Время Науки. 2014. Выпуск 4 - The Times of Science

Surzhyk A. V. А.В Суржик that follows describes some of the specific demographic characteristics of students and teachers, explains some of the implications of these for teacher education, and offers some suggestions for how teachers’ preparation programs should be worked out to meet these demographic realities. There are nearly 40% of foreign students from different countries with different cultures study at Kirovohrad Flight Academy. And sometimes it is hard for teachers to build a warm cultural relationship. Also, there are some cases when the cultural problem becomes primary between students with different cultures. Some of the most crucial cultural misunderstanding in classrooms occur in the areas of cultural values, patterns of communication and cognitive processes, task performance or work habits, self-presentation styles, and approaches to problem solving. Many of these incompatibilities happen subconsciously; although it does not distract from their importance. Moreover it increases their significance as obstacles to successful teaching and learning in culturally pluralistic classrooms and it is to be targeted for implementation into the multicultural teacher preparation programs. Living and functioning effectively in culturally pluralistic classrooms can be highly stressful for both students and teachers. Trying to unite two or more different cultural systems can take psychoemotional priority over attending to academic tasks. Stress and anxiety correlate inversely with task performance. As psychoemotional stress levels increase in culturally pluralistic classrooms, teaching and learning task performance declines, thereby reducing the overall quality of academic efforts and achievement outcomes [2]. Teachers spend grate amounts of time for classroom control and maintaining the Anglocentric cultural hegemonic status quo. Culturally different cadets spend much of their psychoemotional and mental resources defending themselves from attacks on their psychic senses of well-being. Many find themselves in what Banks [1] calls a “triple quandary,” having to negotiate simultaneously in three often-disparate realms of experience: the mainstream school culture, their natal ethnic cultures, and the status of being members of oppressed, powerless, and unvalued minority groups. These conditions do not create “safe and supportive” environments for learning, one of the commonly accepted requirements for effective schooling. Instead it results in classroom climates charged with adversarial opposition, distrust, hostility, and heightened levels of discomfort and tension. Neither students nor teacher can function at their best under these circumstances. Thus being able to identify stress-provoking factors