Description and Rationale of the for the Topic Multicultural thinking and learning explore and justify cultural diversity among the learners. This kind of thinking ensures that the learners’ cultural backgrounds are valued and accorded the necessary respect in the classroom. Often, multicultural learning involves integrating the people who fall under the different class, age, nationality, sexual orientation, gender, capability, religion, race, and other forms of identities. Indeed, the learning is justified for its effectiveness in incorporating the different cultural affiliations of the people in the classroom. Once the tutor understands that the cultural background does not act as a barrier to the student’s development, it would be very appropriate for him/her to incorporate the ideals of various groups of people. The Multicultural Model Used There are various multicultural models that the tutor may effectively apply in the classroom. For example, cultural hospitality, uniting culture and full multicultural are the models applicable in this study (Francis, 2000). Although they do not have significant variations, the models are applied differently depending on the cultural mixes, which are present in the classroom. The “cultural hospitality” is a model that promotes generosity among the diverse cultural groupings, which might find its way in the classroom (Francis, 2000). In this case, the spirit of accommodation is very important for the success of the classroom activities. Due to the accommodative nature of the model, it brings harmony in the classroom as no particular group would feel disadvantaged. The “uniting cultural” is the model that underscores the importance of integrating the diverse culture in a single classroom (Francis, 2000). Although the proponents of this model understands that achieving unity among the people professing different cultures is not easy, the tutor can play an active part in forging this unity front. This might help the tutor reduce the cases of cultural conflicts that might arise in the learning environment. The “full multicultural” is also a model that tries to overcome the weaknesses of the other to techniques. In this model, all the people regardless of the social class, age, nationality, sexual orientation, gender, capability, religion, race, and other forms of identities, are brought together under a single zeal (Francis, 2000). As a result, this model requires sensitivity and flexibility to be practical. The Educational Setting In terms of the educational setting, the learners are a collection of people of different age levels and socio-cultural background, thus need careful treatment while in the classroom with other colleagues. In fact, some of the students might feel dishonored if their plights do not reach the tutor or if the teacher does not address their concerns even after receiving them. In this regard, the students who have similar thoughts may perceive the tutor as discriminative, thus might not be free to engage in classroom activities. Time Required to Implement Articulating and integrating multicultural thinking and learning in the classroom requires a lot of time to implement depending on the complexity of th