A Five Step Model for Teaching and Working with Culturally Different Children.

Autor/inn/en	Wiseman, Dennis G.; Hunt, Gilbert H.
Titel	A Five Step Model for Teaching and Working with Culturally Different Children.
Quelle	(1979), (19 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Cultural Background; Cultural Differences; Curriculum Development; Educational Improvement; Elementary Secondary Education; Environmental Influences; Individualized Instruction; Language Experience Approach; Language Handicaps; Learning Problems; Minority Group Children; Self Concept; Socioeconomic Influences; Teacher Role; Teaching Guides + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Kultureller Unterschied; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching improvement; Unterrichtsentwicklung; Environmental influence; Umwelteinfluss; Individualisierender Unterricht; Language; Languages; Experience; Sprache; Erfahrung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language impairments; Sprachbehinderung; Lernproblem; Selbstkonzept; Sozioökonomischer Faktor; Lehrerrolle; Lehrerhandbuch
Abstract	The culturally different child has traditionally been characterized as belonging both to a low socioeconomic status and to a racial minority group. The culturally different child is also characterized by a poor self concept and a slower rate of learning. These characterizations can be traced to the differences in environment that the child experiences at home, and the typical middle class oriented school environment. In order to rectify this situation, an organized, well-defined approach to behavior change must be undertaken. Teachers must be able to understand and work with related traits specific to each child classified as culturally different and must give consideration to the child's relationship to the curriculum. Goals that teachers establish must also be realistic. Strategies which seem most successful with the culturally different include a language experience approach to teaching the total language arts, peer tutoring, real life experiences such as field trips, and films. (Author/EB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01