Students can be asked to research and bring in newspaper articles pertaining to their country of origin and hang them on a class bulletin board. This reinforces the idea that reading can help students better understand the world around them. Students can be asked to give formal and informal presentations about cultural differences and practices relevant to their home country. Involving parents is a critical part of learning, and asking parents to come in to give brief talks about unfamiliar holidays and foods from their nation of origin establishes a connection between the classroom and the home environment. It increases the comfort of the parent coming to the school to talk with the teacher, even if English is not the parents first language.
Regarding students coming from different educational systems abroad, the teacher must understand the perspective of the child: not all educational systems are as participatory as in the United States.
When dealing with the student, the educator must be mindful of this fact, and find ways to help the student become more comfortable with the more dialogue-based approach to education typical in the U.S. The teacher must make it clear to the student that he or she is not simply a recipient of knowledge, but can question and even challenge the teachers opinion, provided it is done in a respectful manner. Allowing students to talk about their own perceptions of how education was different in their home nation vs. The U.S. is valuable. This enables the student him or herself to understand the differences in a more self-critical way, and also gives the teacher valuable input into how the student views his or her current learning experience..