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1. The goal is to teach a diverse group of students various subjects using effective teaching methods. It's essential to create an environment where students have the opportunity to learn in the classroom.

2. To help students with disabilities follow their IEPs as much as possible and work effectively in small groups (Eisenman et al., 2005).

3. To be involved in interacting with all students to get to know them, with many diverse backgrounds, their cultures, and their customs, to gain experience in understanding who they are and their families.

4. My objective is to ensure that all students feel welcome in the classroom, feel comfortable asking questions, and have the opportunity to learn as much as possible.

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Category 2: Culturally Responsive Teaching Methods

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Category 2: Culturally Responsive Teaching Methods

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1. To have an experience of working with students from multicultural backgrounds in diverse settings to learn all about them, students with disabilities, who they are, and where they come from. Able to accept who they are and able to understand what languages they came from.

2. Able to assist them with small groups if they need help by using a language development program to learn English, and assist them if they need help with various subjects, for example, how are you doing, what can we help you with, what subject, to make sure the students feel inclusive (Bravo et al., 2025).

3. To ensure everyone feels included and not left out, and to be advocated for as much as possible, so that everyone feels loved and treated with kindness.

4. To teach students about the customs and multicultural backgrounds of their own cultures, including their religious and holiday traditions.

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Category 3: Fostering a Multicultural Classroom Environment

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Category 3: Fostering a Multicultural Classroom Environment

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1. In the classroom, we can have a special project where students bring their posters, family photos, including cultural elements such as food, and share one of their favorite holidays or family vacations.

2. To decorate the classroom to showcase American Sign Language, display an ABC poster on the wall, set up school supplies, and include books with various themes and cultures. This will demonstrate that the classroom is a safe space for sounds and ensure that students feel inclusive.

3. To include teaching students about different countries through research worksheets, allowing them to learn about them using Google Chromebooks, and exploring diversity. The students are facing society to learn about experiencing different societies, where they can learn about their traditions, citizenship, and the origins of their culture, as well as acquire knowledge in school (Fine-Davis & Faas, 2014).

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Category 4: Engagement with Families and Community

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Category 4: Engagement with Families and Community

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1. Imagine how a multicultural food night can foster a sense of community and togetherness. Whether it's Hispanic, Asian, Italian, or European cuisine, a school organization could host this event, bringing families together to gather, socialize, and celebrate our diverse culinary traditions. To teach students from around the world about flags and countries, recognizing their nationalities, where they originated, and their customs, food, and languages, for educational purposes to learn.

2. Celebrate the holidays by engaging with our students' diverse cultures and backgrounds.

3. Organize events that bring people together to forge new friendships and connect with families. These gatherings provide an excellent opportunity to get to know one another and explore diverse customs.

4. To invite parents to come and visit, side by side, to share about their culture where they were raised, and learn about diverse experiences to do show and tell in the classroom.

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Eisenman, L., Chamberlin, M., & McGahee-Kovac, M. (2005). A Teacher Inquiry Group on Student-Led IEPs: Starting Small to Make a Difference. Teacher Education and Special Education, 28(3–4), 195–206.

Marco A. Bravo, Eduardo Mosqueda, & Kip Téllez. (2025). Improving Mathematics Outcomes for Multilingual Learners in Dual Language Programs through Targeted Teacher Professional Development. TESOL Journal, 16(1). https://doi-org.lopes.idm.oclc.org/10.1002/tesj.901

Fine-Davis, M., & Faas, D. (2014). Equality and Diversity in the Classroom: A Comparison of Students’ and Teachers’ Attitudes in Six European Countries. Social Indicators Research, 119(3), 1319–1334.