent Involvement in Education: Who decides? The Education Digest, 69(2), 32-38. Retrieved from ProQuest http://search.proquest.com.proxy-library.ashford.edu/docview/218174097/abstract/F6E3158508EA485BPQ/4?accountid=32521 Teaching Tolerance (n.d.). Culture in the Classroom. Retrieved from http://www.tolerance.org/supplement/culture-classroom