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Cultural humility is a term coined by Melanie Tervalon and Jann Murray-Garcia in 1998 to describe a way of incorporating multiculturalism into their work as healthcare professionals. Replacing the idea of cultural competency, cultural humility was based on the idea of focusing on self-reflection and lifelong learning.
Culturally relevant teaching is instruction that takes into account students' cultural differences. Making education culturally relevant is thought to improve academic achievement, [1] but understandings of the construct have developed over time [2] Key characteristics and principles define the term, and research has allowed for the development and sharing of guidelines and associated teaching ...
It is a way of teaching that promotes the principles of inclusion, diversity, democracy, skill acquisition, inquiry, critical thought, multiple perspectives, and self-reflection. [2] One study found these strategies to be effective in promoting educational achievements among immigrant students. [3]
SUNY explains that teaching is an art and that social workers, as educators, need to understand themselves and their students. [16] Some of the identified tools provided by the School of Social Work include finding one's learning style, developing effective lesson plans, reflective teaching and professional development, resources by subject ...
For example, studies have shown evidence of cross-cultural [86] and within-cultural variability, [87] and systematic variability in reasoning wisely across contexts [13] [81] and in daily life. [88] Many, but not all, studies find that adults' self-ratings of perspective and wisdom do not depend on age.
They also need time to exchange their reflections with other students and with adults. Service and Compassion places emphasis on strengthening students and teachers through acts of consequential service to others. One of an Expeditionary Learning school's primary functions is to prepare students with the attitudes and skills to learn from and ...
Educators may refer students to resources or integrate mental health awareness into their teaching practices, ensuring that students are receiving appropriate care. A guide for this process might include: Self-reflection exercises to explore emotions and behaviors. Journaling prompts designed for self-exploration.
Later theorists include David Kolb, David Boud ("reflection in learning"), [3] and Donald Schön. [ 4 ] [ 5 ] In a professional context, this is known as reflective practice , wherein the use of the reflective process allows one to understand experiences differently and take action accordingly.