Common Beliefs Survey and Activity Log Reflection

Walden University

EDUC 6616 Enhance Learning for Diverse Populations

February 8, 2018

Activity Log Reflection

The questions to consider for all modules had to do with tolerance and how to apply in in the classroom. The questions

that I chose to answer were

• Why is it important to incorporate their identities into the curriculum?
• How might teachers learn about the cultural perspectives and practices of their students?
• How does a culturally relevant curriculum validate the cultural identity of students?
• What are some ways that educators can have high expectations of their students, while acknowledging their individual needs?
• How might you make time to better understand your students, even in a climate that favors high-stakes test preparation over student-teacher relationships?
• Why is it important to openly discuss issues that are seen as having racial dimensions?
• What can be done to dismantle racial bias and misconceptions in the American educational system?
• How can educators invite and encourage the involvement of families?
• How can teachers both view and utilize students’ home language in a positive manner?
• What do teachers need to keep in mind as they raise the learning expectations for students who are not as confident in their capabilities as learners?
• What are some ways that educators can simultaneously have high expectations of their students and acknowledge their individual needs?
• What are some strategic approaches to using group learning in the classroom?
• What are some ways to incorporate complex problem solving in basic-skills assignments?

I chose these questions because they focus on what I believe teacher should use in the classroom to teach tolerance. Tolerance is something that needs to be taught and added to all curriculum. I believe that I am a tolerant however, there is always room for growth and understanding. These questions presented me with the opportunity to explore, research and reflect on my own practices to see what I can do to incorporate and teach tolerance in the classroom. This assignment also made me realize that I have biases consciously or unconsciously in my own teaching and that these biases are possibly affecting my teaching. As I reflect on the lessons and my own opinion I have to become more aware and make an effort to change the way I interact with student to make sure that I don’t offend them.

In module 2, the cultural relevant pedagogy an implicit bias can affect the achievement ability of students. I believe that curriculum should have cultural relevance since it can teach student how to respect cultures and learn how those cultures contribute to society. It is also important to research and find out more about your students so that lessons and content become culturally relevant. I believe that once you know your students you can build a relationship and make all classroom assignment relevant and relatable. This is something that can be done to enhance classroom participation and also help me with mastering my content. Something that I must also consider is how much time I spend with helping my students who are low and high achieving, a change must be made in order to better my practice.

Module 3 focused on a subject which is close to my heart which are ELL students. I have always been interested in the development of ELL students and how to develop a curriculum that will help them. Also, I am very interested in getting ELL families involved in their children school life. I was considered an ELL student when I came to America, although I spoke English my accent was so thick, and I often used words mixed my native dialect that it was extremely hard to understand me, so I can understand how frustrating it can be for an ELL learner and the uncertainty that come along with it. My community is a melting pot all cultures but majority of the learners in the school system are Spanish and Creole speaking. Due to uncertainty most ELL families don’t take part in school activities. Involvement is needed to build encouragement for the students. When parents as involved then student tend to be more focus and try harder. Besides getting family involvement there needs to be a plan to facilitate the development of ELL learners “teachers need to consider the schema that ELLs bring to the classroom and to link instruction to the students’ personal, cultural, and world experiences.” (Hayes, 2016). Learning the student background can be beneficial in instruction and can help with any goals set for the ELL learner.

In module 4, I learned that I need to set my expectations high and hold my student accountable for their individual actions. I need to make sure that my students are still considered individuals in my classroom. Although I will be holding them to high expectations, I should also take into consideration all the different cultures and preferences within my classroom. One thing that I can reflect on is that I need to be more aware of the impact that culture has on language, gender, and status. Diversity is common in all classrooms and I must acknowledge that in order to become an effective teacher. I have to make sure that my students feel respected especially when it come to their cultural values and that I value them not only them as my students but value their cultures too. I want to be able to teach tolerance and make sure all my student know that my classroom is a judgement free classroom. This is where the RWRCOEL Diversity Proficiencies can be used to understand my learners. Applying the RWRCOEL Diversity Proficiencies to my classroom strategy can not only benefit my students but can help me as an educator. I can use the proficiencies to be aware of self, understand the learners, the learning environment and in planning, instruction and assessment in order to better my students and myself. I want to make sure my student understand that their education and best interest is what matter the most and that I will be an educator who is open to all cultures and will always be tolerant in the needs to my students.

