Multicultural Philosophy of Education

Throughout the course of this multicultural practicum, I have been exposed to a variety of
different experiences, perspectives, and strategies. The observation of Greensburg Salem High
School provided an exceptional opportunity of witnessing a highly successful classroom that
brought the values of multicultural education to life. Although I have thought about my personal
philosophy of education in the past, I am now able to view it with the perspective of diversity in
mind. Utilizing past observations, educational experience, and the course material from this
practicum, I have compiled and explained what I believe to be the most crucial tenants of
multicultural education.
1. Purpose of content
In my opinion, one of the first observations students make about their teachers is how well the
instructor knows his or her content area. It can be very obvious when a teacher has just been
assigned to a new topic or class, and they are still learning the information themselves. In no way
is this a bad thing, but I think that having a large knowledge base for the subject you are teaching
correlates to a higher rate of student success. Classroom observation has further solidified this
belief for me. The teachers that I have seen who demonstrate the most mastery and confidence
regarding their subject material have attained the greatest results with their students. Instructors
who have the ability to teach relevant and meaningful content, while simultaneously making sure
that the themes are relatable to the students, are able to motivate and inspire their pupils more
than those who are static and unenthusiastic. However, I think that the best teachers realize that
they are not omnipotent, and look for opportunities to learn from their students. In her book
Finding Joy in Teaching Students of Diverse Backgrounds, Sonia Nieto explains the idea of
teaching with a social justice perspective. In chapter two, she states that this attitude involves

open and flexible, willing to learn, and humble (Nieto 20). Another important quality that I
want to develop as a future teacher is to help students understand why the content being taught is
relevant to their lives. If they feel that they may benefit from having knowledge of the lesson,
they will be more receptive to learning. For me personally, whenever I experience a connection
to the topic or theme, it is easier to become excited and motivated to discover more. That spark
of curiosity can be ignited and fostered, yet content must be appropriate. Students should be able
to connect to the material without changing who they are, because everyone brings unique
experiences and a world of untapped potential with them. In addition, staying organized and
clearly outlining plans and expectations help maintain high expectations within the classroom. I
always appreciated it as a student when the instructor would clearly tell us what our objectives
were for the day, and how these would assist us in the future. As a teacher, I will do everything I
can to prepare my students as sufficiently as possible by providing them with authentic and
meaningful learning experiences.
2. A positive, safe, respectful, and challenging learning environment
The physical and emotional learning environments set the stage for all other processes. I think
that it is very important to establish a solid foundation with students from the beginning of the
year, because this is how trust forms. One of the most common themes that emerges when
addressing the mood of a class is respect, and for good reason. When a foundation of respect is
established, it should be reciprocal. If the kids truly respect their teacher and feel safe in the
learning environment, then they will be more willing to take risks and develop. The classroom
climate is especially essential when teaching foreign language, which can be explained by
Stephen Krashens affective filter hypothesis. According to Krashen, the affective filter can be
compared to an invisible film that either raises or lowers depending on how the student feels.

Students who are nervous, anxious, uncomfortable, or self-conscious in the learning environment
will have more trouble acquiring and producing language due to this high affective filter.
Teachers that I have observed have worked to keep the affective filter of their students low by
addressing students needs, creating a positive classroom setting, and incorporating music. In
addition to all of these aspects, I always felt the most comfortable in the classes that the teachers
took the time to get to know their students. My favorite instructors opened their lessons with
either a funny story or asked questions about how the class was doing. This is something that I
wish carry over into my own class someday, because it helps to create a relaxed yet still focused
atmosphere. In addition, a comfortable and safe learning environment ensures that all students
will have the opportunity to thrive, regardless of their diverse backgrounds.
3. Classroom management
Classroom management is one of the aspects of teaching that can make or break an academic
year. Before taking a course about it at Seton Hill, I did not realize the depth of the number of
strategies and options that exist to better manage students behavior. In addition, I learned firsthand that classroom management is easier said and read about in a textbook than done. One of
the most successful and impactful token economy systems that I have seen was throughout the
course of these j-term observations. The instructor that I watched had developed her own system
revolving around paper money. Students were awarded leones that resembled monopoly
money for participating. The amount they received depended on the length and quality of their
response. The unique aspect of her token economy system was that it was culturally relevant, and
highly beneficial due to its ability to limit the amount of English spoken in the classroom.
Students knew that they would be fined for speaking anything other than the target language.
Nieto believes that the root of classroom management lies with relationships (Nieto 34). No

