Cultural Dimensions of

Learning, Teaching, and

Educational Processes

Submitted by:
Joana Marie A. Bathan
ED-34

Submitted to:
Dr. Jacqueline Patarata

Cultural Dimensions of Learning, Teaching, and Educational Processes

 Culture-refers to the attitudes, values, customs, and behavior patterns
that are characterized a social group.
 As our nation continues to change, teachers as well the students interact
with others from the quite different background from their own in the
classroom.
 The manner in which we respond to others who seem different can have
a serious impact on success in school, work, and harmonious
relationships with others.
 It is important that “Different is not Deficient’.
 Cultural differences imply the transmission of ideas from generation to
generation by significant members of the older generation ( parents,
teachers, religious leaders, etc.)
 Children in various cultures may think and act differently and carry
these differences in the classroom.
 Children from different cultures are interacting with each other, thus
presenting parents and educators with unique opportunities for further
understanding across cultures.
 Helping children of various cultures to achieve as fully as possible, while
simultaneously adapting to each other, demands innovative strategies on
the part of the parents, teachers, and administrators.

What is a Culturally- Responsive Teaching?

Culturally responsive teaching acknowledge cultural diversity in

classrooms and accommodates this diversity in instruction. It does this three
important ways:

1. Recognizing and Accepting student diversity, it communicates that all

student’s are welcome and valued as human beings.
2. Building student’s cultural backgrounds, culturally responsive teaching
communicates positive images about the student’s home cultures.
3. Being responsive to different student learning styles culturally
responsive teaching builds on student’s strengths and uses these to help
students learn.

Characteristics of Teacher:

1. Effective teachers accept and value their students as human beings. This
is true for all students but it is particularly important for cultural and
ethnic minorities who may feel some form of inclination from school. his
is amplified when teachers communicate that all student’s can learn and
are expected to do so.
2. Teacher should understand about the student’s cultures she may use
them to develop student’s personal pride of their own cultures. She
could develop and create learning environment that meets the emotional
needs of different cultural groups.
3. Teachers who recognize that students come from homes where
behavioral and interaction patterns differ from those expected in school
are in a better position to adapt their instruction than those who have a
narrower view of acceptable classroom behavior.

Reference:
Social Dimension by Violeta Vega