Questões de Concurso Para prefeitura de nilópolis - rj

TEXT III

Important reasons for teaching kindness in schools

Most people have heard the phrase random acts of kindness, which refers to a selfless act of giving

resulting in the happiness of another person. Terms like this are increasing in popularity around the

world, as more people identify a deficiency in their lives that can only be fulfilled by altruism.

It seems we just can't get enough of those addictive feel good emotions and with good reason.

5 Scientific studies have shown that kindness has a great number of physical and emotional benefits,

and that children require a healthy dose of the warm and fuzzies in order to flourish as health, happy,

well-rounded individuals.

Patty O'Grady, PhD, is an expert in the area of neuroscience, emotional learning, and positive

psychology with special attention to the educational arena. She believes that kindness changes the brain

10 by the experience of kindness. Children and adolescents do not learn kindness by only thinking about it and

talking about it. Kindness is best learned by feeling it so that they can reproduce it. Kindness is an emotion that

students feel and empathy is a strength that they share.

A great number of benefits have been reported to support the theory of teaching kindness in schools:

1. Happy Children

15 Science explains that the good feelings we experience when being kind are produced by endorphins

that activate areas of the brain that are associated with pleasure, social connection and trust, and it's

proven that these feelings of joyfulness are contagious, encouraging more kind behaviour by the giver

and recipient.

2. Increased Peer Acceptance

20 Research on the subject has determined that kindness increases our ability to form meaningful

connections with others. Studies show that kind, happy children enjoy greater peer acceptance

because they are well-liked and that better than average mental health is reported in classrooms that

practice more inclusive behaviour due to an even distribution of popularity.

3. Improved Health and Less Stress

25 It's widely documented that being kind can trigger a release of the hormone oxytocin which has a

number of physical and mental health benefits as it can significantly increase a person's level of

happiness and reduce stress. More recently though, it's been found it plays a significant role in the

cardiovascular system, helping protect the heart by lowering blood pressure and reducing free

radicals and inflammation, which incidentally speed up the aging process.

30 4. Greater Sense of Belonging and Improved Self Esteem

Studies show that people experience a 'helpers high' when they do a good deed, a rush of endorphins

that creates a lasting sense of pride, wellbeing and an enriched sense of belonging. Even small acts of

kindness are reported to heighten our sense of wellbeing, increase energy and give a wonderful

feeling of optimism and self worth.

35 5. Increased Feelings of Gratitude

When children are part of projects that help others less fortunate than themselves, it provides them

with a real sense of perspective and helps them appreciate the good things in their own lives.

6. Better Concentration and Improved Results

As it increases serotonin, which plays an important part in learning, memory, mood, sleep, health and

40 digestion, kindness is a key ingredient that helps children feel good. Having a positive outlook allows

them greater attentions spans and enables more creative thinking to produce better results at school.

7. Less Bullying

Two Penn State Harrisburg faculty researchers, Shanetia Clark and Barbara Marinak say, unlike

previous generations, today's adolescents are victimizing each other at alarming rates. They argue adolescent

45 bullying and youth violence can be confronted through in-school programs that integrate kindness the

antithesis of victimization.

Many traditional anti-bullying programs focus on the negative actions that cause children anxiety and

often with little impact. Teaching kindness and compassion in schools, not only fosters the positive

behaviour that creates warm and inclusive school environments, but helps children feel that they

50 belong. It's documented that the effects of bullying can be significantly reduced by integrating

kindness based programs in schools.

8. Reduced Depression

Dr. Wayne Dyer, internationally renowned author and speaker, says research has discovered that an

act of kindness increases levels of serotonin (a natural chemical responsible for improving mood) in

55 the brain. It's also found that serotonin levels are increased in both the giver and receiver of an act of

kindness, as well as anyone who witnesses that kindness, making it a wonderful natural

antidepressant.

Maurice Elias, a professor at Rutgers University Psychology Department says that as a citizen,

grandparent, father, and professional, it is clear to me that the mission of schools must include teaching kindness.

60 Without it, communities, families, schools, and classrooms become places of incivility where lasting learning is

unlikely to take place.

