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Posted by:
Sonia Nieto
University
Amherst, MA
Topic:
Sonia Nieto's reply
Message:
When teaching and learning are thought of as life-long processes, teachers are always on the lookout for information concerning the backgrounds of their students. Learning about the history and culture of students in their classrooms is a long-term commitment, and it is never complete. This education can take many forms: keeping up to date with newspaper stories about their local communities, taking courses at the university concerning particular groups or pedagogical approaches, participating in study groups with colleagues, and becoming involved in local groups, among other ways.
Another way for teachers to find out about their students’ cultural backgrounds and experiences is to make it clear that students’ home lives are welcome in the classroom. In this way, students and teachers can co-construct the curriculum. For example, rather than asking students directly about a particular tradition (this might have the result of putting students on the spot, making them the "experts" of their ethnic group when, in fact, the students may know little or nothing of their ethnic backgrounds), teachers can instead invite all students to bring these into the classroom in a natural way so that they become part of the everyday curriculum.
Engaging with families is another way for teachers to find out about their students’ cultural backgrounds and experiences. Whether it’s an informal chat as the parent brings the child to school, or in phone conversation or home visits, or through newsletters sent home, teachers can begin a dialogue with family members that can result in learning about each of the families through genuine communication. In addition, teachers can give families the message that they are welcome in the classroom, in fact, that their active participation is encouraged and valued. In this way, family involvement becomes a two-way street rather than a one-way transmission.
Finally, although learning about students’ cultural groups and experiential backgrounds is essential, teachers also must learn about the individual students they teach. That is, all Haitian students are not alike, just as no Irish children are the same. Although they may have much in common with other children from their cultural backgrounds, each is a unique individual and no amount of cultural or historical information can account for these individual differences.
More than anything else, learning about students’ cultural backgrounds and experiences involves being open, flexible, and caring. Students bring many gifts and talents to their education, and when teachers learn what these are, student learning is always enhanced.
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