Intercultural Skills

Being an effective educator in todays classrooms demands intercultural competence, one dimension of which is cultural skills to interact with your students and their backgrounds.

Take this 30 question survey in order to get a better understanding of your own intercultural skills as an educator. Final scores are given based on levels of agreement with the statements. The more honest you are, the more meaningful the results. However, the results are not meant to rank or to judge but rather to indicate your own areas of intercultural competence that are strong as well as those in need of further development.

Created by: Leanne Doiron of Culture Check
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  1. I am able to identify instances of stereotyping and bias and communicate this to my students
  2. I am able to effectively respond to and mediate instances when my students' cultures come in to conflict during classroom activities or discussions
  3. I am able to define empathy to my students and give explanations or examples to stress its importance
  4. I am able to select and use appropriate storybooks to promote discussion around diversity in my classroom
  5. I am able to respond to the characters and settings of diverse literature in my classroom through role plays, guided responses, or connections to real life events or experiences
  6. I am able to avoid referring to ethnic minorities as "them", "other", "foreigner", or in other subordinate terms
  7. I am able to relate multicultural music and videos to curriculum material
  8. I am able to incorporate team building and cooperative activities in to my classroom that capitalize on the different abilities and interests of the student for common benefit
  9. I am able to listen and process what my students are saying without interference or interruption
  10. I am able to perceive the value and meaning behind students' behaviour relative to their own cultural context rather than my own
  11. I am able to be flexible and adapt my approach according to students' cultural background knowledge
  12. I am able to create assessments that are culturally appropriate or relevant for the students being assessed
  13. I am able to interact with a culturally appropriate sense of humor
  14. I am able to advocate for the rights and needs of students when I feel that policies or structures are compromising them
  15. I am able to promote environmental sustainability practices and protection measures in my classroom and school
  16. I am able to use technology to promote cross cultural awareness and communication in my classroom
  17. I am able to communicate in a manner that uses skilled dialogue based on respect and reciprocity ("I wonder if..." or "I would like to know..." instead of "I'm sure" or "I know"...).
  18. I am able to encourage the development of English skills in language learners without sacrificing content or undermining their intelligence
  19. I am able to avoid uncomfortable cross-cultural communication barriers such as grimacing, being dismissive, and looking the other way
  20. I am able to form multicultural friendships and contacts as easily as I am able to form friendships and contacts within my own culture
  21. I am able to allow students who are learning English the extra time needed to process the information when they are expected to respond in reading, listening, speaking or writing
  22. I am able to incorporate students' "funds of knowledge", or the particular skills and experiences affecting daily activities in their households, in to the classroom
  23. I am able to identify and correct instances when cultures are being misrepresented or misjudged
  24. I am able to respond to or re-enforce student's value levels of social identity vs. individual identity (i.e. for a strong level of social identity, "your parents should be very proud of you" would be more re-enforcing than "you should be proud of yourself")
  25. I am able to incorporate guest speakers and traditions from indigenous or international contexts in to the classroom
  26. I am able to avoid having low expectations of students based on their cultural identity or prior circumstances (if they come from less desirable schools, neighborhoods, ect)
  27. I am able to celebrate students as a successful individual in their own right without asking them to speak for their race/culture, referring to them as a credit to their race/culture, or as an exception to their race/culture
  28. I am able to support, participate in, and advocate for professional development around topics of diversity
  29. I am able to support and work with members of a diverse staff and/or administration
  30. I am able to encourage and enable ethnically and culturally diverse parents to participate in their child's education

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