Crafting And Executing Strategy 17th Edition Test Bank
Posted By Admin @ Feb 24, 2022
Posted By Admin @ Feb 24, 2022
Tittle: Essay on Teaching Children
Children are committed to fairness. They give importance to fairness in daily life. In schools, I have met a number of young children who had issues of frustration and stress because they were continuously interacting with unfair situations. In this chapter, authors have raised the same issues that we face in our teaching experiences while handling students of early education classes. In classrooms, students expect to have fair and just treatment by the teachers and other classmates. Therefore, whenever they feel something unfair they directly comment on that situation.According to the author’s opinion, children call out to their teachers and mentors to when they observe an unfair situation. Their minds raise questions regarding those issues and create a disturbance. Thus to make themselves satisfy they ask questions about the unfair situation. The author presented an example regarding this “Why do we have to clean up?” and “How can we change it?”
During my early childhood teaching experienced I learned that students start learning about culture and multi-culture by dialogues and negotiation having an emphasis on questions starting with "how" "why" and "what".According to the information presented in the chapter, culture circles are the way of teaching multi-culturally. Teachers start teaching with cultural circles and make students familiar with the cultural circle. Meanwhile, students ask questions from them regarding anything that seems conflicting and unfair to them. Later on, teachers draw the attention of students about multicultural books and content. In my opinion, cultural content learningis easy for children when they are familiar with the culture. Therefore, during teaching, I ever prefer to start with familiar concepts and gradually leads to complex and unfamiliar concepts.
There are several ways through which culture circles can be used with multicultural literature. While writing on the culture circles the author clearly stated that implementation of culture circlesdoes not have any predetermined formula although it gets influence from different aspects and phase. Five major phases concerning with the implementation of culture circles are generative themes, problem posing, dialogue, problem-solving, and action.Following my experience, sometimes students follow up all these phases and sometimes they just skip one or more. Although, in most of the case I found that children followed up all these phases unintentionally. Young students were not capable to solve their problems in the first phase as they only had an only limited idea about the situation and what was happing around them. However, when in the next phase when a particular situation was decoded through their questions then they were capable to understand more about that situation. The third phase of questioning supported them to develop a plan to solve the problem in the 4th phase and take action. Additionally, in my opinion, teachers can encourage or discourage a student in these culture circles by using appropriate tools or developing inappropriate plans for the use of multicultural books. To assist student learning teacher needs to pay attention to the content and quality of the suggested multicultural book. As the author wrote: “As a teacher, it is important to consider who wrote the book.” (Souto-Manning, 2015, p. 60)
According to the literature and chapter analysis, the key point behind exploring possibilities for culture circles is that multicultural books and teaching methodology should encourage problem-