Running head: ACTIVITY LOG REFLECTION 1

Activity Log Reflection

Master of Science in Education, Walden University

EDUC-6616: Enhancing Learning for Diverse Populations (Accelerating)

August 3, 2020

Module Two

The questions I chose to answer for module two are:

• What happens when teachers don’t validate their students' racial and ethnic identities?
• What is culturally relevant pedagogy?
• 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?

Module two is centralized on race, ethnicity, culture, and learning. An educator must validate student differences, races, and ethnicities, but it

is of value to students' identities in helping the educator understand the students on a deeper level. Last school year, I learned that by providing an opportunity for my students to have a personal connection with my lesson, I had open the door for them to be more engaged and motivated in learning the mathematical skills they needed to become lifelong learners. Also, I understood that it was crucial to include my students' identities in my classroom, which led to them learning from another, hearing various experiences, and viewing each other as unique individuals. I recognized that students have a basic need for social belonging and relatedness, which is fundamental for their well-being (Maykel, Jochem & Nadya, 2019).

According to Gloria Ladson-Billings (Noah, Asra, & Alexandra, 2018), culturally relevant pedagogy is a theoretical method that addresses student achievement and helps students accept and affirm their cultural identities. I believe it is essential that a curriculum is designed to meet students' needs and support cultural differences. A culturally relevant curriculum validates students' cultural identity because of the curriculum centers around the different cultural backgrounds of students. Educators must build student-teacher relationships with the students to use the students' cultural backgrounds as part of their curriculum and instruction. Having independent and depended activities, calling on students more while praising them for their efforts, creating various levels of assignments, and sending home assignments that expands on what was taught in class are variety of ways educators can have high expectations for their students, while acknowledging their individual needs. During my research I learned that the external pressure from high-stakes testing forces educators not only to operate as regulatory authorities demand, but also to focus entirely on enhanced examination outcomes (Bourke, Lidstone & Ryan, 2015). A classroom environment needs to be a place that is comfortable for all students. By having a comfortable environment, students' will be able to improve their abilities to learn. Educators need to have conversations with students and themselves about cultural differences in the school. For instance, there were few occasions at my school, were some of my colleagues were biased towards the underserved population of students. They would assume that because the students were not communicating in English and not participating in class, the students were bound to fail. To diminished these kinds of situations and better equip myself, I would often have conversations with some of my colleagues about social issues within the students, administrators, and staff.

Module Three

The questions I chose to answer for module three are:

• How does “stereotype threat” bring race to the surface in (a) understanding student achievement and (b) fostering productive student-

teacher relationships.

• What are some explanations for why parents avoid coming to their children’s school?
• How can teachers facilitate the development of academic English for ELLs?

Module three is centralized on socioeconomic status, immigrant status, linguistic diversity, and learning. A stereotype threat is when students

have a negative image of themselves caused by a harmful component of their culture (Merillat, Corrigan, & Harper, 2018). It brings race to the surface in understanding student achievement in the aspect that a student’s socioeconomic background can impact their academic success. Throughout this past school year, I realized that communication between parents and myself is a crucial component to student’s progress. I would communicate with my parents through bi-weekly behavioral reports, parent-teacher conferences, emails, and phone calls. Parents avoid coming to school for multiple reasons. One reason could be that some parents who have language barriers and are guardians to ELL students are often unaware of how to navigate the system to reach out for support for themselves and their children (McCullough, 2016). With this, I now know why some parents did not participate in the activities presented at my school. I want to conduct more research into the different events I can offer to meet all families' needs. My goal is for all families and students to feel comfortable and be welcomed and accepted when they visit the school. Educators need to know ELL students so that their teaching will incorporate instructional practices for all ELLs. During this coming school year, I will work with the ELL educators at my school to create language and academic goals.

Module Four

The questions I chose to answer for module four are:

• 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?

Module four is centralized on diverse abilities and learning. When educators raise expectations, they need to keep in mind that not all students

have the confidence to meet those expectations. Students labeled as low achieving often describe their school experiences as invisible, silenced, or even erased (Usher, 2018). All students should be held to high attainable expectations. Educators need to build confidence in all students, not just those deemed “smart”. There are several methods educators can use to have high hopes for students and acknowledge their individual needs. One approach is by differentiation the curriculum and instruction. By having differentiated instruction, students can meet each expectation at their learning levels. Educators must be aware of the unconscious bias they might have with some students in the classroom. This bias can interfere and interrupt the different expectations of student achievement for students of different cultural backgrounds (Staats, 2016). Some different ways of using group learning in the classroom are to group by individual needs, interest, or ability levels—the idea when grouping is to have instruction enhance student learning. I often group by ability level in my class, but I need to be more mindful of arranging my students by their interests. This will help with closing the achievement gaps that might be visible. There are several ways to incorporate complex problem-solving in basic-skills assignments.

One way is by using literacy skills together. Whenever I am introducing different math concepts to my students, I will first introduce them in isolation. As a class, we practice writing out terms and defining them so that my students can familiarize themselves with each word. Once I have taught those necessary skills in isolation, I will apply those terms into more complex formats, such as connecting them to formulas and real-world situations.

