This presentation addresses the results of an experience at a Professional Development School in Lusaka, Zambia, Africa. This experience offers an opportunity to recognize the importance of reflecting on classroom cultures across international borders. Teaching is universal; however, the methods, strategies, resources, and environments differ throughout the world. Recognizing components of effective classroom culture in any country can strengthen the field of education. In the four basic schools in Lusaka, Zambia (specifically Grade 5 & 6), the observations concluded that the Zambian classroom culture lacked resources, which ultimately affected the teaching and learning in the classroom. A lack of resources causes instruction to be conducted in a teacher-centric manner and the students are not able to be creative because of the classroom culture. Students in Zambia are encouraged to be passive learners as the teacher is their sole source of information. In order to produce progress, especially needed in a developing country, students need a wealth of resources with multiple perspectives and the opportunity to be creative. Awareness of education practices across international borders increases understanding, appreciation, and reflection of local education practices.
|Presenter:||Margaret Henry (Buffalo State College) -- email@example.com
|Topic:||International Education - Panel|
|Time:||10:45 am (Session II)|