Developing Appropriate Teaching Strategies Essay

Developmentally appropriate practice (DAP) is a tool that teachers practise to create active study experiences in culturally diverse schoolrooms. Some issues that teachers may spiel atomic number 18 communication problems where or so tykeren in the schoolroom use incline as their second row, keep some babyren engaged in learning, and having difficulties getting some families entangled in the tiddlerrens education (Goldstein, 2012). These cultural challenges forget be addressed using the sociological perspective conflict scheme and Piagets pre running(a) stage increment to purpose more insight on how to manage these challenges. We allow then discuss on a teacher crowd out increase the electric shavers cognitive advancement and academic success.Identifying the challengesTeachers may encounter communication problems with some of the students who do not speak English as their first diction. This could cause the child to turn out low self-esteem because he does not understand the instructions or is unable to watch the material. The teacher scarcet joint partner pupils with other students who speak the run-in and interpret for the child until the child eject grasp the understanding on his own, also having the material or instruction in the child language go forth ensure the uses the material and learns from it. A child that is not given the material in his language fecal matter result in the child quitting school, or become underachiever, or not doing the work hence not learning. By having the material in the childs language and utilizing the child culture the child will gain respect for the school and his teachers. He will want to show that he understands the appellative and will become a well balances member of society.Some children may be loose recreate in learning because the teacher wasdelivering information to the students instead training needs to be active and involve not only transmission of knowledge, but also transactional relationship between learning of the student and the teacher (Bojczyk, Shriner, & Shriner, 2012). Disengaged student ar distracted, passive, do not try hard, give up easily in bet of a challenge, express negative emotions, fail to plan or monitor their work and withdraw. When they are in class their attention wonders. When students engage in the classroom, the teachers behavior pieceplays a very most-valuable role in the initiation and regulation of fitting (Kanaiaupuni, Ledward, & Jensen, 2010). To understand student engagement, we can look at teachers in structural style, classroom management, and interpersonal style with students. Teachers instructional style should provide autonomy keep going not controlling the child and provision of structure not allowing children to be disruptive (New York University Steinhart School, 2008).When teachers focus on students autonomous motives to guide their learning and activity these instruction acts support students engagement by pres enting provoke and pertinent learning activities, providing challenges, highlighting meaningful educational goals, and supporting students to choose to endorse classroom behaviors (Goldstein, 2012). Furthermore, when teachers can offer structure by expressing their expectations and focusing on students learning activity with easy to understand directions and guidance, these types of instructional acts reinforces students engagement by keeping the students interest on the project, developing their behavior and advoiding. Teachers provided structure that creates a positive classroom environment promoting effective teaching and learning by giving directions and providing information National Association for the facts of life of Young Children, n.d.).The third and final challenge that teachers face in the diverse classroom is parent community these can result from cultural differences, not knowing how to get involved and job-related issues. The school administrators, teachers and pa rents can get in in joint planning, goal setting, and definition of roles, needs sensing, and setting school standards with a written polity (Plevyak, 2003). Teachers can encourage parent involvement by sending letters home inviting parents to visit to classroom and kick in parent- teacher day where they communicate and plan their childs educational goals. The school administrators can have anin-service day for training their teachers in communicating with parents that may have difficulty understanding English and the importance of participating with their childs educational needs. Children that have their parents involvement in their education will enhance their childs intrinsic motivation by offering them choices and the opportunity for self-direction by setting their own educational goals (Bojczyk, Shriner, & Shriner, 2012).Social Perspectives in the diverse classroom and inequalityThe conflict theory stresses that education reinforces inequality in society because our educati onal system is linked to companionable class (Theatrical Perspectives on precept, n.d.). The challenges faced by teachers in a culturally diverse classroom is communication issues, keeping children interesting in learning and getting parents involved in their childrens education. The conflict theory suggests that these students will be left behind because they will not be given the same status as a white child. Minorities may have issues with speaking English and communication, their parents do not speak English, and the child can lose interest in learning and develop low-esteem because their teachers behavior or wishing of cultural awareness. Schools cause the minority students and poor white children to be placed on a dishonor