A School represented by more than 22 countries amongst the students and the teachers, Cedar Hill Preparatory provides a heterogeneous environment that encourages tolerance towards all ethnic, cultural and religious groups. With a goal to embrace multiculturalism, we prepare our students for life to live and succeed in a real pluralistic environment.
In tune with five dimensions of multicultural education as per Kincheloe and Steinberg’s taxonomy of Multicultural Education, we have modified our syllabus and practices that best reflects the concept of diversity.
- Content Integration – Our curriculum is upgraded to reflect the diverse communities across the globe
- Knowledge Construction Process – Our teachers are well-equipped to help the students understand, investigate and determine the implicit cultural assumptions and develop a tolerance for diverse cultures.
- Prejudice Reduction – We ensure an environment that helps to reduce prejudice towards different groups in the classroom.
- Equity Pedagogy – Our faculty adopts a wide range of teaching strategies that encourage cooperative learning.
- An Empowering School Culture and Social Culture – We promote a school culture that empowers equity among everyone within the school.
Quoting Kofi Annan, Former Secretary-General of the United States
“Tolerance, inter-cultural dialogue and respect for diversity are more essential than ever in a world where people are becoming more and more closely interconnected.”
“People of different religions and cultures live side by side in almost every part of the world, and most of us have overlapping identities which unite us with very different groups. WE can love what we are, without hating what-and who-we are not. We can thrive in our own tradition, even as we learn from others, and come to respect their teachings.”
At Cedar Hill Preparatory School, our motto is to practice what we preach that of being one cohesive community. We are fortunate to have a team of administrators, teachers and parents who support and work towards it.
Have a look at what our teachers and students have a say about their experiences at Cedar Hill Preparatory School.
We have been successful in creating a school community, well-equipped with a house system, an active PTO and administration all working towards fostering a positive and nurturing environment. We at CHP strive to be “culturally responsive” by valuing each student through the positive environment.
Acknowledging the cultural differences among students is the key to addressing their learning needs. We make sure the cultural differences do not get in the way of our teaching by embracing these differences and making them an integral part of our classroom. The right way of ensuring this is to understand the major differences between our own culturally based beliefs, values, and biases and the ones of our students. Our teaching methods are modified in a way that helps to foster positive classroom relationships and encourages structured learning that enable students to make real-world connections between themselves, their classroom and the subject matter. We constantly upgrade our policies and processes to address the new challenges we encounter time and again. For instance, students having problems with the English language are addressed in a proper way by understanding their learning needs and thereby making necessary modifications.
At Cedar Hill Prep, diversity encompasses acceptance and respect. Each individual person is unique and within our diverse culture there are dimensions of race, ethnicity, gender, socio-economic status, physical abilities, religious beliefs, and ideologies. The exploration of these differences is in a safe, positive, and nurturing environment. We embrace and celebrate the rich dimensions of diversity contained within each individual.
Our students embrace and enjoy all learning. Our curriculum content and teaching strategies consider the age span of children, individual differences in learning styles, and diverse backgrounds and cultural differences.
Beginning in preschool, our students are given Cooperative and collaborative learning activities that foster social skills, social acquisition and concept development. However, it was difficult for some of my kindergarten children to understand that when learning about Thanksgiving and referring to Native Americans as Indians, we weren’t talking about Indians from India.
We have a well-balanced literacy program with curriculum content that is integrated across traditional subject areas especially for communication skills speaking, listening, reading, and writing. Our students are happy and excited about learning. They look forward to what will happen next. I think the best way to learn is to make the topic enjoyable and to create an environment in which students can have a good time while they learn.
– Ruth Sulitzer – Kindergarten Teacher/Director of Admissions
We enjoy sharing & celebrating our different traditions and delight in realizing how similar many of them are. We also gain strength and comfort from the knowledge that although our cultural traditions may be different, our basic human values are so similar. The students operate as one close-knit extended family. I am always so impressed with their ability to reach out to one another in time of need; their ability to work cooperatively; their desire to share their thoughts and experiences. There is no apparent division based upon ethnicity. Actually, now that I am thinking about it, I have never taught in an environment that did not have a diverse ethnic base!
– Karen Yurman – 4th-Grade Teacher
Diversity means that I forget the color of my students as I teach – black, white, or otherwise, I have to be reminded sometimes that we are different because we are all so comfortable learning together. I was once asked to recommend an African American child for a scholarship. I was quite startled and blurted out that I didn’t realize she was African American. She was just another talented student to me. There is no room for bigotry or small mindedness or intolerance when teaching such a diverse group. I’ve learned so much from my students; I can’t imagine teaching in a non-diverse environment anymore!
Occasionally, language gets in the way. I have to remind myself that other languages may be spoken in the home which influence how students shape words and phrases. This actually makes it more fun when we start studying dialects. I don’t think the cultural differences get in the way of my teaching methods at all. If anything, the differences have made me a stronger teacher. All children form groups and cliques – yet I have yet to see them form cliques around their nationalities. I think they do integrate well together.
– Diane Steiner – Middle School Language Arts Teacher
“Cedar Hill Prep gave me the boost I needed coming out of elementary school. I wake up happy to go to school. CHP has given me an appreciation for education. The teaching staff continues to motivate students every day. My experience in CHP was unforgettable. I will treasure these memories for the rest of my life.”
– Nima Majidi – Class of 2015
Cedar Hill Prep welcomes me, the teachers are nice and there are so many kids with different cultures. I have many great friends, all my teachers both past and present make me feel happy. It is like we are one big happy family.
– Fisayo Odukoya – 4th Grade Student
Looking for a culturally diverse private school? Then, you are at the right place. Click on the below link to attend the next Open House.
From September through November, grades 1 through 8 are visiting Grounds for Sculpture. Grounds for Sculpture is a magical place that incorporates historical and contemporary art into the scenic landscape and architecture. This art field trip allows students to see the difference between a photograph of an artwork and seeing the artwork in person.
Ellen Callahan, CHP Middle School Teacher / Social Studies, began her story many years ago as a seed planted in another time waiting to take root and grow. In the early ‘80s, she began her journey as an educator working with physically and intellectually challenged children. It was hard work, and the children often made very minimal progress. However, the rewards far outweighed the obstacles....