We need to be prepared to teach kindness, because it can be delayed due to maltreatment early in life. It can be

smothered under the weight of poverty, and it can be derailed by victimization later in life. Yet despite these and

other travails, the receipt of kindness and the ability to show kindness through service are both growth enhancing

65 and soul cleansing.

Kindness can be taught, and it is a defining aspect of civilized human life. It belongs in every home, school,

neighborhood, and society.

It's become quite clear that modern education must encompass more than just academics, that in order

for children to develop into happy, confident, well-rounded individuals, matters of the heart must be

70 taken seriously and nurtured as a matter of priority.

Disponível em: <http://edarticle.com/8-important-reasons-for-teaching-kindness-in-schools/>. Acesso em: 15 set. 2016.

TEXT III

Important reasons for teaching kindness in schools

Most people have heard the phrase random acts of kindness, which refers to a selfless act of giving

resulting in the happiness of another person. Terms like this are increasing in popularity around the

world, as more people identify a deficiency in their lives that can only be fulfilled by altruism.

It seems we just can't get enough of those addictive feel good emotions and with good reason.

5 Scientific studies have shown that kindness has a great number of physical and emotional benefits,

and that children require a healthy dose of the warm and fuzzies in order to flourish as health, happy,

well-rounded individuals.

Patty O'Grady, PhD, is an expert in the area of neuroscience, emotional learning, and positive

psychology with special attention to the educational arena. She believes that kindness changes the brain

10 by the experience of kindness. Children and adolescents do not learn kindness by only thinking about it and

talking about it. Kindness is best learned by feeling it so that they can reproduce it. Kindness is an emotion that

students feel and empathy is a strength that they share.

A great number of benefits have been reported to support the theory of teaching kindness in schools:

1. Happy Children

15 Science explains that the good feelings we experience when being kind are produced by endorphins

that activate areas of the brain that are associated with pleasure, social connection and trust, and it's

proven that these feelings of joyfulness are contagious, encouraging more kind behaviour by the giver

and recipient.

2. Increased Peer Acceptance

20 Research on the subject has determined that kindness increases our ability to form meaningful

connections with others. Studies show that kind, happy children enjoy greater peer acceptance

because they are well-liked and that better than average mental health is reported in classrooms that

practice more inclusive behaviour due to an even distribution of popularity.

3. Improved Health and Less Stress

25 It's widely documented that being kind can trigger a release of the hormone oxytocin which has a

number of physical and mental health benefits as it can significantly increase a person's level of

happiness and reduce stress. More recently though, it's been found it plays a significant role in the

cardiovascular system, helping protect the heart by lowering blood pressure and reducing free

radicals and inflammation, which incidentally speed up the aging process.

30 4. Greater Sense of Belonging and Improved Self Esteem

Studies show that people experience a 'helpers high' when they do a good deed, a rush of endorphins

that creates a lasting sense of pride, wellbeing and an enriched sense of belonging. Even small acts of

kindness are reported to heighten our sense of wellbeing, increase energy and give a wonderful

feeling of optimism and self worth.

35 5. Increased Feelings of Gratitude

When children are part of projects that help others less fortunate than themselves, it provides them

with a real sense of perspective and helps them appreciate the good things in their own lives.

6. Better Concentration and Improved Results

As it increases serotonin, which plays an important part in learning, memory, mood, sleep, health and

40 digestion, kindness is a key ingredient that helps children feel good. Having a positive outlook allows

them greater attentions spans and enables more creative thinking to produce better results at school.

7. Less Bullying

Two Penn State Harrisburg faculty researchers, Shanetia Clark and Barbara Marinak say, unlike

previous generations, today's adolescents are victimizing each other at alarming rates. They argue adolescent

45 bullying and youth violence can be confronted through in-school programs that integrate kindness the

antithesis of victimization.

Many traditional anti-bullying programs focus on the negative actions that cause children anxiety and

often with little impact. Teaching kindness and compassion in schools, not only fosters the positive

behaviour that creates warm and inclusive school environments, but helps children feel that they

50 belong. It's documented that the effects of bullying can be significantly reduced by integrating

kindness based programs in schools.

8. Reduced Depression

Dr. Wayne Dyer, internationally renowned author and speaker, says research has discovered that an

act of kindness increases levels of serotonin (a natural chemical responsible for improving mood) in

55 the brain. It's also found that serotonin levels are increased in both the giver and receiver of an act of

kindness, as well as anyone who witnesses that kindness, making it a wonderful natural

antidepressant.

