Personal Narrative: My Field Experience With The AVID Class

559 Words2 Pages
bulb-icon

Recommended: How to promote a positive learning environment

For my field experience, I went to Fort Caroline Middle: the AVID Program. I had no estimate what to expect as a future educator as I’m only given limited background on what to expect. I’ve arrived early, and was curious what students I would cultivate with. In addition, I have grown fears consciously that I won’t be able to perform the tasks like my guided teacher has taken. I created self-doubt for me to worry about, and was curious if the students I work with are intimidating or will discriminate me for my appearance and beliefs. Then I realized, I was being judgmental towards not just myself, but towards my students as well. The evening before my first day, I wrote questions for myself to ask the teacher. These questions followed with …show more content…

Shakespeare is an AVID coordinator of Fort Caroline, and she assigned me to another teacher. Thus, I was assigned Ms. Hawkins for A-Days. On my first day, I walked in the doorways of the institution and introduced myself to the staff and faculty. All members were friendly and asked why I was at that place. I explained to them who was I and gave them info for the AVID program. They understood, and asked a student in the office to walk me over to the classroom in which the program took place. I was assigned to a 7th grade classroom. As I traveled to my classroom, eighty percent of the students were predominantly African-American. In addition, there were some Caucasians, Hispanics, and mixed descent in some children. In every classroom, heavy amounts of diversity were present. I introduced myself to Ms. Hawkins and gave her a letter given on the first day. Hawkins was very polite and gave instructions on how the AVID program works. As I observed the classroom, many of the students were timid and well spoken. All children were friendly and many of them were African American; only one student was Caucasian. However, it doesn’t take away the fact that there weren’t any diversity issues. The lesson Ms. Hawkins lectures is really diverse and follows the Common

Show More
Related

  • Planning to End Ableism through Universal Design for Learning

    2133 Words  | 5 Pages

    While differentiating instruction and being able to design lessons geared towards the needs of diverse learners are currently highly prized skills for teachers, this has not always been the case. The history of education in the United States is a history of segregation. Even today, schools and curriculum are designed to meet the needs of a core group of students, which does not include students with disabilities (Hitchcock, Meyer, Rose, & Jackson, 2002). In the past, learners who were different, out of the mainstream, or did not fit into the mold to which teachers taught (were not part of the core) learned how or lost out on learning. This is not to say that teachers of the past did not care about their students, about being effective teachers, or about student learning. However, as schools are mirrors reflecting mainstream societal norms (Chartock, 2010; Delpit, 2006)—and, given that our society has not always valued diversity in people, be it due to disability, class, culture, or race—teachers in the past have largely focused their efforts where they could earn the largest return on their investment: the average student .

    Read More

  • An Evaluation Of An Implicit Association Test

    955 Words  | 2 Pages

    ...h identification and then through the implementation of a program such as the Intergroup Relations Program expanded on a larger scale such as the Michigan Student Study, can we decrease bias and promote cultural acceptance by implementing programs that cultivate cultural diversity and discussion in the classroom. The study proposes that the although implicit biases may exist in the DoDEA facilities, the classroom environment fosters a cultural experiential dynamic that allows minorities to flourish academically without bias for racial or ethnic differences in learning outcomes. Furthermore, implementation of diversifying programs like the IRP in a public high school can determine if greater SAT scores can be achieved by minorities who have participated in the program. Elevating the academic performance of SAT’s in minorities can provide lasting educational benefits.

    Read More

  • Desegregating The Obsolete Busing System at Rio Bueno High School

    1088 Words  | 3 Pages

    Richards, H., V., Brown, A., F., Forde, T., B. (2006). Addressing diversity in schools: culturally responsive pedagogy. Retreived March 30th 2014from http://www.nccrest.org/Briefs/Diversity_Brief.pdf

    Read More

  • Analysis Of They Ve Got To Be Carefully Taught By Susan Brady Koonig

    744 Words  | 2 Pages

    ...Teaching acceptance and diversity of different ethnicity is one of the key components that can be taught in our school systems today. Here in America we have many different ethnic groups and races, we are one big melting pot. During school these differences should be embraced in a positive manner and a proper learning experience. Diversity is often mistaken for the word division, and sometimes people teach that diversity is division. Diversity should be taught in a way that brings people together, not divide people into groups. Like Konig said, “I hadn’t really given much thought to the ethnic and national backgrounds of Sarah’s classmates. I can guarantee that Sarah, being two and a half gave the subject absolutely no thought.” (51) We can take a few lessons from Konigs daughter and learn to not give the subject any thought, and just accept people for who they are.

