4.0 Broad Knowledge of socio-cultural diversity. Why a teacher should have a broad knowledge of cultural diversity?

A teacher must be knowledgeable of whats around, or whos around and able to adapt and control in every situation. The power of adapting to different settings, peoples, and norms are crucial in realising the goal of being a teacher. We do believe that the flexibility of a teacher to devise, adapt to multiculturalism classroom is the key to a better teaching and learning session. In Malaysian context, educations are dealing with multiple cultures or multiculturalism. The major ethnic group is Malay, followed by Chinese, Indian and others. In a classroom, there will be different races, religions and beliefs. Thus, the role of teacher is to plan, devise and conduct the lesson that is suitable and effective for all pupils. ( J.M. Nasira, 2009).

5.0 Application towards pupils, shool and curriculum. The teacher must understand the concept of pupils diversity or individual differences. The awareness and understanding of this concept is crucial for the teacher to take considerations of every pupils unique perspectives of culture and social. Gay (2000) stated that culturally responsive teaching as using the cultural knowledge, prior experiences, and performance styles of diverse pupils to make learning more appropriate and effective for them ; it teaches to and through the strengths of these pupils. The rationale is learning atmospheres are optimum and effective for all pupils from different background. Teacher must be fair in giving exercise, attention or punishment. A fair and firm treatment to all pupils disregard their races are crucial. It is the foundation of trust between teacher and pupils. Trust is to be earned and then only the teacher can have a positive relationship or rapport with the pupils and conduct the lesson effectively.

Effective teaching has some objectives. The objectives of teaching are to deliver information in the form of knowledge, to acquire pupils with cognitive, affective and psychomotor skills, develop pupils values and attitude and helps pupils to live on their own effort. (Santrock. J. W. 2006). The term knowledge is not only applied to the academic element. The knowledge of other culture is important factor to ensure an effective classroom. The teacher must take accounts of every pupils belief, religion, and sensitivity. Every word that is uttered by the teacher is listened and processed into pupils mind. The speech should be knowledge for the pupils, or something that is bringing benefits for them. Insensitivity towards others cultures may lead to disrespect, hatred or cause disciplinary problems in taking control of thee classroom. The worst thing to happen in classroom is losing control in classroom management. That means the lesson cannot be delivered and learning objective is not achieved. Multicultural classroom requires the teacher to study the pupils background, beliefs, religion, taboo and many more. Get to know the pupils background will give the teacher some enlightenment of what is right and what is wrong to be done in the classroom.(Muhammad Kamarul Kabilan & Zaharah Hassan. 2005) For example, the Indian are sensitive of cow. Cow is regarded as their god and the teacher and other pupils should not make joke or comments of the Indian beliefs. This may look nothing but by disrespect other races will lead to demolishing of unity amongst all the races found in Malaysia. In addition, multicultural classroom requires extra preparation in the lesson plan. The teacher should plan the lesson that is suitable for all pupils. The teaching materials, teaching aids and contents must be culture friendly and interesting for all pupils. To develop unity among pupil, the teacher can devise learning activity that requires the pupils to work in group, hands on activity for them to communicate, learn and get to know each other. We do belief that the best way to understand other culture is to communicate, cooperate and involve amongst them. One of the ways to develop unity amongst pupils is to have a dynamic group activity such as culture project, making a scrapbook, exhibition, drama, and many more.

The classroom management involve some processes such as planning, engage, evaluate and feedback. Effective teaching demands a good lesson planning with consideration of diversity cultures for all the pupils to learn comfortably. Comfortable and conducive classroom environment is important for effective learning. (Woolfolk.A. .2004). Good seating arrangement, air ventilation, wall colours and lighting will definitely create an excellent learning classroom. The pupils will feel safe, calm, serene and ready to learn. The teacher must have a broad knowledge of the classroom arrangement also important to take as consideration. Multicultural classroom requires a work space for team work or hands on activity. This work space is for the pupils to develop the value of cooperation, helping each other between the pupils. Woolfolk (2001) stated that the physical environment of the classroom setting an d social dimensions interact to shape classroom culture. In Malaysian context, the Prime Minister, Dato Seri Najib Tun Razak has come out with 1 Malaysia ideology. By applying group activity and maximise the use of work space, the unity is gradually develop in times and unity is achieved during the school years. The teacher can provide some space at the back for the pupils to exhibit their ideas. The bulletin boards are divided into the academic subject and one special board can be given to the pupils as their culture board. The culture board is to expose the pupils to different religion, beliefs, and culture from various ethnic found in Malaysia. Thus, the moral values can be infused indirectly by the use of culture board. Teacher must have a broad knowledge in applying teaching pedagogy in multicultural classroom. Teacher must give full attention on the pedagogy so the teaching and learning process is sensitive-free for all the pupils beliefs. Culturally relevant pedagogy calls for instruction to be made relevant to the pupils by finding an intersection between (a) the pupils knowledge and skills and (b) schools knowledge and skills by engaging the pupils in active investigations so he can discover the

connections between what he knows and the teacher wants he to know. (Santrock. J. W. (2006). The teaching and learning that is culture relevant helps the pupils the understanding and unity amongst teacher and pupils to achieve the National Philosophy of Education. 6.0 Conclusion In conclusion, effective teacher have good command of their subject matter and a solid core of teaching skills. Burden (1994) stated that effective teacher have excellent instructional strategies supported by methods of goal setting, instructional planning, and classroom management. They know how to motivate, communicate, and work effectively with pupils who have different level of skills and come from culturally diverse backgrounds. Effective teacher also understand how to use appropriate levels of technology in the classroom.

REFERENCES

J.M Nasira (2019) . PGSR Semester 3- Modul Edu 3106. Kepentingan Memahami Hubungan Etnik.

Muhammad Kamarul Kabilan & Zaharah Hassan. (2005) . Readings on ethnic relations in a multicultural society. Serdang : University Putra Malaysia.

Woolfolk. A. (2004) . Education Psychology. Boston : Allyn & Bacon.

Santrock. J. W. (2006) . Educational psychology : A tool for effective teaching : Boston : Allyn & Bacon.

Burden, P. R. & Byrd, D. M. (1994). Methods for effective teaching. Boston: Allyn & Bacon.

Gredler, M. E. (2001) . Learning and Instruction. Theory into practice. (4 th Ed.) New Jersey: Merill Prentice Hall.