Classroom management is affected by the way intercultural competence is applied, but its production is complex. There are no practical plans for managing classrooms with culturally diverse students, despite extensive research on management strategies for multicultural classrooms and cultural competence among teachers.
As an instructor, after realizing the challenges of teaching a diverse classroom because of similarities in complications and alteration, one may now handle professionally managing the whole processing, have appropriate responses, providing constitutionally right responses, and covering many sources of that perspective. Being culturally competent entails being aware of cultural social aspects of teaching or learning (Nechifor and Borca, 2020).
"Cultural competence is the ability to participate ethically and effectively in personal and professional intercultural settings. It requires being aware of one's own cultural values and world view and their implications for making respectful, reflective, and reasoned choices, including the capacity to imagine and collaborate across cultural boundaries."
(Sherwood 2015: web page, cited in Nechifor and Borca, 2020, p. 11)
My book will contribute to the knowledge based on cultural competency in managing primary multicultural classrooms. Specifically, it can provide information on empathetic intercultural competencies that will help teachers who are working in multicultural classrooms how to develop their professional skills. Since students in Australian schools are becoming increasingly diverse, teachers must develop cultural competencies, the ability to recognize, understand, and identify issues such as culture, ethnicity, and language, also those who train teachers to working with students from diverse backgrounds can benefit from this book.
