The relationship between teachers and students is mediated by the norms and assumptions that each brings to the classroom, which are in turn inflected by national and cultural traditions. When is speaking out in the classroom rude, and when is it a sign of student engagement? What kinds of deference should students give to teachers, and what is involved in recognizing the authority of the teacher? What is the purpose of written and oral feedback, and what do the various points on the grading scale signify? What is the boundary between influence and plagiarism?
There is no one answer to any of these questions, but different educational traditions and cultural contexts can inculcate different views in teachers and students. Our aim in this session is to explore these differences, and to discuss techniques that establish shared understandings in the classroom.
This three-part series explores how a diversity of cultural backgrounds and experiences in the classroom can benefit learning or create challenges in the classroom.
To learn more about this program and its requirements, visit: CTLgrads Learning Communities.