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Roles of a teacher
Diversity in education
Diversity curriculum development
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Treeline Elementary School Reflection Monday, February 1st, I observed Ms. Warhendorf’s second grade class. Ms. Warhendorf is the students’ teacher, but most of the lessons were taught by a Florida Gulf Coast University student doing her Level II internship. The class was quite diverse. The class consisted of Causcasion, Hispanic, and Black students. There were multiple students with learning disabilities. The classroom was diversely decorated with bullying posters stating, “Take A Stand. Lend A Hand.” The posters showed a diverse group of students. Observing around the classroom I saw many diverse books that attempted to give students a better understanding of cultures. When I arrived in the classroom, Mrs. I was handing out large pieces of construction paper to the students and was giving them verbal and visual directions on folding the paper to create …show more content…
Warhendorf’s class. I observed great classroom management strategies and got to see what a Level II intern experiences. One strategy I want to use in my classroom is the Kagan strategy Mrs. I used during math. I loved how the students would collaborate to show how they got answers and how they helped students that didn’t get the answer right by showing them step-by-step. It shows the students are able to show their knowledge of a subject. I would use this strategy in every subject because then I will have a better undertsnading of how well students understand a subject. In my classroom I would use very diverse books and posters just like Ms. Warhendorf. It shows kids the different cultures, but also shows teaches them how we are all different, but have similarities. The kids will have better respect for different cultures. I also would teach the same thing about opinions as Mrs. I. Mrs. I taught the kids that it is alright to have different opinions and views. Overall, the class was well structured and well managed. I enjoyed my observation at Treeline
In the United States today there is a great amount of cultural diversity, but unfortunately the predominant American culture causes other cultures to be overshadowed causing difficulties for students of other cultures to succeed in our school system. This is what we see in the story of the Indian Wind-Wolf as he begins going to kindergarten. For Wind-Wolf, this is his first time outside of the Indian culture and it is very difficult for him to be the only Indian in his classroom. It causes him to feel like an outcast. As teachers we have the responsibility to create an environment in the classroom that makes each student feel that they belong there. For Wind-Wolf, and any other cultural minorities, the typical classroom does not have these
As stated in my Week 3 Journal Entry, at one point I was helping in a classroom with a child who speaks Spanish. Instead of trying to force the child to speak English, I tried to use some basic Spanish when I worked with them in order to make the child feel more comfortable. I believe by making this small effort to speak the child’s native language that the child was more willing to participate in class and try to learn English. An additional example of making a relation from the text to a personal experience is when I was in elementary through high school. I did not realize until reading Spring’s book how little cultural diversity was taught in my elementary, middle, and high school. I went to school in a very Scandinavian county, and we did not have a lot of diversity. There were several students in the district who came from Hispanic, Asian, or African decent—but they were very few. I cannot recall a day when a teacher spent time to discuss a one of these student’s cultures, which is utterly ridiculous. With the amount of time spent in school and the amount of diversity in the world, it seems illogical to barely speak of ethnic and cultural diversity. Even though there were only a handful of students in the district from different cultures, it would have been beneficial to learn more about the rest of the world because when high school is done we all go out into that diverse world. I know I will take the time and make the effort to teach my future students about the beauty of diversity and
this power to help form and solidify social norms also “offers the opportunity for particular notions of difference to be challenged and de-legitimised” (Burnett, Meadmore and Tait, 2010). With a heightened awareness of the influence discrimination can have on the classroom environment, teachers have the ability to not only change an individual’s learning experience, but shape and change the opinions of their class as a whole. It is critically important that “as teachers we must be aware that discriminatory practices fluctuate considerably with contemporary culturally aware forms, now using culture as their primary discursive weapon” (Burnett, Meadmore and Tait,
Defensible strategies Schooling experiences of culturally diverse students often contains cultural discrimination with some students frequently dealing with stereotypical or aggressive student perspectives. How do or should educators deal with these problematic behaviours? Dealing with student perspectives and behaviour can be difficult and challenging, but nonetheless necessary. Addressing these negative issues relating to diversity with defensible strategies teaches students to recognise and accept cultural diversity while learning to understand the significance and complexity of prejudice, bullying, and exclusion (Together for humanity, n.d.). Children display desirable or unfavourable behaviours based on the observations received from
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students to gain a high level of respect for those unlike them, preferably from a judgmental and prejudiced view. Diversity has a broad range of spectrums. Students from all across the continent; students from political refugees, indigenous Americans, and immigrants bring their cultural and linguistic skills to American classrooms. Students not only bring their cultural and linguistic skills, but they bring their ethnicity, talents, and skills.