    Read More

  • Roosevelt Middle School Observation

    945 Words  | 2 Pages

    Therefore, observing at the Roosevelt Middle School was something completely new to me. The classrooms were full of diverse students. There were students from many different religions and races in every classroom that I observed. The aide that was in the classroom worked with the ELL students who could not speak English at all or who could barely speak English. She worked on teaching them the English language as well as some of the activities done in class. I did not really get to work with these students sd I often stayed back in the classroom and helped the other students do their activities in there. I would have liked to have worked with the ELL students and get to experience what it is like to help these students with their education. Unless I get to observe at another culturally diverse school, I probably will not get to experience working with these

    Read More

  • At-Risk Students

    2894 Words  | 6 Pages

    Diversity among students including differences in culture, language and socioeconomic stance is not a new trend. The difference, however, is that today, the school system realizes that all students, including those who differ in some way from the "average" student, or those “at-risk” must be provided with an equal, opportune education (Morris, 1991).

    Read More

  • Managing Diversity in the United States Army

    1405 Words  | 3 Pages

    Rothstein-Fisch, C. & Trumbull, E. (2008). Managing Diverse Classrooms. Alexandria: Association for Supervision and Curriculum Development.

    Read More

  • Culturally Responsive Teaching in Diverse Classrooms

    926 Words  | 2 Pages

    As an educator one must understand that the children you will be teaching will all come from different backgrounds, different ethnicities, different homes with different values. No one student will be the same, and no one student will learn the same. The role of a modern educator is to harness this idea of diversity and channel it into a positive learning atmosphere for children of all backgrounds. “I define culturally responsive teaching as using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them” (Gay, 2013, p.50.). The hope for all teachers is to capture the minds of their children, as educators we must learn how our students learn, adapt to their skill set and channel our curriculum to their strength.

    Read More

  • Ruth Benedict The Chrysanthemum And The Sword Analysis

    696 Words  | 2 Pages

    They were high achievers, but many were not accustomed to interacting with other ethnicities. Dealing with diversity can be challenging and the reality that we all have are bias that are linked to (often) inherited set of values and beliefs. As the instructor it was my role to help or guide them in overcoming those discomforts by proving an engaging, inclusive environment, and designing group based discussions and collaborative projects. In that environment they learn to view issues or problems from multiple perspectives, it pushes them expand their worldview and work as a team towards an

    Read More

  • Racism in Children

    853 Words  | 2 Pages

    Poussaint, Alvin. Talking to Our Children About Racism and Diversity. Comp. William Beardslee. Www.Civilrights.org. Leadership Conference on Civil Rights Education Fund, 1995. Web. 19 Sept. 2013. .

    Read More

  • Children About Diversity

    409 Words  | 1 Pages

    A way to show students about diversity is by having their students make a self-portraits of themselves, by the students doing this is showed that not every student is not the same color. Some of the students that are white are not all the same color white, some are tanner than others and others are pale.

    Read More

  • Personal Narrative: My Experience As An African American Student

    625 Words  | 2 Pages

    My early educational experience made me feel alienated and discouraged. In addition to the relentless news reports of the statistical inferiority of African American students in comparison to Caucasian students, public schools I attended were meager in racial diversity. While it is normal for a person to be proficient in some areas and deficient in others, as one of the few African Americans in my class, I felt representative of my entire race. Moreover, I was not athletic or coordinated enough for the positive stereotypes, and my grades were not high enough to refute the negative stereotypes. Every C and D served as a harrowing reminder that I was a disgrace to all the people who fought and died for my right to an education.

    Read More

  • Diversity in the Classroom

    899 Words  | 2 Pages

    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 gaining a high level of respect for those unlike them, preferably than a judgmental and prejudiced view.

    Read More

  • The Importance Of Diversity In Education

    1058 Words  | 3 Pages

    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.

    Read More

  • Diversity and Multicultural Education in the Classroom

    1574 Words  | 4 Pages

    There are many factors that play a role in the learning process for every human being. Race, religion, language, socioeconomics, gender, family structure, and disabilities can all affect the ways in which we learn. Educators must take special measures in the delivery of classroom instruction to celebrate the learning and cultural differences of each of their students. As communities and schools continue to grow in diversity, teachers are searching for effective educational programs to accommodate the various learning styles of each student while promoting acceptance of cultural differences throughout the classroom. It no longer suffices to plan educational experiences only for middle-or upper class white learners and then expect students of other social classes and cultures to change perspectives on motivation and competition, learning styles, and attitudes and values that their homes and families have instilled in them (Manning & Baruth, 2009).

    Read More

More about Personal Narrative: My Field Experience With The AVID Class

Open Document