Helping Omani Students Succeed with Culturally Responsive Teaching

Abstract

The purpose of this paper is to explain how to use culturally responsive teaching methods to alleviate the negative effects associated with Omani students’ lack of experience with the Socratic teaching methods commonly used in U.S. universities. The basic argument is that the didactic, teacher-centered methods used in the Omani secondary education system contrast with the active, Socratic style used by professors in American higher education. This difference creates difficulty for students studying at U.S. universities, but culturally responsive methods that address this discrepancy will increase the likelihood of student success.