Question 4
Roleplay is an effective way of learning. Students can learn history through discussions and stepping in the shoes of historical people and move around them. The teaching role starts with preparations. During preparation, teachers select a compelling topic that involves several sides of an argument. The teacher then assigns reading, guides the students in research, and ensures students attend lectures so that they get information and views on the topic to develop their arguments. Then, teachers have to ensure there is an appropriate physical setting that is relevant for learning. Students may also be required to wear costumes. Before the play, teachers provide that every student has a clear role. If they are in groups, teachers should establish how they should work together. After the play, teachers should have a moment with students to get feedback on their performance and also prompt the students to reflect on the roles they played (Weiner, 2019) .
Question 5
Student empowerment happens through student council, or student body were teachers in school delegate positions of power to their students. By involving students in dispensing power, students feel that they are making an impact. For example, the disciplinary board can have a committee of students that review other students' mistakes and decide if they worth suspension. Teachers and administrators then review and advise before considering their decision as final. As the administration recognizes such authority of students in making vital decisions in school, students feel they not only merely supporting pillars of school administration; instead, they are a meaningly part of the whole administration (Fletcher, 2015) .
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Question 6
The integrity of teachers is a fundamental need for effective teaching in a school with cultural backgrounds. During lessons, teachers take time to know the student's cultural history and exercise sensitivity when the student's experiences differ. Teachers share stories that give students room to share their own. Teachers also engage in dialogue to resolve conflicts through respectful, honest sharing of views, ideas, and beliefs (Classroom Culture, 2018) .
Question 7
Just like adults, children are affected by what they see, hear, and interact within their learning environment. Teachers can create activities that allow students to express their feelings and envoke interest. For example, the teacher can ask pupils what they know about nature. Teachers also can engage pupils in outside activities like running, swinging, and playing ball, which helps physical development (Stanberry, 2018) . Moreover, teachers also can contribute to cognitive learning by ensuring they are aware of what the students in their class like to explore. By putting materials in class that sparks their interest in finding more, the child can learn and develop social, educational, and linguistic skills. Teachers can also engage with the students in activities identifying sounds made different animals and objects, or practice alphabet and counting (Raising children net, 2018) .
Question 8
Teaching in a culturally diverse class requires teachers to treat each student equally irrespective of where their culture. Through learning the different cultures, teachers can create a class environment that reflects children's diversities and backgrounds. Through representing languages spoken in class in their learning programs and having multicultural material, activities, and tools, the teachers can develop the ability of students to participate in different cultures. Teachers also invite families to their schedules so that they can understand more about their languages while families can share stories from their different cultures. Through these family –teacher collaboration, a teacher can create a plan that incorporates cultural and linguistics information into learning activities at school and home. For example, families can converse with their children about what they have learned in school in their specific language. (Carola O, Linda M. et al, 2019)
References
Carola O, Linda M. et al. (2019). Many Languages, One Classroom: Supporting Children in Superdiverse Settings. Teaching young children, Vol. 12, No. 2 , 1.
Classroom Culture. (2018). Critical Practices for Anti-bias Education . Retrieved April 21, 2020, from tolerance.org: https://www.tolerance.org/magazine/publications/critical-practices-for-antibias-education/classroom-culture
Fletcher, A. F. (2015, May 18). Student Empowerment and Meaningful Student Involvement . Retrieved April 2020, from soundout.org: https://soundout.org/student-empowerment/
Raising children's net. (2018, May 23). Thinking and play: preschoolers . Retrieved April 22, 2020, from raisingchildren.net.au: https://raisingchildren.net.au/
Stanberry, K. (2018, March). Eager to learn Educating our preschoolers . Retrieved April 23, 2020, from Understanding Physical Development in Preschoolers: http://www.getreadytoread.org/
Weiner, C. (2019). Want to Facilitate Role Playing in Your Class? Retrieved April 21, 2020, from ableconnect.harvard.edu: https://ablconnect.harvard.edu/want-facilitate-role-playing-your-clas
