Discuss the aspects that a teacher needs to consider when

developing a culturally friendly environment?

(20 marks)
Aspects in culturally friendly learning environment
Aspects
- to accommodate and
facilitate learning and
socialisation process
among learners
- create conducive learning
climate

Aim
Physical Components
- security, shelter
- task completion
- social contact
- symbolic identification
- pleasure
- growth, intellectual
development

Teachers role / example

- safety of students
- not distraction
- seating arrangements
- decoration, class identity,
member identity
- class paint, cheerful
- resources, quotes about
subjects

*for culturally diverse classroom

- make sure teacher and students are visible to each other all the time
- decorated with multicultural images, multicultural reading resources, show off
identity of diversity
- activity encourage collaborative work among different members
- pathways clear and spacious enough, minimise distractions
*for special needs
- place special need student nearer to teacher
- guide visual impaired with arrangements around the classroom
Socio Emotional
- ability to understand own - learn diplomacy (give
- be attentive to childs
feelings, other feelings,
and take, respect each
need
control own behaviour and other)
- model appropriate
get along with others
- leadership
behaviour
- important to work
- trust
- help child to regulate
cooperatively
- interacting with each
emotion and behaviour
other
- provide opportunities to
- avoid negative
socialise
behaviours
- help child to understand
- Good management in
and be empathetic
this aspect will trigger
interest, attitude towards
improving their study
*for culturally diverse
- develop trust and mutual respect among students
- apply hidden curriculum, through group activities
- opportunities for social interaction
- motivate, support, comfort students when needed
- explain about difference of values among ethnic groups

Teaching and Learning

Teaching :
Aim for
Effective teacher
impart
effective
- good command of subject matter
knowledge
teaching and
- effective teaching skills, instructional
Learning : gain, learning
strategies : goal setting, instructional planning,
acquire
ASSURE
classroom management
knowledge
Model
- Able to motivate, communicate and work
effectively with differentiated students
- know technology skills, time efficiency, 21st
century skills
Management of Teaching and Learning
- Planning, Implementation, Evaluation & assessment, follow up
- ASSURE (Analyse, State objective, Select materials, Utilise materials, Require
learner, Evaluate)
- Teacher must aim for Active, Interactive and Constructive (Cooperative,
Colloborative) Learning
*For Cultural Diverse Class
- variety of materials, activities
- Group work
- consider students culture and
st
- integrate 21 skills
language skills
- find out students preference and
- communicate expectations (LO, class
learning styles
rules)
- promote critical thinking about subject
- provide feedback, promote on task
and culture
behaviour
Cultural and Indigenous (Org Asli) Relevant Pedagogy
Effective teaching is
3 important focus
a) Institutional : seating
culturally supported and
a) Institutional
arrangements, class
learner-centered context :: administration, policies,
decorations, involve
Teaching and Learning
values
multicultural community in
process is strengthen by
class activities, class rules
b) Personal confront
- teacher communication
manipulating cultural
biasness, negative
skills
references
connotations
- know students well,
develop relationship and
trust
- language level : know
taboo words, confront
native language
interference
- motivate students
objective, expectation
c) Instructional utilises
- collaborative,
ss culture and language,
cooperative activities
materials, strategies,
mix ethnic
activities
- discovery method

group works to find info on

other culture (in context
learning)
- materials : cross-cultural
reading materials
- ICT
*indigenous classroom
- include community in classroom activity
- motivate to come to school (rewards, fun activities)
- develop relationship with students and parents
- make full use of nature and school environment for activities and class project or
research
- alter language level
- introduce modern life through reading materials
Pedagogy Combined Class (SKM)
Different grades combined 3 important aspects
i) balance time and
in one classroom not
i) teacher subject matter enough guidance to all
enough students, not
skills, cooperative learning students in the class
enough teachers
strategies, assessment
ii) engage students into
- big gap in ability, skills,
strategies, multitasking
the topic
knowledge
ii) classroom resources, iii) keep them on task most
arrangements, groupings
of the time
iii) Students same age /
iv) meaningful learning
same grade / same
v) peer coaching
preferences / peer
coaching / etc
*advantage of combined class
- develop self study skills, independence, self confidence
- cooperate cross age, ethnic and ability, eventually nurture good relationship among
ethnic
- peer coach, peer teaching develop responsibility
Sociolinguistic
- importance of realising
- awareness of
- use targeted language
the variety of
sociolinguistic competence frequently let students
communicative behaviour
among students different become familiar
in students is due to their
ethnic speak different
- level down the language
varied language
language with different
to studnets ability
background usage
intention
reduce anxiety
- use one official language - motivate students
increase familiarity of
- fun language games
targeted language
- various activities
incorporating target
language to increase

Assessment done should

consider student
background and ability to
ensure result is valid and
reliable

sociolinguistic competence
in fun ways
Culture based Assessment
- provide relevant, reliable
feedback on strengths and
weaknesses of Teaching
and Learning, and
students ability
- prepare follow up activity

*Examples
- daily observations
- portfolio assessment
- writing journal and reflection writing
- project
- student self-assessment & teacher self-assessment

- address cultural issues

i) should be on student
learning
ii) should be based on
activities, inquiry-based,
cooperative learning,
group work