Multicultural Issues

BC's schools serve students and families who have immigrated here from every part of the world. Schools must ensure that all students have equal access to learning and full participation in the schools. The variety of lifestyles and customs that result from this diversity can both enrich and complicate classrooms.

From time to time teachers have the challenge of determining whether a specific student behaviour is the result of cultural differences or evidence of a learning or behaviour problem. Along with a respect for cultural diversity, teachers need to be especially sensitive to the possibility that what at first appears to be a learning or behaviour problem is actually a difference in the beliefs or customs of the student and their family.

Teachers may need to seek support from personnel in their district who have expertise in dealing with multi-cultural issues or enlist the assistance of other adults in the community.

Student behaviour has always been a concern for educators because inappropriate behaviour tends to interfere with academic achievement. Behavioural concerns may lead to learning problems because students who argue, fight or withdraw are often not focusing their energy on learning. On the other hand, learning problems may lead to behavioural concerns because students who are having difficulty with academics may act out or withdraw in order to cope with feelings of inadequacy.

The best approach to helping a student change a behaviour is to discuss the problem directly and engage the individual in finding solutions.

Establishing a positive classroom climate can help to promote appropriate student behaviour. Over the years, educators have found that the following practices can minimize behavioural problems in the classroom:

• Establish positive rapport with students and model respectful behaviour.
• Use humour.
• Use a variety of instructional strategies and activities to maintain student interest in learning and to accommodate student differences.
• Provide opportunities for student selection of assignments.
• Keep the lines of communication open. Students and parents need to know that they can approach the teacher and/or administrator if they have a concern.
• Involve students in establishing classroom rules/expectations.
• Involve students in establishing logical consequences that will result if rules/expectations are not followed. Apply these consequences consistently.
• Whenever possible, choose behaviour management strategies that will lead to independent monitoring of behaviour over those that require external monitoring.
• Teach conflict resolution and/or social skills in conjunction with another person on staff such as a counsellor or learning assistance teacher.
• Collect information about a student with behavioural concerns in the same manner as is done for students with academic concerns. Use this information to hypothesize reasons for inappropriate behaviour and to make a behavioural plan.
• Involve the student and parents in selecting intervention strategies so a consistent approach can be used at home and at school.