Report on Teachers’ Understanding on The Concept of Diverse Ethnic Groups and

Cultures in the Classroom and How They Attend the Group Diversity

Introduction

I had conducted an interview with two teachers and one student from SK
Perbandaran No.4. According to Dr. Lisa D. Belfield, the concept of diverse ethnic groups
and cultures in the classroom refers to a group or community who is closely related to each
other through characteristics such as culture, language and religion in which they share
common experiences. For instance, this includes groups that we are born into, such as
race, ethnicity, gender, language, belief or religion. Besides, this concept as defined by
Queensborough Community College encompasses acceptance and respect where the
understanding of uniqueness of each individual and recognition of individual differences are
emphasized. This report will focus on teachers’ understanding on the concept of diverse
ethnic groups and cultures in the classroom and how they attend the group diversity in their
teaching and learning.

Body

According to respondent A, she responded that the concept of diverse ethnic

groups and cultures in the classroom means recognizing that all the students are unique in
their own way. For example, she stated that their differences could consist of reading level,
cultural background, personality, religious beliefs and races. On the other hand, respondent
B who has students who come from diverse ethnics such as Chinese, Malay, Iban and
Kenyah stated that the concept of diverse ethnic groups and cultures in the classroom refers
to each student bringing unique experiences, strengths and ideas to the classroom where
diversity is the exploration and incorporation of the differences between diverse ethnic to
enrich learning in the classroom. For instance, respondent B shared that the differences
could be along dimensions of age, race, gender, ethnicity, sexual orientation, socio-
economic status or religious beliefs.

Besides, respondent A also responded on how she attended the group

diversity in teaching and learning. According to her, she would provide students with an
environment that is conducive to learning as she said that if a student feels uncomfortable,
unsafe or not respected, then his or her chances of success in that class would dramatically
decrease. Besides, respondent A would also take time to learn about her students' various
cultural background, interests and learning style so that an environment that is conducive
and suitable to each individual student can be established. Conversely, respondent B
responded that he would attend the group diversity in teaching and learning by strictly
prohibiting bullying, teasing and other put-down behavior in the classroom through
implementing a "zero tolerance" for anything that is disrespectful or intolerant of diversity.
Besides, respondent B also built good relationship with his students as through developing
an understanding of students' lives, it enabled him to increase the relevance of lessons
according to their diversity. For instance, during his previous lesson, he asked his students
to bring in their own reading material and share information about their ethnic background
with the class in order to foster a trusting relationship with their classmates as well as share
stories and ideas that are important to their own cultural background.

Moreover, according to respondent C who is a student, he said that there are 3

races in his classroom, namely Chinese, Malay and Iban and he often interacts with his
Malay and Iban friends using Malay Language. Besides, he stated that he was glad to have
classmates who come from different races because he was able to know about their different
cultures.

Conclusion

In short, after conducting this interview, I am fully aware of the significance of

understanding the concept of diverse ethnic groups and cultures, which is to establish
relationships with people from cultures different from our own and help us to overcome racial
and ethnic divisions.

(600 words)