student should feel invisible, and it is up to the teacher to make the effort in getting to know their
interests, dreams, likes, and dislikes. These relationships and boundaries should be established
early, because students will develop a perception within the first few minutes of how they feel
about the instructor. It can be difficult to establish a bond with students who misbehave, but often
times, these children are the ones who can develop the most from a little extra instruction and
attention. Roger Wood is an instructor who was interviewed during the process of Nietos
writing, and speaks on how each student has potential. He makes a powerful analogy by stating,
Theres never a bad piece of wood. Theres only wood that needs extra planning. You have to
find the right purpose for that piece of wood (Nieto 46). This attitude is indicative of
multicultural education, because each child deserves an equal opportunity for success. A skilled
and dedicated teacher will know how to bring the best out of each student and maximize their
potential. I recognize the extreme importance of having good classroom management skills, and
think that building healthy relationships with students is the first step in creating a functioning
system.
4. Student academic engagement
A prominent goal for my future classroom is to foster an environment where the students are not
afraid to ask questions. Sometimes, lessons can emerge from a students question that take a
completely different direction than plans. One teacher that Nieto interviews for her book,
Geoffrey Winikur, provides his insight on the importance of inquisition from students. He states
that his goal is, to provide students with critical thinking skills that will arm them to continue
their education at the college level (Nieto 109). Promoting intellectual engagement can be
achieved by encouraging the students to participate in discussions, demonstrating multiple
perspectives surrounding certain issues, and analyzing their thought processes. By the end,

students will be able to synthesize their own thoughts and opinions. Learning how to politely
challenge the viewpoints of others is a skill that children should develop, because not everyone
will share the same perspectives. Also, I wish to provide as many interactive, thought-provoking
lessons as possible, instead of boring the students with dry information straight from a
PowerPoint. As a student, I enjoyed when teachers challenged my capabilities and pushed me to
become better. Sometimes the toughest concepts to grasp became my favorite lessons once they
were mastered, because I had grown in the process.
5. Growth and development through learning from all students.
This topic is extremely important, and should be the goal for all teachers. The success and
potential of every student should be maximized by the end of each year. One teacher that I
observed made sure of this by keeping a journal to track the frequent grammar mistakes that each
of her students made. If they repeatedly committed the same error on multiple assignments, they
would lose more and more points. Even though this is more time consuming than simply grading
the assignment, it ensures that students can correct errors and understand why something is
wrong. Also, I think that differentiated learning plays a large role in student success, because it
can assure that auditory, visual, and kinesthetic learners have opportunities to acquire knowledge
in their preferred way. Differentiated instruction provides a path that can provide extra materials
for more advanced students, while not making slower learners uncomfortable. Some of the best
teachers I had in high school always stressed that they were always available, either before or
after school, if we didnt quite understand a concept. As a teacher, I want to assure students that
my job is to instruct them, regardless of the time.
6. Professionalism

Professionalism and respect go hand-in-hand, and I think that they are essential to enforce in the
workplace. One of my goals is to get to know as many of my fellow staff members as possible,
and encourage them in their own classrooms. It always bothered me when I heard teachers badmouthing other teachers in front of students, because they were disregarding the professionalism
of the job. In reality, all subjects can be connected in some way. When teachers maintain good
relationships with each other, lessons can be collaborated to become cross-curricular. When I
become a teacher or professor, I want to make it a goal to interact with students outside of my
own classroom. Whether it be sponsoring a club or participating in group events, pupils can
relate to their professors better when they see them outside of the school setting. It demonstrates
that yes, teachers are normal human beings too! One last thing regarding professionalism: it
displays dedication when a teacher continues to develop their knowledge on their content area
even after schooling is completed. Nieto touches on the topic by stating, teachers thrive when
they keep learning, and I certainly agree (Nieto 128). Those who always have a thirst for
gaining new information and ideas will never plateau. Teaching is a dynamic career, and each of
these tenants demonstrate the myriad of different ways a classroom can be run to ensure a quality
and equal education for all students. These are my goals as a future professor, and I hope that one
day, I can look back at this philosophy and turn it into a checklist.