answer the questions in paragraph experiences of whole race beginning to go to school for the the present one of the most interesting studies in the development of any race to do you you think ok education builds cultural bridges how and explain it
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Answer:
Good instruction is good instruction, regardless of students' racial, ethnic, or socioeconomic backgrounds. To a large extent, good teaching—teaching that is engaging, relevant, multicultural, and appealing to a variety of modalities and learning styles—works well with all children.
The instructional strategies outlined in this chapter reflect a sampling of the most exciting and determined efforts to change the way the United States educates its citizens. These "ideas at work" range in complexity and magnitude. They represent concepts that cut across content areas. They overlap so comfortably that they sometimes look like separate facets of a single gem. They are as much about attitude and general approach as about specific pedagogical techniques and classroom application. They have a few characteristics in common:
They tend to be inclusive, not exclusive.
They work best in context with other ideas and concepts, not in isolation.
They often focus on students working within social situations rather than alone.
Their activities, techniques, and goals are interactive and interdisciplinary, realistic rather than esoteric.
Possibly most important, they empower students to be actively involved in the processes of their own learning, rather than passively receptive.
None of the ideas in this chapter is new. Although some of them tend to be identified with specific programs, individuals, or locations, they are presented here as generic—that is, as applicable in virtually any classroom, in any subject area. All are adaptable.
Why ideas at work rather than ideas that work? Because "ideas that work" implies a kind of guarantee of effectiveness. In the real world of the schools, however, nothing works every time, everywhere, for everyone. No single strategy, approach, or technique works with all students. But the concepts in this chapter have proven themselves over time, with a multitude of students of diverse backgrounds and widely ranging abilities.
Unfortunately, numerous barriers can prevent poor and minority students from receiving good instruction. Some of these barriers are caused by educators' attitudes and beliefs; others are the result of institutional practices. The intent of the listing that follows is not to provide a thorough cataloguing of every barrier to sound instruction, but rather to place educators on alert.
Attitudes and Beliefs
Racism and Prejudice
Despite much progress during the past few decades, racism and prejudice are still ugly realities in all sectors of life in the United States, including education. Today, racism may be less overt and virulent than in the past, but its effects can still greatly harm minority students. In fact, subtle, insidious forms of racism may be even more harmful to young people than more blatant forms.
Prejudice against the poor, of whatever race or ethnicity, is another force that works against the academic achievement of disadvantaged students. For example, some teachers of poor students don't let them take materials home, out of fear that the materials will never be returned. Yet these same students tend to be proud to have the responsibility for taking materials home and are generally exceedingly careful to return them.
Obviously teachers must avoid discriminating, consciously or unconsciously, against students because of their racial, ethnic, or socioeconomic backgrounds. Such discrimination can be as blatant as imposing harsher discipline on minority students or as subtle as lowering expectations for poor children because they have "difficult" home lives. Teachers must be aware that they see students' behavior through the lens of their own culture. They must carefully examine their own attitudes and behaviors to be sure that they are not imposing a double standard. Most important, they must believe sincerely and completely that all children can learn.