Teaching Strategies, Classroom Management Principle (Research Paper Sample)

Teaching Strategies
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Introduction:
This paper elaborates the teaching strategies I would engage as a staff development educator in a clinical facility, to teach students from a diversity background on the topic of ‘cultural diversity: promoting a safe work environment.’ Nurturing appropriate teaching strategies to meet these students’ expectations, I bet will be an upheaval task, but it is my challenge as a teacher to efficiently and fittingly deliver to the students regardless of their background. Cultural approachable teaching entails the rearrangement of attitudes and beliefs; counteracting hostility to cultural diversity; highlighting culture and variance in the teaching course; and instituting pedagogical relations concerning culturally sensitivity and other scopes of teaching (Geneva, 2013). The most important challenges experienced in guaranteeing that teaching strategies are fitting for culturally diverse students are; evading and overpowering cultural stereotypes during learning; culturally responsive classroom management strategies, and cultural disproportionality concerning teachers and students (Bojczyk, Shriner, & Shriner, 2012) Basing on these concepts, I would select culturally responsive Classroom management principle as the most appropriate to provide a foundation for the planned course.
Culturally responsive Classroom management principle:
This presents a methodology to conduct classroom lessons in a culturally responsive manner. Basically, it concerns the manner a teacher controls the classroom from behavioral concerns to transitions. This academic principle directs teachers to incorporate culturally responsive teaching practices and management while teaching (Bojczyk, Shriner, & Shriner, 2012). This method utilizes the student’s lives; former social familiarity, learning styles, and understanding to create lessons and activities. Teachers identify their individual values and expectations for classroom behavior and blend it with the social and cultural contextual of the student in the tutorial to create guiding principles to certify that all students get unbiased chances for learning. According to Denisa (2010), the principle is just over and above basic teaching space and behavior managements, as well as getting the students to act in accordance with the teacher’s expectations. Strategies that can be borrowed from this principle to foster effective tutorials during my teaching include; reading materials that reflect the culture diversity at the working places of the students, arranging the desks in clusters to foster interactions amongst the students and working together, pinning charts and using flashcards that exhibit diversity.
The methodology is the also the most appropriate to contend with and eradicating imminent cultural disproportionality, this is, variances in cultural background between the students and I the teacher; which could hamper a healthy relationship between the students and I the teacher. Therefore, this will empower me to use different cultural standards whenever elaborating a point, this will be an intended to creating rapport with the students and influencing as well as persuading them to build their confidence in the subject matter.
Intended audience for the course:
In recent times, diversity is a developing subject matter of concern in handling any clinical facility workforces. All individuals are distinctive, and for that reason a workforce embracing various individuals is different in itself. When handling a group the dissimilarities need to be seriously considered. This strategy is a recognized commitment to the clinical facility’s culture that constructs esteem, nurtures comprehensiveness, supports diversity and grips the exceptional hands-on skills and qualities of all our employees. Therefore the intended audience for the course takes account of doctors, nurses, other paraprofessionals and students in the health segment which comprises of Asian-Americans, African-Americans, Caucasians, Latinos and Indians with various professional qualifications ranging from higher diplomas to masters degrees. Asian Americans are the majority in this group and the wealthiest of all followed by Caucasians, Indians, Latinos, and Africa-Americans in that order. Regarding gender, female are the majorities while male are the minority and the youth make up the majority as compared to adults.
Cultural stereotype as potential diversity:
The potential diversity related to this group of students is cultural stereotype; this is, classifying a particular individual into a large group of individuals. For instance, in this case, Asian Americans may be labeled as being great in the course, have an above average brainpower, or are exceptionally inspired and competitive. Oppositely, the other groups of minorities like, Latino and African-Americans may be branded as an unintelligent and hard to tutor. These stereotypes could similarly aim genders, various aptitudes, and financial prestige. This could make the Asian-American student to be over-confident thus not concentrate well during the teaching sessions, thus fail to pass. Conversely, a Latino or African-American student could be overwhelmed with the idea that no matter how much effort they put in they won’t be able to pass, thus their loss of interest in the subject matter that acts a leeway to failure.
To address this issue I will desist from depending on on any information that originates from stereotypes, but instead cultivate my efforts in understanding the students’ hypothetical capabilities. Bojczyk, Shriner, & Shriner (2012) stress that, its significant to hold all students with equivalent high morals, and building confidence in each that success is achievable; and this what I intend to also apply, as well as encouraging each student to accept the other fellow students as individuals, instead of a group of individuals. I will also engage culturally responsive teaching; which is defined by Gay (2010) as “using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them.”
Conflict management in the Class:
Myers (2010) stresses that, “conflict occurs when there is an incompatibility of actions or goals.” When this has occurred, there is need to resolve the dispute, either through mediation, reconciliation and arbitration depending on the concern. To manage the conflicts that could arise in the class, I intend to offer a one day educational focus group discussion to equip and share with the students the essential skills to resolve conflicts through application of nonaggressive measures. To be most effective, the program will combine several constituents to achieve this consequence, for example effective communication skills, innovative and critical thinking skills, problem-solving skills, negotiation skills, active listening skills and other general life skills. Application of the different recommended school-based conflict resolution strategies based on peer mediation; process curriculum, peaceable classrooms, and peaceable schools; will present tangible strategies to cope with issues and common conflicts (Hart, 2016). I the educator and the students will scrutinize and determine which methodologies to use and implement with the intention of achieving optimal results. Successful application of these strategies will even instigate the student to identify and resolve disputes before they exacerbate. Indeed, the adoption of peer mediation approaches to give grounding in conflict resolution and peaceful outcomes shall be maintained all through the course.
Cultural diversity: promoting a safe work environment
Course Description:
The course will expose students from both private and public micro or macro clinical facilities to appreciate cultural diversity and how to cope up with it more appropriately at the workplace to promote safe working environment as well as improve health service delivery, competence, and community relationships in a more collaborative approach in a win-win gain situation.
Learning Outcomes:
The following table elaborates three objectives, outcomes and assumptions for the course
Objective

Outcome

Assumptions

1 To create a comprehensive and harmonious working environment, by empowering administrators to effectively lead diverse teams, and supervise colleagues of different contextual

Administrators empowered and equipped with effective self-awareness hands-on skills and thus, have the ability to understand oneself and the impact that one’s perceptions and attitudes have on others

* Admins. can scrutinize their own behavior styles, beliefs and attitudes
* They can express feelings and emotions appropriately and in a way that doesn’t cause undue problems for others
* They can think about their own negative feelings before reacting
* They can reflect and learn from experience Demonstrates a positive attitude towards others

2 To create a comprehensive and harmonious working environment, by equipping nurses with effective communication skills

Nurses empowered and equipped with effective communication skills, thus they have the ability to communicate sensitively and effectively when dealing with a diverse team and patients

* Nurses can examine their own communication style when working with patients of different backgrounds and can adjusts as necessary
* They can communicate their own feelings to others and patients sensitively
* They can exhibit commitment in communicating effectively when faced with difficult patients and situations

3 To create a comprehensive and harmonious working environment, by equipping...