The world is currently undergoing a cultural change, and we live in an increasingly diverse society. This change is not only affect the people in the community but also affect the way education is viewed. Teaching diversity in the classroom and focusing multicultural activities in the programs can help improve positive social behavior in children. There is no question that the education must be prepared to embrace the diversity and to teach an increasingly diverse population of young children.
I was told to write about the experiences in elementary school when I learned about race, gender, class, and sexual orientation. When I think of my childhood it is not clear, there is a lot of things I have forgotten with time. Although I do not remember much I believe that Rolling Terrace Elementary is the best school I have attended because of the good times I do recall. During these years I thought that I went to a school where all of the students were the same and everyone got along great. However, when I think of everything I have learned since elementary school, I realized that there were instances that were not fair or right.
I am passionate about working with students to help guide them into becoming kind and caring people who also have a passion to learn, grow, and be critical thinkers. I have a clear commitment to respect and celebrate students. During my World Religions unit with my grade eights, I emphasized how it was important to me that my students were respectful human beings who were open to learning about various topics, in this case different religions. I have celebrated diversity in my classrooms, the school, as well as in the community. Reading the student’s paragraphs on religious discrimination was a highlight for me, because students explained eloquently how we are all more similar than different.
The grade level of the classroom I designed is mainly elementary school. I identified this grade level because with the lockers being in the classroom, it is likely that the students are in that classroom most of the time and traveling to other rooms is minimal. It also includes a lot of furniture/fixtures which can be found in classrooms of lower grade levels. While some of these things are available in middle school and high school classrooms, they are often built into the walls, so they cannot be moved or relocated. Lastly, the size of the classroom (being fairly large) accommodates multiple arrangements of items, and a wide variety of items. The disability I chose to accommodate was someone who is identified as deaf/ hard of hearing. I chose this because growing up one of my friends all through elementary, middle, and high schools was deaf. Every year he was accompanied by an interpreter. My main reason for putting the square table where I did was so that this associate could have a place to sit that would be near the student,
Classroom management is used to describe different techniques aimed to ensure that classroom lessons and activities run efficiently (Snowman & McCown, 2015). It also helps keep students organized, focused, and academically productive during class; while also decreasing behaviors that may negatively impact learning for other students (Snowman & McCown, 2015). As an educator, it is imperative to provide an environment that encourages students to learn, engage with one another and have an overall positive experience in school; in order for this to occur, a classroom management has to be established (Snowman & McCown, 2015). Effective middle and high school teacher typically display strong classroom management skills; however, some middle and high
As I reflect on my experiences observing in three different classrooms over the last three months, I cannot express how much I have learned by being in the classroom. I began the Master of Science in Education last fall and previous to the practicum experience I had taken 8 classes. I read books, listened to the experiences of my classmates and instructors, reflected on my own education, and tried to imagine how this information was going to prepare me to face a classroom of elementary school students. While I learned theories and skills that should be known by any educator, these classes could not teach me what I most desired to know: what tangible steps could I take to correctly implement all of the correct ways of teaching.
The concepts included in providing a more diverse, multicultural education are requiring teachers to review their own issues and prejudices while expanding their knowledge of the many cultures that make up the classroom. These efforts help the educator recognize the various individual and cultural differences of each student, as well as gain an understanding on how these differences impact the learning process. The purpose of this paper is to reflect upon individual and cultural difference research and why diverse students struggle to succeed in school. Furthermore, I will share some instructional approaches I could implement in the classroom to accommodate diverse students. Finally, I will discuss the responsibility of educators in addressing the issue of how our o...
Overall my experience of being in Lingleville ISD was a great experience that allowed me to learn a lot not only about the students in the classroom, but also helped me learn a lot about myself. Going in to this classroom I expected to only learn things about classroom management and maybe a few strategies. After spending a few days in this room I learned many other things. I did learn about classroom management but I also learned about content, strategies, organization, lesson planning, and inclusion adaptations. I learned that an inclusion special education student can really thrive being in a mainstream classroom, not only academically but also socially. It was a wonderful learning opportunity to get to be a part of that. My mentor teacher
My journey in Elementary education thus far has been tremendous. I went from being extremely fearful to being hopeful. Elementary education program at the university has altered my outlook of education in institution across the globe. The contents and concepts I have studied and mastered through the courses have significantly shaped my perspective in education and educators. To begin, I was baffled by the term “Academic language”. I thought this phrase was not significant; however, after listening to the speaker in class, I appreciated this component. The speaker defined academic language as, “Language of schooling-Unique ways in which we structure and use language in school based settings and tasks”. I have been keen on observing academic
Through classroom observation I was exposed to the different methods of teaching a lesson. The methods of teaching depends on how will the teacher execute the lesson well. I learned that modern learners today needs both modern and traditional way of teaching as for them to fully learned the lesson in a meaningful way.