Creating a climate of caring and concern in the classroom for students from diverse racial, ethnic, and cultural groups in a classroom

As a citizen of a multi racial country, Malaysia, I grew up and lived harmoniously in a multi cultural society. I love cultural diversity as it helps me understand and learn about a bevy of different people groups in the world. In the previous international school I taught at in Malaysia, students came from 56 different countries and generally each class had at least six different races of students. With such a huge diverse culture in a multicultural classroom, there were many social and emotional concerns as well as relationship skills to develop. Creating a climate of caring and concern in the classroom for students was of high importance as I often saw the same ethnic students clinging together to support each other. This was even more common for the children who had little or no English when they came to the new school.

I believe strongly it is important to create a friendly and welcoming atmosphere in the classroom for positive and fun learning; this will instantly keep classroom management on a high note. When each child feels that he/she is valued and recognized, learning and participation will take place as he/ she feels important and safe, therefore looks forward to coming to class. And especially in a multi cultural classroom, if the students see that the teacher who is of a different culture and ethnic background from theirs is interested in getting to know them and their cultures, they will immediately feel safe and happy, and respond positively in class

Let me share my experience in creating a climate of caring and concern in the classroom for students from diverse racial, ethnic, and cultural groups as my passion for the myriad cultures, especially the different cultural music, made it really enjoyable for me.

I was interested in knowing each child’s nationality as well as ethnicity. In the beginning of school year, I always had students go one round to share where they come from and three things about themselves and their countries in a call and response style.  I sang to ask and they sang to response.  I was telling the children I was interested in their well – being.

In my curriculum, I constantly prepared songs, dances and singing games that were related to my classes so that the children could understand and learn about each other’s culture through music. I saw a radiant smile in the Dutch kid when I taught the class a Dutch song and dance- Sarasponda; I was sure she felt important and proud that a song in her language was recognized and learned in class. Similarly, a Korean child got so excited and started to tell us more than we would love to know when we all learned the song Arirang. 

I invited parents to the lessons to share with us some cultural activities and teach us songs in their languages.  Such ways of learning had always been lively, engaging, as well as fun and laughter filled.

 My motto in class was “Many Cultures, One World”. I was instilling in the children to love and embrace each other through the many cultures that we were sharing in class.  I still remember the song that was so loved by my multicultural students: The World Is A Rainbow by Greg and Steve

The world is a rainbow
That's filled with many colors;
Yellow, black, and white, and brown,
You see them all around.

The world is a rainbow:
With many kinds of people;

It takes all kinds of people
To make the world go round.

Now you be you
And I'll be me.
That's the way we were meant to be.
But the world is a mixing cup.
Just look what happens when you stir it up!

The world is a rainbow
With many kinds of people;
And when we work together
It's such a sight to see.
The world is beautiful when we live in harmony!

Youtube link: https://www.youtube.com/watch?v=uVv0U_FYIck

In addition, I loved to celebrate the diverse cultural festivals and celebrated the Chinese Lunar new year, Indian Divali, Thai LoiKrathong Mexican Cingo DeMaya and the Swedish Sankta Lucia, to name a few.

When the teacher takes the lead role to take interest and embrace the diverse cultures, and treat every student with respect, this role model will be passed on to the students. Everyone will have that mutual respect for each other. The learning environment will be beautiful. I have had this wonderful experience and am positive that it will still work in the future.

Using Mobile Devices in the Music Classroom

As a classroom Music teacher who seldom uses digital devices and tools, I have always been convinced that I can do without all of these as long as I have my students engaged in singing, moving and playing in music lessons. I have also stressed my view to my administrators that since the students are using digital devices in other classrooms, let them come to the music room to have a holistic experience of engaging their mind, body and soul through movement and music. However, I am gradually making a paradigm shift in my classroom with regards to incorporating mobile learning ever since I immersed myself in the 21^st century learning styles three months ago.

Why should I, as a teacher allow or require my students to use mobile devices to achieve learning objectives?

I believe the number one reason is that the people are moving into a fast pace digital world. Digital devices have become a necessity more than a fashion for survival. Though as much as I want to maintain the kinesthetic performance base elements in my classroom, I am persuaded there is a need for me to keep up with the current learning trend in order to prepare my students for the real world outside the classroom. In addition, there are many music apps in the market that really serve educational purposes.

I also see the advantages of mobile devices when used appropriately: i) enhance students engagement in interactive learning. ii) serve as a time management tool because students can have prior knowledge to the lessons with teacher’s guidelines before coming to class. Students can also continue to complete their projects outside class. iii) increase student knowledge and achievement as the students can do research and use different devices to create their own work of interest. iv) with the many music apps available, students can improve their music skills as well as composition skills such as creating and performing an orchestral piece using certain music apps.

Guiding principles for using mobile devices:

1)   The use of mobile devices must serve the purpose of learning, as the students are not using the devices simply to check that they have used them. For example: using a few apps on ipads to compose simple melody and rhythm, students must show that they can and know how to use those apps to replace pencils and papers. Otherwise it defeats the purpose of using mobile devices.

2)   The use of devices must be able to measure the learning outcomes. For example, by using mind map tools or any other music apps, students must show products of learning.

3)   Teacher must communicate clearly with the parents as to how, when and why their children are using mobile devices for learning. And the parents must be aware of their children’s usage of the devices.

4)   Teacher must teach the students how to use the devices in order for them to have a fruitful and effective lesson.

5)   Teacher must also give clear guidelines on how much usage of mobile devices are recommended in the learning as sing, dance and play are still the primary component in a Music lesson.

6)   Teacher must first research and go through all devices and tools that are to be used in the lesson before recommending to the students to foresee any glitches and challenges.

Mobile learning in the Music classroom:

1)   Video recording using ipads, smartphones, cameras: students can capture their performances and “Aha moment” in class for fine-tuning, feedback and peer evaluations as well as evidence of learning.

2)   Using mind mapping tools for music appreciation: students can create mind maps for visual learning after listening to and aurally analyzing a piece of music.

3)   Flipping class: teacher can post the music links and questions on Schoology for students to listen to prior to Music Appreciation class. This will help the students to enter the lesson with preparation. They can also complete their reflection after the class.

4)    Keeping track of their singing via a series of recording: my choir students can create a file on Schoology to save their own singing over a period to review and check for improvement. Their parents can also check on their progress and achievement.

5)   Creating a YouTube list of quality music relevant to class learning to discuss and share in the choir: students will be able to pull out examples from their lists to use as good or bad modeling.