Ants On A Log Essay

The authentic narrative above drives the inquiry for my project proposal. Frankly, Samuel is my eight-year-old son; and I observed him struggle to complete an assignment that appeared foreign to him, simply because he did not have to exposure to the learning content. While Ms. Jones may classify the assignment objective as rudimentary, she has no background knowledge that Samuel does not eat celery; and neither does anyone in his household. Therefore, Ants on a Log is a snack that he has never seen, consumed, or heard of.

Thus, throughout the proposal, I will problem-pose concerning culturally responsive teaching and the disadvantages of excluding culture in a learning environment. My guiding question is, “What role does culture play in teaching

The challenge Samuel faced was not a true reflection of his performance; rather, it was a reflection that children may experience low performance in an academic climate when they have no cultural context to their learning. Initially, I developed an interest for Culturally Responsive Teaching (CRT) from the first graduate course I completed, Literacy Foundations. As Dr. Baker-Doyle shared the importance of teachers learning about their students’ funds of knowledge, I instantaneously defined a key philosophy of my teaching practice on how efficiently I can incorporate culture in a classroom. As Dr. Baker-Doyle encouraged her students to conduct student interviews before instructing students with reading lessons, I discovered that Michael was a Boy Scout. Ironically, Michael had behavioral challenges in the classroom. Following my interview, I shared with his teacher and principal that he was a Boy Scout. With the next knowledge, his teacher recognized that including his background as a Boy Scout could fit into the curriculum during a Religion lesson. Since Religion deals with moral living, Michael began to feel as though he mattered as a child; and his behavior positively transformed for the remainder of the school