Reflecting on Diversity Activity Log

Module 2:

Race, Ethnicity, To Complete

Culture, and

Learning

1. Rate items 1, 3, 4, 9, 12, and 13 from the Common Beliefs Survey and record your initial thoughts for each in the Activity Results column.
2. Review the background information for each item in the Common Beliefs document and record in the Activity Results column whether your opinion on each changed after reading the background information.
3. Select 1-2 Questions to Consider from the Common Beliefs document to answer for each item. Conduct your own research on the topic and identify 1-2 peer reviewed resources to reference in your response.
4. Compose a cohesive answer to your selected questions which includes citations from your peer reviewed resources, and specific reference to your own classroom and/or the

Activity Results

1. I do not believe that an educator should show any bias towards there students. There is no place for discrimination in education, which is why I don’t believe in the statement about being color blind. As teachers we teach our students about accepting differences so how can an educator be color blind. While everyone should be treated the same, we must also embrace differences and cultures in order to learn acceptance and understanding towards everyone’s differences. Common Beliefs: My opinion has not changed I still feel that all backgrounds should be embraced and explored and strongly disagree with the cold blind term.

1. I think teachers should talk about different cultures in the classroom however be mindful that there are various types of subcultures. An idea to know which cultures are represented in the classroom so as not to exclude anyone is to conduct a survey at the beginning to the school year and then you can incorporate those cultures into the lessons. Common Beliefs: I agree that teachers should include teaching on different cultures into their lessons as it opens student to different cultures and could possibly draw these students to become more interested in learning about others.
2. This is a common issue. I can relate to not speaking in front of others as my culture does not allow children to speak up unless address by an adult or teacher. This is something that can affect a child’s public speaking ability. It becomes especially hard to break this habit when in adulthood. Although it might be taught in their household and culture it

Personal Reflection

Teaching in general can be challenging, however teaching students from a different cultural background can be a challenge especially if those students are new to our country. Teacher have to also respect that these students race, and ethnicity will influence the way they learn and perceive things. Race and ethnicity can influence individual differences therefore tolerance is needed on behalf of the teacher and the students. According to an article “to truly engage students, we must reach out to the them in ways that are culturally and linguistically responsive and appropriate, and we must examine the cultural assumptions and stereotypes we bring into the classroom that may hinder interconnectedness” (Tolerance, n.d, 2017). As teachers we teach out students about acceptance and we are also learning from them.

So, it is only fair to examine cultural assumptions. In my experience students are more comfortable speaking to you when you can relate to them. The importance of learning about your students, their backgrounds, family settings and learning style all go hand in hand especially in school where there is a diverse background of students. It is also important for school administration and other teachers to work together to get rid of biases and set expectations to collaborate for the betterment of the school environment when all students feel accepted no matter their culture or skin color, instead of seeing the students and base judgement on their cultural background we see the students for what they are which are students. Knowing out student’s background can be beneficial as we can know how to approach student in certain areas and having an understanding of their interest and background can help with tailoring our lesson plans and make these lesson plans seem more personal. I believe that a classroom survey should be completed at the beginning of the school year so that student can tell you about themselves and should be explored throughout the year as to explore how the students have changed from the first day of class until the end of

underserved population you identified in your Module 1 Assignment. Record your answer in the Personal Reflection column.

Module 3: To Complete

should not be embraced in the classroom. These students will struggle with expression. A teacher can be sensitive to the students’ needs and acknowledge that cultural values should be respected but students still need to learn how to function outside of their respective households. Common Beliefs: I strongly disagree that these students should not be called on. Other students might feel as if they are being called on more than others and feel as if the teacher is picking on them. There has to be a balance within the class as to show that there are no biases.