Maurice Elias, a professor at Rutgers University Psychology Department says that as a citizen,

grandparent, father, and professional, it is clear to me that the mission of schools must include teaching kindness.

60 Without it, communities, families, schools, and classrooms become places of incivility where lasting learning is

unlikely to take place.

We need to be prepared to teach kindness, because it can be delayed due to maltreatment early in life. It can be

smothered under the weight of poverty, and it can be derailed by victimization later in life. Yet despite these and

other travails, the receipt of kindness and the ability to show kindness through service are both growth enhancing

65 and soul cleansing.

Kindness can be taught, and it is a defining aspect of civilized human life. It belongs in every home, school,

neighborhood, and society.

It's become quite clear that modern education must encompass more than just academics, that in order

for children to develop into happy, confident, well-rounded individuals, matters of the heart must be

70 taken seriously and nurtured as a matter of priority.

Disponível em: <http://edarticle.com/8-important-reasons-for-teaching-kindness-in-schools/>. Acesso em: 15 set. 2016.

TEXT III

Important reasons for teaching kindness in schools

Most people have heard the phrase random acts of kindness, which refers to a selfless act of giving

resulting in the happiness of another person. Terms like this are increasing in popularity around the

world, as more people identify a deficiency in their lives that can only be fulfilled by altruism.

It seems we just can't get enough of those addictive feel good emotions and with good reason.

5 Scientific studies have shown that kindness has a great number of physical and emotional benefits,

and that children require a healthy dose of the warm and fuzzies in order to flourish as health, happy,

well-rounded individuals.

Patty O'Grady, PhD, is an expert in the area of neuroscience, emotional learning, and positive

psychology with special attention to the educational arena. She believes that kindness changes the brain

10 by the experience of kindness. Children and adolescents do not learn kindness by only thinking about it and

talking about it. Kindness is best learned by feeling it so that they can reproduce it. Kindness is an emotion that

students feel and empathy is a strength that they share.

A great number of benefits have been reported to support the theory of teaching kindness in schools:

1. Happy Children

15 Science explains that the good feelings we experience when being kind are produced by endorphins

that activate areas of the brain that are associated with pleasure, social connection and trust, and it's

proven that these feelings of joyfulness are contagious, encouraging more kind behaviour by the giver

and recipient.

2. Increased Peer Acceptance

20 Research on the subject has determined that kindness increases our ability to form meaningful

connections with others. Studies show that kind, happy children enjoy greater peer acceptance

because they are well-liked and that better than average mental health is reported in classrooms that

practice more inclusive behaviour due to an even distribution of popularity.

3. Improved Health and Less Stress

25 It's widely documented that being kind can trigger a release of the hormone oxytocin which has a

number of physical and mental health benefits as it can significantly increase a person's level of

happiness and reduce stress. More recently though, it's been found it plays a significant role in the

cardiovascular system, helping protect the heart by lowering blood pressure and reducing free

radicals and inflammation, which incidentally speed up the aging process.

30 4. Greater Sense of Belonging and Improved Self Esteem

Studies show that people experience a 'helpers high' when they do a good deed, a rush of endorphins

that creates a lasting sense of pride, wellbeing and an enriched sense of belonging. Even small acts of

kindness are reported to heighten our sense of wellbeing, increase energy and give a wonderful

feeling of optimism and self worth.

35 5. Increased Feelings of Gratitude

When children are part of projects that help others less fortunate than themselves, it provides them

with a real sense of perspective and helps them appreciate the good things in their own lives.

6. Better Concentration and Improved Results

As it increases serotonin, which plays an important part in learning, memory, mood, sleep, health and

40 digestion, kindness is a key ingredient that helps children feel good. Having a positive outlook allows

them greater attentions spans and enables more creative thinking to produce better results at school.

7. Less Bullying

Two Penn State Harrisburg faculty researchers, Shanetia Clark and Barbara Marinak say, unlike

previous generations, today's adolescents are victimizing each other at alarming rates. They argue adolescent

45 bullying and youth violence can be confronted through in-school programs that integrate kindness the

antithesis of victimization.

