My teaching philosophy that I made during at the beginning of the course identified that the importance of diversity in enhancing the classroom environment. My personal philosophy on multicultural education is comprised of four pillars. These are; promote diversity in the classroom, successful learning environment, respect and hold in the highest regard expectations for each student, and to recognize the exceptional culturally different students. Through this philosophy I envisioned a classroom where students can learn to appreciate each other’s diversity and different perspective held by each. Undertaking this course offered me an opportunity to review different diversity approached that can be applied in the learning environment. I also came to learn about methods of integrating diversity into the instructional content. This increased my knowledge base and facilitated making of a few adjustments to my teaching philosophy.
An adjustment that I will make to my personal philosophy on multicultural education will be adding a fifth framework on inclusion of perspectives of diversity into the instructional material. This was mainly informed from the readings on approached to multicultural curriculum reform and the preparation of assignment on educational equality for all students. This was informed by the Bank’s Approaches to integration of multicultural and global content (Banks, 1989). More specifically, the transformation approach influenced my change. This approach offers an opportunity for the students to understand the concepts, issues, themes, and problems from different ethnic perspectives and point of views. This model allows the combining of different perspectives and content. This will offer an opportunity to the students to expand their comprehension on the nature, development and complexity of society in the United States. With this change, I believe the students will learn to appreciate diversity and equality in education.
ReferenceBanks, J. (1989). Approaches to Multicultural Curriculum Reform. Trotter Institute Review.
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