Binder of the Quilt

“Hola,” ”bonjour,” ”aloha,” ”konnichiwa:” there are a variety of ways to say “hello,” and with each enunciation comes an original lifestyle.  America is home to an assortment of children from families with not only these cultures, but numerous variations in race, culture, and language.  Consequently, children carry a variety of unique backgrounds into the classroom. These students are as diverse as all types of fabric, ranging in print, texture, and composition.  As a teacher, it is my responsibility to unite my students from an array of fabric into a tightly bound quilt by embracing cultural diversity.  As I do this, my students will be more apt to recognize, respect, and understand each others way of life. There are concepts and views that I must acknowledge and incorporate in my classroom as the binder of the cultural quilt in order to create an atmosphere that celebrates difference. 
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Children of all variations of fabric have several concerns when entering an unfamiliar environment and the awaited apprehension that accompanies the first day of school can be overwhelming.  With an effort to conquer this anxiety, teachers have the responsibility to initially enforce the acceptance of difference among their students.  One way that I can do this is through the physical atmosphere of my classroom, because when children feel welcomed and comfortable in their learning environment, they have higher academic success.  Each child deserves the right to a classroom where their cultural fabric will be valued, so I will incorporate posters, books, and teaching devices of all races, cultures, and backgrounds.  In addition, I will have an assigned seating chart of groups that incorporate children of all customs and ethnicities within them.  This will allow every student to interact with other cultures and recognize the similarities and differences between them, tightening the binding strings of the classroom quilt. 

To further prevent discrimination and unite my classroom, I will discuss cultural diversity from the beginning of the school year.  I know that when children are aware of each others dissimilarities they will respect and honor their differences, creating an incomparable unity among the classroom quilt.  Therefore, I will assign my students to bring in cultural items from home to share with the class, as well as provide opportunities for parents to assist in and speak to the classroom.  I will also celebrate various cultural holidays with my students.  I, like Mrs. Elliot in the film A Class Divided, believe that “educators can wipe out discrimination.” Because of this responsibility, there will be a zero tolerance rule enforced in my classroom.  My students will know that I expect respect for all.  I will make this rule visible in the classroom, reminding the children of the importance of each student’s personal fabric in our classrooms cultural quilt.
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When teaching, I will be aware of the different learning styles of each of my students.  Using all types of learning styles is essential in any classroom, but especially among students with culturally diverse backgrounds.  Therefore, I will address each when teaching, targeting visual, kinesthetic, and audio learners.  I understand that attending to each learning style will take more instruction time, but the knowledge and that my students gain because of my extra effort will be far more valuable.

When a teacher targets each learning style and provides a positive learning environment, all children can succeed academically.  A key ingredient in this formula, however, is equity pedagogy.  I will hold high expectations for everyone of my students, and do whatever it takes to ensure that each child is receiving an equal opportunity for success.  For students who are struggling, before and after school tutoring will be offered, as well as home visits and special assignments.  If I show my students that I care for them personally, they will recognize that they are an irreplaceable element in our classroom quilt.
Graphic:  http://www.theteachersguide.com/Edgraphicscolor.html

Obtaining a relationship with my students’ parents is another crucial aspect needed when binding my classroom quilt and showing culturally diverse children that their background is valued.  Because I know that it is my duty to initiate this relationship, I will make calls home to report positive and negative behavior among students and invite parents of all cultures to assist in the classroom.  I will encourage parental involvement and classroom assistance through field trips, projects, and school events.  I understand that many times parents are not able to be engaged in their child’s life because their physical, biological, and safety needs come as first priority.  According to Maslow’s hierarchy of needs, these aspects of life must be met before academics will become a main concern.  I know that this attitude will accompany my students as they enter the classroom, and I need to be aware of these circumstances so that I can make an earnest effort in these children’s personal lives and individual schooling.
Graphic:  http://www.theteachersguide.com/edgraphicsbw.html

Teachers have a huge responsibility when faced with culturally diverse children because they are not only contributing to their students’ academics, but to their personal views and beliefs.  I know that captivating each child’s culture and creating my ideal classroom quilt will be a challenge, but I also know that it will make a huge impact on countless lives.  I will celebrate the variety of fabric that my students contribute to our classroom quilt.  Hopefully, I will be able to not only bind my students in the classroom, but produce children bound in a quilt of cultural acceptance for life. 
Graphic:  http://www.mirandanet.ac.uk/wecitizens/images/we_logo_1m.jpg