Many traditional anti-bullying programs focus on the negative actions that cause children anxiety and

often with little impact. Teaching kindness and compassion in schools, not only fosters the positive

behaviour that creates warm and inclusive school environments, but helps children feel that they

50 belong. It's documented that the effects of bullying can be significantly reduced by integrating

kindness based programs in schools.

8. Reduced Depression

Dr. Wayne Dyer, internationally renowned author and speaker, says research has discovered that an

act of kindness increases levels of serotonin (a natural chemical responsible for improving mood) in

55 the brain. It's also found that serotonin levels are increased in both the giver and receiver of an act of

kindness, as well as anyone who witnesses that kindness, making it a wonderful natural

antidepressant.

Maurice Elias, a professor at Rutgers University Psychology Department says that as a citizen,

grandparent, father, and professional, it is clear to me that the mission of schools must include teaching kindness.

60 Without it, communities, families, schools, and classrooms become places of incivility where lasting learning is

unlikely to take place.

We need to be prepared to teach kindness, because it can be delayed due to maltreatment early in life. It can be

smothered under the weight of poverty, and it can be derailed by victimization later in life. Yet despite these and

other travails, the receipt of kindness and the ability to show kindness through service are both growth enhancing

65 and soul cleansing.

Kindness can be taught, and it is a defining aspect of civilized human life. It belongs in every home, school,

neighborhood, and society.

It's become quite clear that modern education must encompass more than just academics, that in order

for children to develop into happy, confident, well-rounded individuals, matters of the heart must be

70 taken seriously and nurtured as a matter of priority.

Disponível em: <http://edarticle.com/8-important-reasons-for-teaching-kindness-in-schools/>. Acesso em: 15 set. 2016.

TEXT III

Important reasons for teaching kindness in schools

Most people have heard the phrase random acts of kindness, which refers to a selfless act of giving

resulting in the happiness of another person. Terms like this are increasing in popularity around the

world, as more people identify a deficiency in their lives that can only be fulfilled by altruism.

It seems we just can't get enough of those addictive feel good emotions and with good reason.

5 Scientific studies have shown that kindness has a great number of physical and emotional benefits,

and that children require a healthy dose of the warm and fuzzies in order to flourish as health, happy,

well-rounded individuals.

Patty O'Grady, PhD, is an expert in the area of neuroscience, emotional learning, and positive

psychology with special attention to the educational arena. She believes that kindness changes the brain

10 by the experience of kindness. Children and adolescents do not learn kindness by only thinking about it and

talking about it. Kindness is best learned by feeling it so that they can reproduce it. Kindness is an emotion that

students feel and empathy is a strength that they share.

A great number of benefits have been reported to support the theory of teaching kindness in schools:

1. Happy Children

15 Science explains that the good feelings we experience when being kind are produced by endorphins

that activate areas of the brain that are associated with pleasure, social connection and trust, and it's

proven that these feelings of joyfulness are contagious, encouraging more kind behaviour by the giver

and recipient.

2. Increased Peer Acceptance

20 Research on the subject has determined that kindness increases our ability to form meaningful

connections with others. Studies show that kind, happy children enjoy greater peer acceptance

because they are well-liked and that better than average mental health is reported in classrooms that

practice more inclusive behaviour due to an even distribution of popularity.

3. Improved Health and Less Stress

25 It's widely documented that being kind can trigger a release of the hormone oxytocin which has a

number of physical and mental health benefits as it can significantly increase a person's level of

happiness and reduce stress. More recently though, it's been found it plays a significant role in the

cardiovascular system, helping protect the heart by lowering blood pressure and reducing free

radicals and inflammation, which incidentally speed up the aging process.

30 4. Greater Sense of Belonging and Improved Self Esteem

Studies show that people experience a 'helpers high' when they do a good deed, a rush of endorphins

that creates a lasting sense of pride, wellbeing and an enriched sense of belonging. Even small acts of

kindness are reported to heighten our sense of wellbeing, increase energy and give a wonderful

feeling of optimism and self worth.

35 5. Increased Feelings of Gratitude

When children are part of projects that help others less fortunate than themselves, it provides them

with a real sense of perspective and helps them appreciate the good things in their own lives.