track than that of middle and upper class white children.Some school place their student on a track which will determine the value of their education, these common tracks are college bound, vocational (job ready) or general. My brothers and I was placed o n the general track because my family was considered poor and my mother was Cherokee. I can relate to the social perspective from the conflict theory of inequality. Children that are placed on the general track often have lower self-esteems, lose interest in learning, and their parents often is not involved in their education because they work, or have also been placed on the lower track leaving them a negative office of education. Conflict theory defines a social structure susceptible to to constant channelise. Here teachers can change the way schools place students on a track some leading to college and other heading for jobs not careers which is really unfair.Teaching strategies that engage all students and resist stereotyping are DAP or Culturally Responsive schoolroom Management (CRCM), these approaches use students cultures, social experiences, prior awareness, and learning stylesso that all children are enabled to be no-hit in their educational goals (Teaching Tolerance, n.d.). The power to change the conflict theory into teacher developing appropriate teaching strategies rest with teachers, administrators, students, and parents or society by adjusting the way we charm others.With DAP teachers can engage the students in learning by giving them a challenge in the classroom that will force them to work harder but is not so far-off advanced that the students will not be able to perform. This could help students that have lost interest in learning. They can also get parents involved in their childs education by have parent/teacher conferences where the teacher explains to the parent the role and importance in their childs education.Piagets Theory of Preoperational Stage of Cognitive DevelopmentJean Piagets was provoke in how children think younger children they think differently from older children and adults (Furth & Wachs, 1975). Piaget theorized that babies motor skills control behavior passim the life. Pagets theory has four stages of cognitive development are sensorimotor, per-operational stage, concrete operational stage, and formal operational stage. In the pre-operational stage childs behavior is established with the use of symbols, language uses mature, and memory and mental imagery are developed, but mentation is done in a purely illogical way. Egocentric thinking dominates this stage. Preschools are often modeled after Piagets theory, which stands provide part of the function for constructivist learning (Furth & Wachs, 1975).explorative learning and symbolic play support the emerging interest of the child. Parents and teachers should challenge the childs capacities, considering the childs age and should not make thing over complicated (Bojczyk, Shriner, & Shriner, 1012). Teachers should use a full variety of concrete experiences to help the child learn such as working in groups so that the child a get experience seeing from anothers perspective such fieldstrips, play games to force the child to develop her self-r egulation skills, and thought processes are being developed. At the end of this stage children scoop up to replace imaginative thoughts with realistic ideas of the world.The challenges that teacher face in the classroom is communication, lack of interest, and parent involvement. Teachers can help students that areexperience issues communication skills with reading aloud and then asking questions about the bill as well as playtime, sharing, taking part in their cognitive. Techers can ensure that children remain enwrapped by giving the child just the right amount of challenges when learn new thing. As far as parents being more involved in their child education teachers and students can discuss their role in the child education ad PTA meetings.ConclusionPreschoolers with developmental delays in cognition and language are in the preoperational stage according to Piagets stages of cognitive development. Parents can be involved in the child education by attending school functions such as PTA meetings, parent/teacher conference that will allow the parent to help set their child educational goals, and allowing the parent to overcome their negative view of reduction. Teachers can challenge their students by giving them assignments that cause them to work harder, and not be too difficult that the child fails and gives up. In addition, the challenge of communication that some children may have because English is their second language is by reading aloud and asking each child what the book was about.ReferencesBojczyk, K. E., Shriner, B. M., & Shriner, M. (2012). Supporting Childrens socialization A Developmental Approach. San Diego, CA Bridgepoint Education, Inc. Retrieved from Ashford Edu Furth, H. G. & Wachs, H. (1975). Thinking Goes to School Piagets Theory in Practice. Cary, NC Oxford University Press, Inc. Retrieved from ebrary http//site.ebrary.com.proxy-library.ashford.edu/lib/ashford/reader.action?docID=10103507 Goldstein, L. (2008). Teaching the Standards in Developmentally Appropriate Practice Strategies for Incorporating the Sociopolitical Dimension of DAP in Early Childhood Teaching. Early Childhood Education Journal 36(3), 253-260. Doi 10.1007/s10643-008-0268-x Retrieved from EBSCOhost http//eds.b.ebscohost.com.proxy-library.ashford.edu/eds/pdfviewer/pdfviewer?sid=8713255e-4978-4509-a75c-c3e4affbd6a1%40sessionmgr114&vid=2&hid=103 Goldstein, D. (2012). An Interview with Lisa Delpit on Educating Other Peoples Children. The Nation. Retrieved from