Cultural Groups in the Classroom CUA1 Task 2 Cultural Groups in the Classroom CUA1 Task

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Cultural Groups in the Classroom CUA1 Task 2 Cultural Groups in the Classroom CUA1 Task 2 Western Governors University Introduction During my time as a primary school teacher in Far Rockaway, N... ew York, I have encountered a variety of cultures entering my classroom. New York City is known for its wide range of diversity, which is definitely seen in my school alone. Out of the approximately 60,000 people who populate Far Rockaway, New York, 18.3% are Hispanic/Latino descent according to the U.S. Census Bureau. Over the course of the three years that I have been teaching in Far Rockaway, most of my students come from El Salvador and Guatemala. I am going to research El Salvador and Guatemala to get a better understanding of their cultures and find ways to improve my teachings by truly understanding their cultures. One thing that is very important to me, is getting to know my scholars and their cultures once they enter my classroom. Learning about their cultures helps me in many ways and allows me to get to know the scholars on an individual level too. Truly understanding each scholars uniqueness and what their culture entails allows me to incorporate this knowledge into my daily routine. Once scholars see and feel that their culture is recognized and accepted, they will feel a sense of comfort in the classroom. If a teacher doesnt have an understanding of the cultures that are present in their classroom, it makes it very difficult to fully serve all of their needs. Being aware of the diversity in the classr. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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