6. Better Concentration and Improved Results

As it increases serotonin, which plays an important part in learning, memory, mood, sleep, health and

40 digestion, kindness is a key ingredient that helps children feel good. Having a positive outlook allows

them greater attentions spans and enables more creative thinking to produce better results at school.

7. Less Bullying

Two Penn State Harrisburg faculty researchers, Shanetia Clark and Barbara Marinak say, unlike

previous generations, today's adolescents are victimizing each other at alarming rates. They argue adolescent

45 bullying and youth violence can be confronted through in-school programs that integrate kindness the

antithesis of victimization.

Many traditional anti-bullying programs focus on the negative actions that cause children anxiety and

often with little impact. Teaching kindness and compassion in schools, not only fosters the positive

behaviour that creates warm and inclusive school environments, but helps children feel that they

50 belong. It's documented that the effects of bullying can be significantly reduced by integrating

kindness based programs in schools.

8. Reduced Depression

Dr. Wayne Dyer, internationally renowned author and speaker, says research has discovered that an

act of kindness increases levels of serotonin (a natural chemical responsible for improving mood) in

55 the brain. It's also found that serotonin levels are increased in both the giver and receiver of an act of

kindness, as well as anyone who witnesses that kindness, making it a wonderful natural

antidepressant.

Maurice Elias, a professor at Rutgers University Psychology Department says that as a citizen,

grandparent, father, and professional, it is clear to me that the mission of schools must include teaching kindness.

60 Without it, communities, families, schools, and classrooms become places of incivility where lasting learning is

unlikely to take place.

We need to be prepared to teach kindness, because it can be delayed due to maltreatment early in life. It can be

smothered under the weight of poverty, and it can be derailed by victimization later in life. Yet despite these and

other travails, the receipt of kindness and the ability to show kindness through service are both growth enhancing

65 and soul cleansing.

Kindness can be taught, and it is a defining aspect of civilized human life. It belongs in every home, school,

neighborhood, and society.

It's become quite clear that modern education must encompass more than just academics, that in order

for children to develop into happy, confident, well-rounded individuals, matters of the heart must be

70 taken seriously and nurtured as a matter of priority.

Disponível em: <http://edarticle.com/8-important-reasons-for-teaching-kindness-in-schools/>. Acesso em: 15 set. 2016.

TEXT I

Building Blocks: The First Steps of Creating a Multicultural Classroom

Discovering diversity takes creativity, extra effort, diligence, and courage on the teacher's part. A

multicultural classroom must thrive on these differences and use them as a foundation for growth and

development. Differences command work, resolution, openness, and understanding. Teachers who

address these differences and add them to the curriculum will succeed in creating a multicultural

5 classroom that will advance the educational goals of all students.

(...) Teachers in multicultural classrooms must be open to their students and put forth the effort

needed to get to know their students inside and outside of class. If a teacher is hesitant about being

open, the class will reciprocate and the students will become estranged from one another and the

teacher. In order to be open, teachers must be interested in their students, fearless, willing to try new

10 and different things, sure of themselves in order to avoid taking things personally, and non-

judgmental of his or her students (Canning 196). Also, openness is not making assumptions and being

prepared for the unexpected (Canning 199). (...)Many cultures have many different mores and

folkways. Teachers must be open to what the students are doing and find out why they do what they

do. This openness will create communication in the class, which will ultimately develop into a

15 classroom that is learning, understanding, and culturally fluent.

In addition to openness, teachers must know the learning patterns of the students in their class.

Teachers must understand the learning patterns of the students who grew up in a culture other than

their own. Teachers who open themselves up to cultural difference will effectively handle culture

clash while teachers who assume that student A is rude and student B is dumb will close

20 communication in the classroom and destroy any hope of having a multicultural classroom. The best

way to handle culture clash is to be open, knowledgeable, and not be afraid to talk about the cultural

differences in class no matter what discipline the teacher is teaching (Jones 12). An open teacher will

create an open class and an open class will have open lines of communication that will create a positive

and beneficial learning environment for everyone.

