Anti-bias Approaches - Coursework Example

Anti-bias Approaches Most childhood educators are of the idea in a principle that all students are entitled to opportunities and resources to fulfill their complete humanity. This principle is better when students are made to understand that they are strong, intelligent and kind. If students are treated this way, they are capable of seeing themselves as strong, intelligent and kind. This kind of attitude helps students to learn and prosper. If this principle is not adhered to children will receive the message during class hours as disapproval, disdain or dislike. This kind of attitude will lead children to see themselves and their families as neglected or not respected from their early childhood programs. A teacher must, for this reason, establish an anti-bias practice by coming up with follow-up platforms that can keep in check the cumulative side effects of any biased misconception. In an anti-bias classroom, children, must be taught to be proud of themselves and their families, to respect human differences, to recognize bias, and speak out what they deem right. A foundation for essential optimistic work about the future of our children is of great importance. Anti-bias teaching materials ensure and are founded on the principle that all children deserve to develop and to his or her full potential without fear of discrimination (Kumagai, 2012). In an anti-bias, class teachers are capable of examining and transforming student’s understanding of their lives and also do self-reflective work to understand their lives more profoundly (Koskei & Schafer, 2008). Principles of anti-bias works in education are based on six proposals. The first proposal states that all children and families have a sense of belonging and experience affirmation of their identities and cultural ways of being (Irilli, 2011). The second premise is that children have access to and participate in education they need to become successful and contributing citizens of their respective countries. The third proposal is based on the fact that education process should involve all members of the program or an institution in a joyful learning process. The other premise of the principle of anti-bias works in education states that children and adults know how to work together respectfully and easily in diverse and inclusive environment (Book, 2007). The fifth proposal is due to the fact all children have a right to protection from harmful influences, abuse, and exploitation. The last but not least is the proposal that all children have a right to participate fully in family, cultural and social life. Given all the numerous importance of anti-bias curriculum to children development, this paper will review appropriate classroom materials that support an anti-bias curriculum for a third-grade social studies class. Criteria and Rating System for the Anti-bias Classroom materials Anti-bias classroom material aim to nurture children’s potential by keeping in check issues of diversity and equality in the classroom. The most important criteria for selecting a better anti-bias material are to look for one that foster children’s self-identity, interaction with people from diverse backgrounds (Koskei & Schafer, 2008). The material must also make sure that the children can critically think about bias and enhance their ability to stand for themselves in a face of biased challenge. Implementation of these materials can be done in two main phases. The first phase will require the teacher to initiate a campaign against anti-bias cases that relate to them (Chalcraft, 2015). In doing this, he must inquire about issues the student face as far as diversity is concerned and finally evaluate the classroom atmosphere for the information it contains about diversity. The last phase involves continuous integration of an anti-bias perspective as a platform through which a teach execute his plans, implements, and evaluates all learning materials (Kumagai, 2012). This second phase will also help to organize class activities, and boost teacher integration with students, parents, and staff. With a deep understanding of the message of diversity in the classroom, this paper has set a class scenario with an intention to bring out what to avoid in selecting a classroom material for an anti-bias curriculum. In a scenario that intends to reduce discrimination among Americans, the paper proposes three criteria or rating guidelines in choosing the materials. These guidelines provide what to avoid in choosing the classroom material. 1. Materials that make sweeping generalization about the population- This benchmark will help in choosing and rating a suitable classroom material to be used since such sweeping generalization fail to reflect the massive diversity of a population. A better material will identify even the minority groups of the population by their specific villages, nations or tribes. A material showing such generalization should not be purchased. 2. Books and videos that use a population’s cultural and spiritual traditions for personal gains or profits- Some materials commit this error and in most cases this ends up hurting the concerned group. A material to be used in class must, for this reason, be fully dedicated to the course of promoting the culture of a given population without any negative exaggerations 3. Disregard to population’s intellectual property rights and indigenous materials. An anti-bias material to be used in a classroom must not include publication of private or sacred information of the tribe in question without their consent. Such information that can hurt the community that developed the culture should, for this reason, be avoided in choosing an anti-bias teaching material. Curricular Materials and Materials that can be improved Curriculum can be defined as materials or channels through which students interact for the purpose of achieving proposed educational outcomes. Curricular materials are for this reason lesson based materials used by teachers to ensure that students acquire the intended educational outcome (Book, 2007). Examples of well-defined curricular materials include audio-lingual method, Case method and grouping among others. Audio-lingual method refers to foreign language teaching technique usually based on behavioral theory. This curriculum material emphasize on the development of oral skills through habit formation (Kumagai, 2012). Case technique, on the other hand, uses cases as the pedagogical tool in careers like laws, medicine, education and business. Cases uses in this method may be real or just imagined scenarios. Grouping as a material is used for organizing students according to some criteria for instructional purpose. Other curricular materials however being in use needs to be improved. For example creative teaching that involves development and usage of novel or other inventive teachings (Cha; craft, 2015). This teaching material can be improved by integration of channels that increase efficiency of a teaching process like the internet. The second curriculum material that can be improved is use of demonstration in teaching practices. This practice involves explanations given by examples or experiment (Koskei & Schafer, 2008). This aspect of the curriculum can be improved by ensuring anti-bias examples to cater for those who can be offended by insensitive examples. Last but not least cross-age teaching can be improved by making higher grade level more tolerant of younger students in order to intimidation from such interaction (Irilli, 2011). Cross-age teaching is where higher grades levels are used to provide increased help students at lower grade levels. A Chart of Information on for Assessment Criteria and Rating System Through kindergarten up to high school, classes proved the most formal integration point for students. Culture clash and other foundation of cultural conflict pose a challenge to the teachers in ensuring a society that is tolerant of each other (Book, 2007). Teaching provides avenues for better understanding of each other and thus appreciation of diversity (Chalcraft, 2015). Every institution must, for this reason, strive for anti-bias classroom materials even as early as third grade. The most important criteria for selecting a better anti-bias material are to look for one that foster children’s self-identity, interaction with people from diverse backgrounds. The material must also make sure that the children can critically think about bias and enhance their ability to stand for themselves in a face of bias challenge (Irilli, 2011). Apart from appreciating themselves, the materials must ensure that the students can appreciate one another. A society is more peaceful when its members not only appreciate themselves but also other members of different cultural practices (Kumagai, 2012). This unity of a society must be planted as early as possible through positive integration and usage of anti-bias classroom materials. References Book, I. (2007). Third grade curriculum: Daily teaching plans. (6th ed.). Pensacola, Fla.: A Beka Book. Chalcraft, S. (2015). Teaching religious education creatively. Milton Park, Abingdon, Oxon: Routledge. Irilli, J. (2011). Third grade students' expectations: Ratings of teacher performance as biased by teacher physical characteristics. Koskie, B., & Schafer, J. (2008). Anti-biased curriculum: Teaching young children about Native Americans. Minneapolis, MN: Greater Minneapolis Day Care Association. Kumagai, G. (2012). Elementary curriculum guide. Washington, D.C.: Woman's Educational Equity Act Program, U.S. Dept. of Education. Read More