# data[].attributes.body
1. To incorporating multicultural perspective across multiple subjects areas is essential for promoting equity, respect inclusive understanding of diverse students by teaching them about different diverse authors during their lessons.

2. Another way is teacher can reflect on self-identity through exploring multicultural children's books. Books that are published in different time periods that reflects on cultural differences and how students can learn self-reflect with other peers. "teachers analyzed multicultural books from authentic perspectives, focused on how the authors used appropriate language, and examined trends in cultural details and illustrations published in different time periods. They analyzed characteristics of main characters by parsing the facts, by examining the context of the story, and by examining the personalities of main characters" (Yuko Iwai, 2024).

3. Examples of literature multicultural books that will teach students about diversity such as 'Our Diversity Makes Us Stronger', by: Elizabeth Cole, and 'All Kinds of Children', By: Norma Simon. If we want we can use religious books such as The Bible and The Quran they both teach about integrity, humanity, respect and love one another.

4. Historical events are essential to incorporate in the curriculum that teaches us about real-life stories, empathy and compassion toward one another. Books such as ' The first American Slave' by: Baby Professor. 'Before she was Harriet', By: Lesa Cline-Ransome.

# data[].attributes.body
1. It is when educators have a clear understanding of their students culture background. Educators must learn about their students importance about culture, holidays, traditions, language, and beliefs for students to feel respected, valued, seen and heard.

2. The teacher can create an inclusive environment where students where can feel comfortable to talk about their culture without fearing to be judged to stereotyped. " Culturally relevant pedagogues can help “students to recognize and honor their own cultural beliefs and practices while acquiring access to the wider culture, where they are likely to have a chance of improving their socioeconomic status and making informed decisions about the lives they wish to lead” (Budhai, & Grant, 2022).

3. The teacher can also include multicultural content in the lesson or in the classroom such as providing books, visual aid, posters and anything important that can reflect diverse cultures and viewpoints. Provide materials such as flash cards with vocabulary words, or using supportive buddies that ELL students can learn from.

4. The teacher must understand each students struggles and needs in order to tailor each lesson/strategy that fits students needs to learn. Using different approaches, provide support and listen to students and giving the opportunity for them to succeed.

# data[].attributes.headline
Fostering a Multicultural Classroom Environment

# data[].attributes.subject
Fostering a Multicultural Classroom Environment

# data[].attributes.body
1. fostering a multicultural classroom environment is essential in creating an inclusive, safe, respected environment where all students are seen, heard and valued. In this classroom students are able to talk about their culture and beliefs comfortable, and celebrate their holidays. Which empowers learning environment. Teachers can create a classroom norm where students are kind and appreciate each other and willing to learn about each others differences.

2. Multicultural "perspectives on various methods which support cultural and linguistic diversity, challenge prejudice, and promote cooperation with parents from diverse cultural backgrounds. The findings indicate that the student teachers value culturally responsive teaching methods and have been able to utilize them to some extent in practice" (Benediktsson, A. I. (2023). Which can have a positive learning experience for students.

3. To create a learning environment educators must have a classroom setting where diverse content is around the classroom such as books, posters, maps, flags that have different content that students feel sense of belonging or symbols to their culture.

4. Educators must create a classroom where all students learn about empathy, compassion and respect of other peers. students will learn to acknowledge each other regardless of background differences, socioeconomic, beliefs, disabilities and language.

# data[].attributes.body
1. Involving families and community members in education setting is important for building strong connections between educators, students, families and community. Which can have a strong impact on students education to succeed. With connection between school, families and community there will be culture awareness where everyone will learn about each other's differences.

2. "Diverse ideals regarding family involvement often constrain the potential for meaningful school–home interactions within culturally diverse urban communities" (Peltier, Edwards, & Sweeney, 2024). The school can have family nights where parents can get involved in their child's school such as volunteer for events parties, games and etc. Parents can volunteer for bookfairs, reading night where parents can bring books to share about their culture, food, heritage, and music. That will be a multicultural learnings.

3. Schools can create a culture celebration month that can help students and families from different cultures get together and feel accepted within the community. Which not it only builds a strong community but it helps teachers understand diverse cultures differences.

4. The school can have workshop day for parents to learn about technology that will help them focus on their students learning, communicating with teachers and school. This will also give parents an idea of how to use digital resources on learning language, and collaborating with others that will help them not just for school but at home too.

# data[].attributes.body
1. Benediktsson, A. I. (2023). Navigating the complexity of theory: Exploring Icelandic student teachers’ perspectives on supporting cultural and linguistic diversity in compulsory schooling. International Journal of Educational Research, 120, N.PAG. https://doi.org/10.1016/j.ijer.2023.102201

2. Budhai, S., & Grant, K. (2022). Introduction : why culturally responsive teaching matters in dynamic equitable learning environments. In Introduction (Vol. 0, pp. -). Corwin, https://doi.org/10.4135/9781071873366.n1

3. Peltier, M. R., Edwards, P. A., & Sweeney, J. (2024). Reframing family engagement: Inclusive strategies that elevate and validate. The School Community Journal, 34(2), 9–32.

4. Yuko Iwai. (2024). Preservice Teachers’ Reflections on Teacher Self-Identities through a Multicultural Children’s Literature Project. Multicultural Learning and Teaching, 19(2), 269–292. https://doi.org/10.1515/mlt-2022-0021