9. All students have different learning styles, I adjust my style of teaching to reflect my students learning ability. If a student is more of a visual learner I try to incorporate visuals in some of the activities. Common Beliefs: I disagree with the information provided. A teacher should explore different styles of teaching to ensure that all styles of learning are explored.

1. Everyday experience, cultural and historical experiences can allow students to connect to what they are learning. When students make connected to content its becomes easier to master it. Common Beliefs: I neither agree or disagree it all depends on the curriculum and how the teacher decides to incorporate worldly views.
2. Any talk about race can make other uncomfortable however sometimes these talks are needed to work through any biases and misconceptions. Talking about race can also help with social change.

Common Beliefs: I disagree strongly that little good can come from talking about race. Dialogue is needed in order to get over misconception and to begin the process of understanding. Sometimes difficult conversations are needed to affect change.

Activity Results

the school term. Learning about the students from the very beginning of the school year can also help with teachers develop more personal relationship with students and easier to come up with lessons based on the student’s interest.

The topic of race is such a sensitive subject and depending on the persons background the topic is usually avoided. When is it the right time to talk about race and how do we bring up this topic. These are questions I have taught about especially with all the racial issues going on. How do we explore this topic and how do we as educators reassure our student when they are uncertain, minority students are the ones that are affected the most by this. I do believe that as educators we have great intentions however race is such a complex topic and an uncomfortable one, so it is easier to walk around it. According to an article “until we get race right, until we get class right, until we get the intersection of race and class correct, we’re going to reap the consequences of it” (Nadworny, 2015), so until these can be resolved the subject of race will always be a heavy one.

Socioeconomic status,

immigrant

1. Rate items 2, 5, and 6 from

status, linguistic the Common Beliefs Survey diversity, and and record your initial

learning thoughts for each in the Activity Results column.

1. Review the background information for each item in the Common Beliefs document and record in the Activity Results column whether your opinion on each changed after reading the background information.
2. Select 1-2 Questions to Consider from the Common Beliefs document to answer for each item. Conduct your own research on the topic and identify 1-2 peer reviewed resources to reference in your response.
3. Compose a cohesive answer to your selected questions which includes citations from your peer reviewed resources, and specific reference to your own classroom and/or the underserved population you identified in your Module 1 Assignment. Record your

2. I do feel that the achievement gap is affected by poverty and since the majority of those in poverty are considered in the minority. While is not related to race, the minority does factors into the Achievement Gap. Common Beliefs: Stereotypes can affect underachievement and affect students as they may feel discriminated against. I am in agreement that there is a “stereotype threat” which has a continuous cycle however I am of the belief that race does not play into poverty as there are all races included in the poverty level.

1. I do believe that some parents/guardians do not show support because of circumstances such as more than one job or a language barrier and it does affect the student due to lack of support. Common Beliefs: Building a support system for the students is key. Getting parents involved is always a task however with evens geared towards parents and community involve is a great way to build a support system.
2. Student who are ELL learners often struggle however they should continue to be challenged and work can be modified for the ELL learners needs, if these students are not challenged they can fall even more behind.

Common Beliefs: My opinion remains the same ELL learners should be challenged like any other student but with modification to their work to help with understanding.

Personal Reflection

Parental involvement in any form is meaningful. When parents are involved children are likely to be more active in school. Parents and teacher have the opportunity to not only work together but to influence children with a tight support system. NEA states that “When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more.” (NEA, 2017). Although most parent’s interaction is limited to parentteacher conferences and the occasional PTA meeting, if parents interacted more with the teachers then the children would know that they are working hand in hand.

Stereotypes are also something that need to be worked on. There are always communication problems especially for ELL students. Biases are usually displayed towards theses students since they do not speak English well enough. These students usually stay quiet and often never voluntarily participate “the incongruence between students’ and teachers’ culture may contribute to students not participating in school in a meaningful way.” (Hall, Quinn, Gollnick, 2014) because there is lack of communication and some stereotype these students sometimes feel that their culture, voice and value is not respected or appreciated. There needs to be conversation and strategies between colleagues in place to examine school cultural climate and educators need to examine their own beliefs, biases and assumptions. Once these biases and assumptions are cleared and we see students as just students and not by their race or cultural background then we can focus on what matters the most and that is coming up with curriculum that helps the students with their education and education only.

answer in the Personal Reflection column.