25 (...) Gloria Boutte and Christine McCormick suggest six basic principles for teachers to use when

evaluating their culturally diverse classroom, these are, "1) building multicultural programs, 2)

showing appreciation of differences, 3) avoiding stereotypes, 4) acknowledging differences in

children, 5) discovering the diversity within the classroom, 6) avoiding pseudomulticulturalism"

(140). Showing appreciation of differences is very important because a teacher who does not show

30 appreciation of all the differences in their class will not get the chance to attempt any of the other five

principles. Teachers need to pay attention to their verbal and nonverbal language when he or she

responds to students who speak differently. For example, if a child reads, "Dere go the sto-man", the

teacher should avoid interrupting the student to provide the correct English version. Instead, the

teacher should thank the student for reading and then model the correct English version when she or

35 he speaks. However, the most important thing to remember about all classrooms is the premise that

every child is unique. All children are different and beautiful in their own way, no one student should

feel excluded from the class.

(...) Creating multicultural classrooms is a growing priority for all teachers and administrators. This

includes restructuring classroom evaluation and punishment techniques, but, more importantly, it

40 includes embracing difference and opening up the classroom for communication.

Larri Fish of Siena College

TEXT I

Building Blocks: The First Steps of Creating a Multicultural Classroom

Discovering diversity takes creativity, extra effort, diligence, and courage on the teacher's part. A

multicultural classroom must thrive on these differences and use them as a foundation for growth and

development. Differences command work, resolution, openness, and understanding. Teachers who

address these differences and add them to the curriculum will succeed in creating a multicultural

5 classroom that will advance the educational goals of all students.

(...) Teachers in multicultural classrooms must be open to their students and put forth the effort

needed to get to know their students inside and outside of class. If a teacher is hesitant about being

open, the class will reciprocate and the students will become estranged from one another and the

teacher. In order to be open, teachers must be interested in their students, fearless, willing to try new

10 and different things, sure of themselves in order to avoid taking things personally, and non-

judgmental of his or her students (Canning 196). Also, openness is not making assumptions and being

prepared for the unexpected (Canning 199). (...)Many cultures have many different mores and

folkways. Teachers must be open to what the students are doing and find out why they do what they

do. This openness will create communication in the class, which will ultimately develop into a

15 classroom that is learning, understanding, and culturally fluent.

In addition to openness, teachers must know the learning patterns of the students in their class.

Teachers must understand the learning patterns of the students who grew up in a culture other than

their own. Teachers who open themselves up to cultural difference will effectively handle culture

clash while teachers who assume that student A is rude and student B is dumb will close

20 communication in the classroom and destroy any hope of having a multicultural classroom. The best

way to handle culture clash is to be open, knowledgeable, and not be afraid to talk about the cultural

differences in class no matter what discipline the teacher is teaching (Jones 12). An open teacher will

create an open class and an open class will have open lines of communication that will create a positive

and beneficial learning environment for everyone.

25 (...) Gloria Boutte and Christine McCormick suggest six basic principles for teachers to use when

evaluating their culturally diverse classroom, these are, "1) building multicultural programs, 2)

showing appreciation of differences, 3) avoiding stereotypes, 4) acknowledging differences in

children, 5) discovering the diversity within the classroom, 6) avoiding pseudomulticulturalism"

(140). Showing appreciation of differences is very important because a teacher who does not show

30 appreciation of all the differences in their class will not get the chance to attempt any of the other five

principles. Teachers need to pay attention to their verbal and nonverbal language when he or she

responds to students who speak differently. For example, if a child reads, "Dere go the sto-man", the

teacher should avoid interrupting the student to provide the correct English version. Instead, the

teacher should thank the student for reading and then model the correct English version when she or

35 he speaks. However, the most important thing to remember about all classrooms is the premise that

every child is unique. All children are different and beautiful in their own way, no one student should

feel excluded from the class.

(...) Creating multicultural classrooms is a growing priority for all teachers and administrators. This

includes restructuring classroom evaluation and punishment techniques, but, more importantly, it

40 includes embracing difference and opening up the classroom for communication.

Larri Fish of Siena College

TEXT I

Building Blocks: The First Steps of Creating a Multicultural Classroom

Discovering diversity takes creativity, extra effort, diligence, and courage on the teacher's part. A

multicultural classroom must thrive on these differences and use them as a foundation for growth and

development. Differences command work, resolution, openness, and understanding. Teachers who

address these differences and add them to the curriculum will succeed in creating a multicultural

5 classroom that will advance the educational goals of all students.

