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Cultural beliefs influence teaching styles from "summary" of The Teaching Gap by James W. Stigler,James Hiebert

The way teachers teach is not just a matter of personal preference or individual style; it is deeply influenced by the cultural beliefs that they hold. These cultural beliefs shape the goals that teachers set for their students, the way they structure their lessons, and the methods they use to assess their students' progress. In Japan, for example, teachers believe that all students can learn at high levels if they work hard enough, and this belief informs their teaching practices. They set ambitious goals for their students, engage them in challenging tasks, and provide them with the support they need to succeed. In contrast, American teachers often hold a different set of beliefs about their students' abilities. They may believe that some students are simply not capable of reaching high levels of achievement, and this belief can lead them to set lower expectations for these students. As a result, their teaching may be less rigorous, less demanding, and less likely to push students to reach their full potential. These differences in cultural beliefs can lead to stark differences in teaching styles and, ultimately, in student outcomes. The influence of cultural beliefs on teaching styles is not limited to the goals that teachers set or the rigor of their instruction. It also extends to the way teachers interact with their students, the way they structure their classrooms, and the way they approach discipline. In some cultures, teachers are expected to be authoritative figures who command respect and obedience from their students. In others, teachers are expected to be nurturing and supportive, building close relationships with their students and creating a sense of community in the classroom. These cultural expectations can shape the way teachers communicate with their students, the way they handle conflicts, and the way they respond to misbehavior. For example, a teacher who comes from a culture that values hierarchy and authority may be more likely to use a strict, top-down approach to discipline, while a teacher who comes from a culture that values collaboration and consensus-building may be more likely to involve students in decision-making and conflict resolution. These differences in teaching styles can have a profound impact on the classroom climate and the relationships that teachers have with their students.
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    The Teaching Gap

    James W. Stigler

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