Module 4:

To Complete Activity Results Personal Reflection and learning

1. Rate items 7, 8, 10, and 11 from the Common Beliefs Survey and record your initial thoughts for each in the Activity Results column.
2. Review the background information for each item in the Common Beliefs document and record in the Activity Results column whether your opinion on each changed after reading the background information.
3. Select 1-2 Questions to Consider from the Common Beliefs document to answer for each item. Conduct your own research on the topic and identify 1-2 peer reviewed resources to reference in your response.
4. Compose a cohesive answer to your selected questions which includes citations from
5. I agree that if students put forth effort they should be rewarded, but not rewarded to where they feel that it should be given for everything. Being rewarded for achievements is great to build confidence, it is also important for students to get criticism and understand that being criticize is a part of the real world and they can use criticism to build self and academic confidence. Common Beliefs: I agree with the common belief that students should feel that they need to achieve, however not to the point where it hinders them.
6. I disagree with the statement, student do need to experience success however, easy work should not be given as real-world situation are not easy and students need to experience challenges to think outside of the box. You have to challenge your students to see where their developmental needed are.

Common Beliefs: I agree it is important when students are motivated and given assignment that are within their level, but there needs to be a balance of easy to difficult. Student need to be pushed and given them easy assignment will help that.

10. Depending on the students and how you group In classroom settings high expectations should be set so that student can work towards achieving their best and also experience errors as it is needed in order for students to understand and grow as learners. Students come from all walks of life therefore teachers should provide assignments that will help the different learners in the classroom. Catering to the students’ needs and grouping them with students who can provide help is a great way to accommodate learners and to provide classroom support for in class assignments. For group learning student develop communication and team building skills, have help with content reinforcement and have can work together on their expertise, skills and knowledge, it also a way for the students who don’t usually speak with each other to interact. The goal of grouping for instruction but can also be used to measure where each student level of ability is and to move those students around in the groups if need be.

This can also help with basic skills, since basic skill are important students must learn to interact with each other, learn how to comprehend, answer questions and build thinking skills. This all can be achieved through grouping.

Page

your peer reviewed

resources, and specific

reference to your own

classroom and/or the

underserved population you

identified in your Module 1

Assignment. Record your

answer in the

Personal

Reflection

column.

them. Student who are group only by ability will not

excel as they are all on the same level but if

students are grouped with other of high

achievement standards then those who are

struggling will have some help from those who can

do the work, overall, they will be able to grow as a

group.

Common Beliefs: Grouping is essential once all

students are grouped correctly with mix and

grouped for success.

11

. I agree that students need to grasp of basic skills

as it needs to be included in all tasks.

Common Beliefs: My opinion remains the same

basic skills are needed.

Reference

Culture in the Classroom. (2017, July 14). Retrieved from https://www.tolerance.org/culture-classroom

Hall, G. E. (2016). Introduction to teaching: making a difference in student learning. Sage Publications.

Hayes, J. (n.d.). Six Strategies for Teaching ELLs Across the Content Areas. Retrieved February 18, 2018 from http://blog.tesol.org/six-strategies-for-teaching-ells-across-the-content-areas/

Nadworny, E. (2015, April 24). Uncomfortable Conversations: Talking About Race in The Classroom. Retrieved from https://www.npr.org/sections/ed/2015/04/24/401214280/uncomfortable-conversations-talking-about-race-in-the-classroom

Research Spotlight on Parental Involvement in Education. (n.d.). Retrieved from http://www.nea.org/tools/17360.htm Walden University (2010a). Walden’s diversity proficiencies [ePortfolio materials]. Retrieved from https://www.taskstream.com/Main/main_frame.asp Page