TESL 0160: Unit 1

Biases and assumptions might a teacher bring into a classroom 

Life experiences leave everyone with the biases and prejudices, teachers are no different. Teachers also have preconceived notions about different countries, gender, and cultures, which sometimes reflect in the classroom and can negatively affect the students. Sometimes teacher might assume things on seeing the behavior of the students but it is very important that the underlying reason behind that behavior is understood. As mentioned in the teaching refugees related reading, that some students might behave rudely, against the rules and are not punctual. This behavior can lead teachers to assume that the people of certain countries are like this which should not be the case.


I think the best way to prepare for teaching would be to actually know the students, where they have come from, try to understand their life circumstances. The teacher should also understand their needs in order to meet their goals. The taboo topics in the classroom filled with refugees would be topics on war, freedom, terror etcetera. There are other sensitive topics such as family, love which can evoke the emotional reaction among students so the teacher should be careful while bringing this up in the class but it is not always possible to avoid the topics completely. In other contexts, some taboo topics can be around religion, political views and patriotism etcetera.

I am an immigrant to Canada and I can imagine how it feels to be away from our native country and away from the loved ones. It helps in understanding the emotions of the students and also helps in knowing the difficulties one can face to adjust in a new country and environment. Also, working with people from different cultures helps in understanding the cultural differences and accepting these.

As others have mentioned, I found the CCTV reading really helpful and insightful. It has very useful information that the teacher can keep in mind while teaching the class of refugees. In particular, I likes the section on improving self esteem and finding appropriate material for the students.

References:

Canadian Centre for Victims of Torture. (n.d.). CCVT strategies for promoting a positive atmosphere in the language and skills training classroom. Retrieved from http://www.teslwindsor.com/uploads/7/8/1/7/7817983/ccvt_strategies_for_promoting_a_positive_atmosphere.docx_pdf_2_windsor_apr_15_2016.pdf

Jenkins, S. (2008). Adopting an intercultural approach to teaching English as an international language. Essential Teacher 5(4), 19-21. Retrieved fromhttps://www.researchgate.net/publication/258242671_Adopting_an_intercultural_approach_to_teaching_English_as_an_international_language

Singh, P. & Doherty, C. (2004). Global cultural flaws and pedagogical dilemmas: Teaching in the global university contact zone. TESOL Quarterly, 38(1), 9-42.

Statistics Canada. (2008). Immigrants' perspectives on their first four years in Canada: Highlights from three waves of the longitudinal survey of immigrants to Canada. Retrieved from http://www.statcan.gc.ca/pub/11-008-x/2007000/9627-eng.htm#tphp