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Basic information when a new student arrives (page 8-9) ∙ Three initial steps 1. Find out basic information. (What country are they from, how long they have lived here? Etc.) 2. Obtain as much information about the student’s prior school experiences as possible. (Validate the students for special knowledge. See if they are literate in their home language. Students come to the classroom with different traditions and cultures that must be explored!) 3. Become Aware of basic features of the home culture such as religious beliefs and customs, food preferences, and restrictions, roles and responsibilities of adults and children. Classroom Activities (Page 9-10) ∙ All students write an illustrated autobiography ∙ Autobiographies can serve as a way for students to get to know each other as well as create a group project together ∙ If students write better in their native tongue allow them to write it in their own language and words ∙ Dialogue journal-allow students to draw or write in the language of the student’s choice ∙ Start school year with a theme ∙ “Where We were Born” or “Family Origins” ∙ Allow students to use the computer to find more information about their culture Culture differences (Page 12) ∙ Cultural orientations that affect how teachers and students interact with each other in the classroom ∙ Definition of Culture- Shared beliefs, values and rule-governed patterns of behavior, including language, that define a group and are required for group membership. ∙ Culture may be thought as the acquired knowledge people use both to interpret experience and generate behavior. ∙ Culture is not monolithic nor static Effective Participant- Observer (page 13) ∙ Teachers are both participant and observers in the classroom ∙ Observation skills are important ∙ Keep a journal of interactions ∙ Alter instruction to reach all students Cultural Content and Questions (Page 15) 1. Family Structures - Authority, responsibilities, what constitutes a family? 2. Life Cycles- Defining stages, periods, transitions, what are the rites? What behaviors are appropriate? 3. Roles and interpersonal relationships- What roles are available to whom? Is education relevant to learning these roles? 4. Discipline- What is discipline? How is behavior controlled? 5. Time and Space- How important is speed in completing a task? What is the spatial organization of the home? 6. Religion- What restrictions are there concerning topics discussed
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