1. Towards More Understanding Relationships

2. • Certified Teacher – U.S.A
• 10 yrs. teaching experience
 5 yrs. U.S.
 5 yrs. South Korea
• MRes- Educational and Social
Research
• Assistant Professor of English at
Gimcheon University
• EPIK/ TaLK Teacher Trainer
• KOTESOL Presenter
• Corporate English
Daniel Moonasar
Who am I?

3.  Discussing similarities and differences from our
perspective.
 What is culturally responsive teaching?
 What is a culturally learner responsive classroom?
 Understanding our students.
 Understanding our colleagues.
 ---- I’m not sure really, we might not get through all of
this!

5. Consider your school environment. Consider
your students. Consider the “big picture” of
education.
 What’s the same?
 What’s different?
 How does culture influence these
similarities and differences?

6. What is culturally responsive teaching?
 What does “culturally responsive” mean to
you?

7. What is culturally responsive teaching?
 What does “culturally responsive” mean to
you?
 How do you make your classroom culturally
responsive?

8. Acknowledge and legitimize cultural heritages
of:
 different ethnic groups (including their own)
 attitudes and approaches to learning
 worthy content to be taught in the formal
curriculum.
 Wide range of humanity in the classroom

9. Communication of high expectations
 consistent messages
 based genuine respect of students’ abilties and
beliefs
 respect for other cultures

10. Wide variety of instructional
strategies
 Active teaching/ Student centered
learning (students play active roles in
their learning)
 Teacher as a facilitator/ mentor/
consultant vs. administrator/ controller
of knowledge
 Reflective, both students & teachers.

11.  “I like learning about other people… they are like
me.”
 “I saw a foreigner and wasn’t afraid. He told me
hello… I smiled and bowed”
 “I really think Korea is changing. I want people to
come here and live. Korea is my home.”
 I thought we had stress, but other peoples have
it too.
 “I like seeing and talking to other people.”

12.  “진호 is dirty, he has black skin. ”
 “진호 is your son. Look! (pointing to friend’s
skin color then me)”
 “I don’t care! 일본 (Japanese people) took my
country, I want them to die! (makes a
chocking and dying motion…laughs)”
 “Foreigners just drink and sex with girls.”
 “Korean’s hate other cultures. I want to move
to another country”

13. “Children now love luxury. They have
bad manners, contempt for authority;
they show disrespect for their elders
and love chatter in place of exercise;
they no longer rise when elders enter
the room; they contradict their parents,
chatter before company; gobble up
their food and tyrannize their
teachers.”
Socrates, 460-399

14. Understanding your students
 Who are they, where do they come from?
 What is important to them?
 Why is it important to them?

15.  Who are your students? What is their place in the
world?
 How can we connect with our students?
 What is different about our school experience
and our students’ school experience?
If you want to help your students find their place in
the world, it is first necessary to understand what
place they currently hold in the world.

16.  Who are they, where do they come from?
 What is important to them?
 Why is it important to them?
 What are their experiences with other
cultures?

17.  In your life, what is most important?
 How will you achieve this importance?
 What do you think your co-teachers would say?

18. Create Objectives for every class,
communicate these to students
Provide clear (scaffolded, if necessary)
instructions
Provide choice and voice
Release control
Develop procedures for daily activities

19. My email address: moonasard@gmail.com
http://danielmoonasar.wordpress.com