Scribd
Upload
10K views3 pages

Module 2 - Activity

The document outlines activities for a teacher training on multiculturalism and inclusion. It includes an exercise where the teacher identifies their own cultural identities and an important part of who they are. Scenarios are then provided asking how the teacher would respond to requests from parents about religious symbols in the classroom and accommodating students with disabilities during activities to promote inclusion.

Uploaded by

Neliza Salcedo
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
Download as pdf or txt
10K views3 pages

Module 2 - Activity

The document outlines activities for a teacher training on multiculturalism and inclusion. It includes an exercise where the teacher identifies their own cultural identities and an important part of who they are. Scenarios are then provided asking how the teacher would respond to requests from parents about religious symbols in the classroom and accommodating students with disabilities during activities to promote inclusion.

Uploaded by

Neliza Salcedo
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
Download as pdf or txt
Download as pdf or txt
You are on page 1/ 3

SALCEDO, NELIZA O.

BEED 2C

Activity 1. Reflect

A. Circles of My Multicultural Self


This activity highlights the multiple dimensions of our identities. It addresses the
importance of individuals self- defining their identities and challenging stereotypes.
• Place your name in the center circle of the structure above
• Write in each of the satellite circles an identifier or descriptor that you feel is
important in defining you. This can include anything Asian American, Female,
Mother, athlete, educator, Taoist, scientist or ant descriptor with which you
identify.

FUTURE
EDUCATOR

SALCEDO,
FILIPINO CHRISTIAN
NELIZA O.

WOMEN

Fill in the following sentences: I am (a/an) WOMEN but I am NOT (a/an) JUST A WOMEN.
Activity 2
Practice
A. Read each paragraph and explain what you would do and why.
1. A parent asks to see you. He demands that you take out the crucifix inside your
classroom because the religion they belong to does not believe in the crucifix. He
insists that his child is being taught the wrong values. How will you respond to the
parent?
2. You plan a relay game for your class. While you are explaining the mechanics of
the game, one student raises her hand and says she can’t do a particular task in
the game because she has a prosthetic leg. How will you respond to this situation?
Answers:
1. We truly understand the parent and we respect that and to their religion. As a teacher of
course, I will say that I will take it out of his child's side but leave the other student's side.
Whatever religion it is, I respect and honor it however the children in the classroom are
being taught to learn about their religion and other subjects therefore I cannot take it out
of the classroom but leave it at one side. And if his child insists that the crucifix is to be
brought back to its rightful place, I will. It is saying here that the child does not want to
change religion but wants to learn about it. So, I will also say that it is not the child that it
is controlling but the knowledge that the child wants and if the child still wants it at his/her
side, I will let it be.
2. Depending on the mechanics of the game, there are different types of relays. I prefer to
find alternative ways for the child to partially participate, rather than simply excusing
them. Excusing them isolates them from their peers, and reinforces the idea that they are
incapable. Many people face physical challenges and still accomplish truly impressive
things. I would hope to instill in the child both an idea that they belong with their peers,
capable of working with others and having fun, and that in the face of challenges they
should always be prepared to do what they can and try their best, instead of giving up
before they have even begun. As a teacher we need to think of a way so that each of our
students can participate in the activities in school whatever their situation is. Disability is
not an obstacle for the things she wants to do. And as teachers we are the ones who must
believe in our students beyond their ability.
Activity 3
VENN Diagram of Similarities and Differences
Pick a classmate you do not fully know. Take turns discussing different things about each other.
Complete the VENN diagram blow by drawing the things that make you different (draw in the
outer circles) and those that make you two similar (inner circle). Count the number of things that
make you the same and make you different from each other.

SIMILIRATIES MONICA BRAZAL


MINE
-MY CLASSMATE-

We have 2 things that make us the same, and 3


things that make us different from each other.

You might also like