A Cross Cultural Classroom

Children exist in all walks of life, and a classroom can serve as an intersection where those who would never ordinarily get to meet, do. Classrooms, and the staff and classes of children that inhabit them, become new communities of their own, offering a “common and predictable cultural experience” that may be the only solid environment a child has to grow in. I really like Bickart, Jablon, and Dodge’s discussion of this idea and think it is a vitally important one to have. With an ever increasing number of children growing up in lower classes or poverty, Schools are one entity that need to step up to serve as a refuge and supportive cushion helping to raise children from all walks of life.

In the era of the Baby Boom, when the parents of most of today’s college students were born, entire neighborhoods were considered safe play-yards for the children who lived there. Neighbors would watch each other’s kids and offer dinner to those who were hungry. Sadly, this is not the normal picture in today’s America. As people become more isolated and protective of personal belongings, and as the gap between social classes grows even within single neighborhoods, parents are increasingly cautious of where their young play. Television has replaced the teen from next door as the babysitter and casual interactions across streets are few and far between.

As a result, schools and classrooms have become the central place for children from varying backgrounds to meet and play. Teachers must use the power of the unique position they hold, and create cohesive, cooperative classroom environments that meet the needs of all in their care. Because of the possible wide rage of backgrounds, the range of these needs is also very wide. Many childhood experts look to Abraham Maslow and his hierarchy of needs to form the very basics of what their classroom will offer. I have always liked this method of describing basic human needs and feel that all of Maslow’s categories, except Self Actualization, fit well into a child’s development.

Part of the role once held by neighborhoods and now relegated to teachers is creating a resilient, collaborative, and self-motivated population. Through a teacher’s style and lesson plans, he or she can create a well-run class that meets all of these desired qualities. I have seen shining examples of this type of teaching; where the genuine love and warmth of the teacher rubs onto her students and the lessons slowly teach the ideas of friendships, sharing, and caring. These same morals taught through rote teaching or through verbal class discussions do not have the same impact on children. Instead, they have to be subtly worked into lessons until they become habits. Teachers must also be accepting and patient, as a smooth and cooperative class will never instantly appear on the first day of school.