(...) Teachers in multicultural classrooms must be open to their students and put forth the effort

needed to get to know their students inside and outside of class. If a teacher is hesitant about being

open, the class will reciprocate and the students will become estranged from one another and the

teacher. In order to be open, teachers must be interested in their students, fearless, willing to try new

10 and different things, sure of themselves in order to avoid taking things personally, and non-

judgmental of his or her students (Canning 196). Also, openness is not making assumptions and being

prepared for the unexpected (Canning 199). (...)Many cultures have many different mores and

folkways. Teachers must be open to what the students are doing and find out why they do what they

do. This openness will create communication in the class, which will ultimately develop into a

15 classroom that is learning, understanding, and culturally fluent.

In addition to openness, teachers must know the learning patterns of the students in their class.

Teachers must understand the learning patterns of the students who grew up in a culture other than

their own. Teachers who open themselves up to cultural difference will effectively handle culture

clash while teachers who assume that student A is rude and student B is dumb will close

20 communication in the classroom and destroy any hope of having a multicultural classroom. The best

way to handle culture clash is to be open, knowledgeable, and not be afraid to talk about the cultural

differences in class no matter what discipline the teacher is teaching (Jones 12). An open teacher will

create an open class and an open class will have open lines of communication that will create a positive

and beneficial learning environment for everyone.

25 (...) Gloria Boutte and Christine McCormick suggest six basic principles for teachers to use when

evaluating their culturally diverse classroom, these are, "1) building multicultural programs, 2)

showing appreciation of differences, 3) avoiding stereotypes, 4) acknowledging differences in

children, 5) discovering the diversity within the classroom, 6) avoiding pseudomulticulturalism"

(140). Showing appreciation of differences is very important because a teacher who does not show

30 appreciation of all the differences in their class will not get the chance to attempt any of the other five

principles. Teachers need to pay attention to their verbal and nonverbal language when he or she

responds to students who speak differently. For example, if a child reads, "Dere go the sto-man", the

teacher should avoid interrupting the student to provide the correct English version. Instead, the

teacher should thank the student for reading and then model the correct English version when she or

35 he speaks. However, the most important thing to remember about all classrooms is the premise that

every child is unique. All children are different and beautiful in their own way, no one student should

feel excluded from the class.

(...) Creating multicultural classrooms is a growing priority for all teachers and administrators. This

includes restructuring classroom evaluation and punishment techniques, but, more importantly, it

40 includes embracing difference and opening up the classroom for communication.

Larri Fish of Siena College

TEXT I

Building Blocks: The First Steps of Creating a Multicultural Classroom

Discovering diversity takes creativity, extra effort, diligence, and courage on the teacher's part. A

multicultural classroom must thrive on these differences and use them as a foundation for growth and

development. Differences command work, resolution, openness, and understanding. Teachers who

address these differences and add them to the curriculum will succeed in creating a multicultural

5 classroom that will advance the educational goals of all students.

(...) Teachers in multicultural classrooms must be open to their students and put forth the effort

needed to get to know their students inside and outside of class. If a teacher is hesitant about being

open, the class will reciprocate and the students will become estranged from one another and the

teacher. In order to be open, teachers must be interested in their students, fearless, willing to try new

10 and different things, sure of themselves in order to avoid taking things personally, and non-

judgmental of his or her students (Canning 196). Also, openness is not making assumptions and being

prepared for the unexpected (Canning 199). (...)Many cultures have many different mores and

folkways. Teachers must be open to what the students are doing and find out why they do what they

do. This openness will create communication in the class, which will ultimately develop into a

15 classroom that is learning, understanding, and culturally fluent.

In addition to openness, teachers must know the learning patterns of the students in their class.

Teachers must understand the learning patterns of the students who grew up in a culture other than

their own. Teachers who open themselves up to cultural difference will effectively handle culture

clash while teachers who assume that student A is rude and student B is dumb will close

20 communication in the classroom and destroy any hope of having a multicultural classroom. The best

way to handle culture clash is to be open, knowledgeable, and not be afraid to talk about the cultural

differences in class no matter what discipline the teacher is teaching (Jones 12). An open teacher will

create an open class and an open class will have open lines of communication that will create a positive

and beneficial learning environment for everyone.

