1P00CZ89: International and multicultural competence (Blog-2)

Apply international and multicultural knowledge in teaching

I understand that there are many benefits of cultural diversity, such as creativity, innovation, local market knowledge, competitiveness, retain the best talent, predictive team, personal, and professional growth. It posters that the course design of multiculturalism develops cultural competences. Likewise, cultural diversity enhances the skills and experience of diverse societies. It helps citizens to understand different ethnic groups, communities, and the world with trust, respect, and comfort. However, I experience many challenges, such as working style conflicts, different understandings, different employment laws, visa requirements, professional communication, equal voice, and right even though multicultural classrooms and the curriculum affect the attitudes of a teacher.

Therefore, my idea is that school and curricula settings need to consider cultural diversity. For example, television programs in Argentina, present in Spanish, Portuguese, French, Italian, German, and English. UNESCO also suggests that cultural diversity is essential for humankind as the biodiversity of nature. Hence, I always responsive to multicultural environments to engage a broader range of students. I also take many steps to reduce the cultural conflicts in the diversified students, such as own behavioral assessment, know the students, judgment-free classroom, and teaching adaption.

Assessment of own behavior

As a teacher, I assess my actions and mindset in a multicultural classroom because attitudes such as open-mindedness, bias-freeness, and cultural learning create a culturally responsive class. I also interact with different communities and families and make positive and respectful relationships with them.

Knowledge about students

I know the diversified students in the classroom and talk to students in a personal setting since students speak less in the multicultural classroom due to a lack of cultural knowledge and uncertainties. I try to understand all students and their well-being to create a comfortable and equal learning environment.

Judgment free classroom

In the classroom, I try to be a bias-free teacher from any specific cultural conversation and welcome a variety of cultural values instead of criticizing them.

Adaptive teaching

The multicultural/internationalized classroom should always be student-centric. Therefore, I apply the classroom activities which benefit all students and engage them for projected outcomes. I also asses the curriculum, instructions, and practices, considering the diversified students. I know that the principal achievement can be the engagement of learners with their classmates and teachers in a comfortable nature. There are some tools for assembly that I follow, e.g., the puzzle-solving, cooperative and convenient learning, quiz, case study, games, mind mapping, digital technology, virtual education, audio, and visuals.

All cultural inclusion in the teaching

I include multicultural approaches, contents, and information avoiding specific culture in the learning environment, and confirm the positive classroom space for students’ success. I also believe that diversity control in the learning environment belongs to a teacher rather than a student. Therefore, I follow some components to attain specific competencies.

Reference:

1. https://eurac.com/3-multicultural-competencies-of-global-leaders/

2. ,Lowman, R. L. (Ed.). (2013). Multicultural and international: Why and how both should matter in professional practice. In R. L. Lowman (Ed.), Internationalizing multiculturalism: Expanding professional competencies in a globalized world (pp. 3–31). American Psychological Association.