After reflecting on the different common beliefs presented, I will use these beliefs to serve the underserved population. I feel that ESOL

students or English Language Learners are the underserved populations at my school. My conducted research will help incorporate and implement culturally responsive teaching practices to help my ESOL students' confidence and success. This will allow me to develop the RWRCOEL Diversity Proficiencies and promote positive social change. As a 21st-century educator, I need to be more self-aware that my students' cultural background and socioeconomic status have a significant impact on their academic skills and social interactions to become an effective educator (Laureate Education, 2016a). The common beliefs also allow me to understand my students, especially my English Language Learners. Learning about my ESOL or ELL home lives and families will help me connect my instruction more to my students' cultures and communities (Laureate Education, 2016a). It is important that all my students treat themselves with respect and show respect to their peers, this way the learning environment will be safe and inviting for all. It is my duty to make sure all students feel understood, valued, and respected both in and outside the classroom (Laureate Education, 2016a) . The common beliefs will help me to differentiate my curriculum and instruction to support all of my students' diverse and individual needs.

References

Borrero, N., Ziauddin, A., & Ahn, A. (2018). Teaching for Change: New Teachers’ Experiences with and Visions for Culturally Relevant

Pedagogy. Critical Questions in Education, 9(1) , 22–39.

Bourke, T., Lidstone, J., & Ryan, M. (2015). Schooling Teachers: Professionalism or Disciplinary Power? Educational Philosophy and Theory, 47(1) ,

84–100.

Laureate Education. (2016a). RWRCOEL diversity proficiencies. Walden University. https://class.waldenu.edu

Merillat, B. D., Corrigan, D. G., & Harper, B. E. (2018). Reducing stereotype threat in urban schools. Social Psychology of Education: An

International Journal, 21(1) , 1–26.

McIntyre-McCullough, K. (2016). The issue of equity in English language arts classroom. English Journal, 3, 94.

Staats, C. (2016). Understanding implicit bias: what educators should know. Education Digest, (1), 29.

Teaching Tolerance (n.d.). Common beliefs [PDF]. Retrieved from https://class.waldenu.edu

Usher, E. L. (2018). Acknowledging the Whiteness of Motivation Research: Seeking Cultural Relevance. Educational Psychologist, 53(2) , 131.

Verkuyten, M., Thijs, J., & Gharaei, N. (2019). Discrimination and Academic (Dis)Engagement of Ethnic-Racial Minority Students: A Social Identity

Threat Perspective. Social Psychology of Education: An International Journal, 22(2) , 267–290.

Appendix A – Reflecting on Diversity Activity Log and Resources

Reflecting on Diversity Activity Log

Module 2:

Race, To Complete Activity Results

Ethnicity,

^{ACTIVITY LOG REFLECTION}Culture, and 1. Rate items 1, 3, 4, 9, 12, Common Belief One:

Learning and 13 from the I’m afraid I have to disagree with the first Common Beliefs Survey common belief that states, “don’t think of and record your initial my students in terms of their race or thoughts for each in the

Activity Results ethnicity. I am color blind when it comes to column. my teaching”. To know the various learning

styles of my students and how they process 2. Review the background information, I take into account their race information for each and intellectual abilities. If race or ethnicity item in the Common is not taken into account, then a Beliefs document and differentiated lesson that supports each record in the Activity

Results column whether student’s diverse needs will be non-existent. your opinion on each After reviewing the background changed after reading information, my opinion on this belief is the background still the same. One effective way educators

information. can help students connect with what is

being taught is recognizing the students'

1. Select 1-2 Questions to

Consider from the race and ethnicity.

Common Beliefs Question to Consider: What happens

document to answer for when teachers don’t validate their students’ each item. Conduct your racial and ethnic identities?

own research on the topic and identify 1-2 Common Belief Three: peer reviewed resources I can not entirely agree with the belief that to reference in your

response. states, “Teachers should adapt their

teaching to the distinctive cultures of

1. Compose a cohesive African American, Latino, Asian, and answer to your selected Native American. Every school year, an questions which educator is faced with students coming includes citations from from various cultures and ethnic your peer reviewed backgrounds, if an educator adapts his or resources, and specific

reference to your own her teachings to solely those four cultures,

© 2016 Laureate Education, Inc.classroom and/or the then students who are not of those four underserved population cultures will be excluded from the

This study source was downloaded by 100000864454325 from CourseHero.com on 04-12-2023 06:37:24 GMT -05:00 you identified in your instructions. After reviewing the

Powered by TCPDF (www.tcpdf.org) Module 1 Assignment. background information, my opinion on Personal Reflection

Record your answer in

What happens when teachers don’t validate their students’ racial and ethnic identities?

When educators do not validate their students’ racial and ethnic identities, it can lead to discrimination in the classroom, which can undermine a positive sense of self and result in insecure self-esteem. According to Maykel, Jochem, and Nadya (2019) “Individuals have a basic need for social belonging and relatedness which is fundamental for their well-being “(p. 273). When the teacher does not recognize students’ racial and ethnic identities, they begin to feel misunderstood and lack confidence in schools where expectations and communications are not familiar to them. Also, this might impact their sense of belonging among their peers and families. As a seventh-grade math teacher, I always make sure not to have discrimination among my students. Even when my students ask me which of them I think is best, I will always tell them that they are all the best in their way. I do not favor one more than the other.

What is culturally relevant pedagogy?

Gloria Ladson-Billings (Noah Borrero, Asra Ziauddin, & Alexandra Ahn, 2018) describes culturally relevant pedagogy ( CRP) as, “a theoretical model that not only addresses student achievement but also helps students to accept and affirm their cultural identity while developing critical perspectives that challenge inequities that ^Page schools and other institutions perpetuate” (p. 25). It describes a kind of teaching that integrates a student’s background

knowledge and prior home and community