25 (...) Gloria Boutte and Christine McCormick suggest six basic principles for teachers to use when

evaluating their culturally diverse classroom, these are, "1) building multicultural programs, 2)

showing appreciation of differences, 3) avoiding stereotypes, 4) acknowledging differences in

children, 5) discovering the diversity within the classroom, 6) avoiding pseudomulticulturalism"

(140). Showing appreciation of differences is very important because a teacher who does not show

30 appreciation of all the differences in their class will not get the chance to attempt any of the other five

principles. Teachers need to pay attention to their verbal and nonverbal language when he or she

responds to students who speak differently. For example, if a child reads, "Dere go the sto-man", the

teacher should avoid interrupting the student to provide the correct English version. Instead, the

teacher should thank the student for reading and then model the correct English version when she or

35 he speaks. However, the most important thing to remember about all classrooms is the premise that

every child is unique. All children are different and beautiful in their own way, no one student should

feel excluded from the class.

(...) Creating multicultural classrooms is a growing priority for all teachers and administrators. This

includes restructuring classroom evaluation and punishment techniques, but, more importantly, it

40 includes embracing difference and opening up the classroom for communication.

Larri Fish of Siena College

TEXT I

Building Blocks: The First Steps of Creating a Multicultural Classroom

Discovering diversity takes creativity, extra effort, diligence, and courage on the teacher's part. A

multicultural classroom must thrive on these differences and use them as a foundation for growth and

development. Differences command work, resolution, openness, and understanding. Teachers who

address these differences and add them to the curriculum will succeed in creating a multicultural

5 classroom that will advance the educational goals of all students.

(...) Teachers in multicultural classrooms must be open to their students and put forth the effort

needed to get to know their students inside and outside of class. If a teacher is hesitant about being

open, the class will reciprocate and the students will become estranged from one another and the

teacher. In order to be open, teachers must be interested in their students, fearless, willing to try new

10 and different things, sure of themselves in order to avoid taking things personally, and non-

judgmental of his or her students (Canning 196). Also, openness is not making assumptions and being

prepared for the unexpected (Canning 199). (...)Many cultures have many different mores and

folkways. Teachers must be open to what the students are doing and find out why they do what they

do. This openness will create communication in the class, which will ultimately develop into a

15 classroom that is learning, understanding, and culturally fluent.

In addition to openness, teachers must know the learning patterns of the students in their class.

Teachers must understand the learning patterns of the students who grew up in a culture other than

their own. Teachers who open themselves up to cultural difference will effectively handle culture

clash while teachers who assume that student A is rude and student B is dumb will close

20 communication in the classroom and destroy any hope of having a multicultural classroom. The best

way to handle culture clash is to be open, knowledgeable, and not be afraid to talk about the cultural

differences in class no matter what discipline the teacher is teaching (Jones 12). An open teacher will

create an open class and an open class will have open lines of communication that will create a positive

and beneficial learning environment for everyone.

25 (...) Gloria Boutte and Christine McCormick suggest six basic principles for teachers to use when

evaluating their culturally diverse classroom, these are, "1) building multicultural programs, 2)

showing appreciation of differences, 3) avoiding stereotypes, 4) acknowledging differences in

children, 5) discovering the diversity within the classroom, 6) avoiding pseudomulticulturalism"

(140). Showing appreciation of differences is very important because a teacher who does not show

30 appreciation of all the differences in their class will not get the chance to attempt any of the other five

principles. Teachers need to pay attention to their verbal and nonverbal language when he or she

responds to students who speak differently. For example, if a child reads, "Dere go the sto-man", the

teacher should avoid interrupting the student to provide the correct English version. Instead, the

teacher should thank the student for reading and then model the correct English version when she or

35 he speaks. However, the most important thing to remember about all classrooms is the premise that

every child is unique. All children are different and beautiful in their own way, no one student should

feel excluded from the class.

(...) Creating multicultural classrooms is a growing priority for all teachers and administrators. This

includes restructuring classroom evaluation and punishment techniques, but, more importantly, it

40 includes embracing difference and opening up the classroom for communication.

Larri Fish of Siena College