read this students posts and respond as if you were talking to them directly
heres the question they needed to answer- Topic 8 DQ 1
In your class, you have several international students. How would you investigate each ones culture to accommodate differences in learning styles? What strategies would be effective?
I need you to respond to each student on if you liked their post or not and respond as if you were talking to them DIRECTLY
Re: Topic 8 DQ 1
Students come from diverse backgrounds and therefore place importance on varying things. To reach all students, it is essential that I understand which things students place importance on. This brings me to the first dimension from Trompenaars and Hampden-Turners Seven Dimensions of Culture that I feel is most impacting to classroom learning: Universalism versus particularism. This dimension addresses right vs. wrong. Universalism leans more toward one definition of right and wrong no matter the circumstance, while particularism leans toward obligations with friends and family members (Trompenaars & Hampden-Turner, 1997). Understanding what students value and believe to be right and wrong is essential when approaching possibly controversial issues which may arise in a unit of study and can also be important when addressing motivational and behavioral concerns. Another dimension of culture that is important to consider is Neutral versus emotional. This dimension identifies whether a person should behave objectively and passive within human interactions, or whether they should be allowed to express their emotions honestly (Trompenaars & Hampden-Turner, 1997). We must identify how our students tend to react in various situations so we can understand their ability to work in groups, as well as anticipate reactions we may receive when we address them. A student who is quiet and detached may be acting this way by choice, and we may need to find other, nonintrusive ways to ascertain their levels of contentment. A student may be underperforming because of factors that we do not understand, and the student does not wish to discuss with us, but we are failing that student if we do not try to identify these factors. McKeachie and Svinicki (2014) state, Keep in mind that underachievement might be caused by impaired performance due to stressors that the culturally diverse student faces (p. 160). By understanding our students from these different dimensions, we may be able to help relieve stressors and provide motivators that increase their success.
Re: Topic 8 DQ 1
To begin, as a Westerner, I must be aware of my own false assumptions and interpretations of different cultures. It would also be foolish of me to not diversify my own teaching portfolio to be able to teach students of different cultures. Just as an international student has most likely had to learn a few American customs when it comes to learning, it would only help as an instructor to have some type of understanding of different cultures and how they learn. Although I prefer direct eye contact or belief because no one raises questions there is a clear understanding this cannot be said for everyone or every culture. According to McKeachie and Svinicki (2014), A better understanding of the actual meaning of student behavior will put you in a better position to respond to nonverbal feedback (p. 153). However, nonverbal cues may not always be reliable and you may have to solicit actual verbal confirmation. Patience, of course, is essential (McKeachie & Svinicki, 2014, p. 158). Just like with nonverbal cues, verbal communication is not the same across all cultures. It will most likely take time to build rapport with these international students and find the best way as to which they learn. After reviewing Riding The Waves of Culture, the first most important dimension to check is individualism versus communitarianism because The relationship between individual and group also plays an important role in what motivates people (Trompenaars & Hampden-Turner, 1997, p. 61). As Westerners, we are more individualistic as compared to other countries and cultures. This may be difficult for international students who may be used to working together as compared to apart. This may also influence how motivated they are in wanting to complete assignments as we are used to assigning individual work. The second most important dimension to check is affective versus neutral cultures. Members of cultures which are affectively neutral do not telegraph their feelings but keep them carefully controlled and subdued. In contrast, in cultures high on affectivity people show their feelings plainly by laughing, smiling, grimacing, scowling, and gesturing; they attempt to find immediate outlets for their feelings(Trompenaars & Hampden-Turner, 1997, p. 69). This goes back to nonverbal cues and how not all nonverbal cues are understood in the same way. As an instructor, understanding how students of different cultures communicate nonverbally is not only beneficial to the student but beneficial to you as the instructor as well. It helps enhance and not hinder the learning process.
Re: Topic 8 DQ 1
Greetings,As Trompenaars & Hampden Turner, 1997 states, that if something works in one culture, there is little chance that it will work in another culture, understanding that norms and beliefs are not synonymous is key to accepting cultural differences that present itself in the classroom. Our interactions with others are defined by our values and beliefs overtime which may not be valued or believed by others. When I think of culture the phrase melting pot comes to mind as defined by Merriam-Webster as, a place where a variety of races, cultures, or individuals assimilate into a cohesive whole. Even in our similarities are differences of how we may or may not approach or perceive tasks. Siblings from the same household can grow to have different beliefs as s/he begin to experience life for themselves. In a classroom, students may view topics as relevant to his/her goals but important to fulfill degree requirements. In any case, we must learn to co-exist in every environment in which we conduct ourselves within.The individual is just as important to the community as the community is to the individual. The group and individual dimension is important because without the individual the community does not exist; the same is true in the reciprocal. In the classroom, the individual will need to achieve alone and assume personal responsibility for his/her work ethics and assignments (Trompenaars & Hampden-Turner, 1997, p. 67). Conversely, the individual must also make adjustments that are suitable for working within the learning community. Universalism and particularism are important to how students and educators accept each other based on trust in unstated and stated rules and obligations (1997). These two of the seven dimensions of culture are important in the classroom and instruction because each helps in maintaining an authentic identity while also being considerable and flexible.
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