Cultural diversity is usually regarded as a challenge for many teachers and instructors. The main reason is the fact that culturally diverse groups of students tend to be isolated and withdrawn in the classroom environment, thus presenting unique challenges to finding out and teaching. The objective of the paper is always to offer a concise treatise on the methods of overcoming the barrier of cultural diversity within the classroom. The Jackson et al. model of cultural diversity is deemed and discussed as a possible remedy to overcoming the cultural diversity barrier inside the classroom.Key words: cultural diversity, Jackson model, cultural background.Introduction:Cultural diversity can be a reality that confronts all or most teachers on a daily basis no matter whether at the main, secondary or tertiary level. College or graduate training has not been profitable in equipping teachers or instructors with the needed skills to handle various social and cultural backgrounds, especially because you will find far more female students, older and mature students, part-time, and students with disabilities in classrooms. But, what precisely is cultural diversity and what might be done to appreciate diverse cultures inside the context of classroom teaching and studying? Cultural diversity is defined as the differences that exist among individuals and how they interact using the atmosphere (Jackson, 1999; UNESCO, 2001). Davis, 1993 argues that there exists no ¡°one rule that fits all?for dealing with cultural diversity in the classroom. 1 from the major reasons may be that there exist limited information in this region of analysis and the availability of data on best practices is limited (Solomon, 1991).Regardless of the paucity of information on teaching and learning in culturally diverse groups, Jackson et al.

(1988) purposed a model for faculty understanding and development. This model seeks to put into focus aspects affecting teaching and understanding in culturally diverse groups.The Jackson model encompasses 4 dimensions in coping with cultural diversity:1. The student perspective.2. The instructor perspective.three. The course content.four. Teaching techniques.The student perspective seeks to: Understand methods in which students experience the classroom environment. Reframing the classroom environment from a culturally charged atmosphere to a neutral atmosphere. Avoid biasness and perpetuation of new stereotypes.The instructor perspective seeks to Become more aware of his/her attitudes, beliefs and values on ethnicity, gender, sexuality, disability and immigration status and to minimize the effects of these aspects on teacher-student relationships, studying and teaching in the classroom.The course content material All inclusive culturally diverse and acceptable curricula. Sources of data include not only dominant cultural groups in society, but also authorities from other ethnic minorities and other traditionally marginalized groups.Teaching approaches: Increased instructional flexibility through active multicultural finding out projects. Alternative teaching strategies such as collaborative studying and cooperative understanding e.g. group projects, study groups and peer relationships. Use of auditory, visual materials in teaching e.g. verbal expression, talks, projectors, CD, tapes, and films. Kinesthetic approach to learning such as plays or dramatic demonstrations, written expression and role plays.Conclusion Jackson et al. model (1988) of cultural diversity purposes 4 approaches to far better understanding cultural diversity inside the classroom.  The 4 approaches of the Jackson model include: -the student perspective -the instructor perspective -course content -teaching methods The integration of all four approaches supply a greater understanding of cultural diversity inside the classroom by fostering culturally acceptable curricula, good teacher-student and student-student relationships and highly effective active studying strategies.References:1. Davis, B.G. 1993 Jordan Retro 10 and Jordan 10 bulls.

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