Professional Documents
Culture Documents
I plan on becoming an educator that brings out the best in all of my students by
acknowledging the diversity they bring to the classroom and embracing it. I attended public
schools growing and wish I could say I had a lot of influential teachers or counselors, but I did
not. Most of my teachers taught my classmates and I the same exact way and would send us
home with extra work to practice with our parents if we didnt understand something because
they didnt have time to spend more time on it in class. My teachers didnt realize that some
students might have parents without an education higher than middle or grade school. My
parents were born and raised in a small town in Oaxaca, Mexico. They were pulled out of school
before completing 5th grade to help raise livestock. My parents are incredibly smart and talented
but they werent taught math or English the same way my siblings and I were being taught in
school. Most of the time, I was stuck figuring it out on my own. I complained a lot about the
educational system I grew up with and decided to make a difference for my future students.
Taking this course, along with the research and interviews, has helped me realize that my
teachers were not aware or did not consider using the diversity in the classroom as an advantage.
It could be because they were not taught to think about it or they thought diversity just means
Okay, okay. Weve talked about the diverse kids. When are we going to start talking
about the normal kids?. This question was expressed in Part I of the text, Learning to Teach
for Social Justice (p. 9). I dont think normal kid is politically correct because we are all
diverse, there will be those that have alike experiences but even siblings that grow up in the same
household are diverse. When I googled normal, the first result defined it as conforming to a
standard; usual, typical, or expected. Who decides the standards and expectations of the
classroom? Yes, we have the dreadful standardize testing we will need to prepare our students
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for, but my concerns about that will be addressed later. If the educator is who sets the
expectations for the students in the classroom, then shouldnt the educator think about setting
expectations for themselves to create an inclusive and comfortable learning environment for all
of the students, when setting the students expectations? I interviewed Mrs. Gragg and she shared
an example of using the 4321 grading scale to set the expectations for her dance class. Mrs.
Gragg teaches physical education at Lawrence Jones Middle school. On the first day she explains
what she expects from her students. If you mess up you can continue to take a crack at it, but
you can also teach the dance to someone else and you can still earn a 4 (interview February 7,
2017). I agree with Mrs. Graggs philosophy, a student should not be kept from earning a 4 if
they cannot perform without making mistakes because the ultimate goal is to get our students to
understand and apply it. This is why it is important to know our students needs and setting
In her essay included in Learning to Teach for Social Justice, Claudia Angelica Narez
expresses, I believe that students enter the classroom with a great deal of knowledge and
experience; as teachers, we have to build on that knowledge (p.139). I strongly agree with her
because I have been in multiple situations where I felt like sharing my relevant experience with
the class but was shut down because there was no time for that. Not only was I shut down, but
I felt disengaged and bored for being told something I already knew. The last thing I want to do
is bore my students, I want to learn from their experiences especially if they are more experts at
something than myself. Mrs. Gragg gave a great example about engaging her students when she
knew close to nothing about football. She shared with me how she would pass the football with
her husband and did her homework to learn the lingo and plays. Mrs. Gragg realized she had
students in her class that grew up playing football so she asked them to write down some routes
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for her to include in the class. Its about walking with confidence says Mrs. Gragg (interview
February 7, 2017). She felt confident asking her students to help her without fearing that they
might think less of her. I remember taking P.E. with Mrs. Gragg when I was in middle school and
remember how inclusive she made her classes. I always felt comfortable even with the sports I
wasnt good at because she gave me the opportunity to leave an impression when it came to
running track and playing soccer in the class. I would like all of my students to feel the same
comfort and inclusiveness in my classroom. I know that I will also need to feel confident in the
subject matter as well as what I learn about my students so I can engage them based on their
experiences.
Educating our students on the subject matter that is required by the state should not be
based on the one textbook that is provided. Earlier I mentioned that creating a safe and inclusive
environment in the classroom is critical for our students to feel comfortable sharing their
experiences so we could all learn from them. This is one way of engaging them as well as finding
ways to motivate them to want to come to class and participate. This sounds more interesting
than completing the worksheets provided by the workbook, provided by the textbook, provided
by the school. I could understand why teachers dont feel free to apply this teaching in the
classroom because they may feel chained to the pressure of pouring in all the information needed
to score high on the standardized testing. A test that is not designed to include multiple
intelligences or cultural relevance. But is the ultimate goal to get our students to score high on
the standardized testing? In my research I came across a study that displayed two approaches of
preparing for the standardized testing. Taking Back the Standards: Equity-Minded Teachers
teaching history with a different approach than the worksheets provided. She had her students
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write a biography about any historical figure that had cultural relevance to them. The students
then shared their findings to the class as well as the reason why they chose who they did. The
class was responsible to pay close attention to the presentation because they then had to right a
biography about the historical figure presented by their classmate. Students' survival and their
reality has to be talked about. I can't just say, well I need to cover standard 3.1 today. ... They
can't succeed in the class if they're not comfortable, if they don't trust me, and if I'm not dealing
with what they bring. ... Bringing all that in and making them an expert at something is important
because they know so much, and nobody ever bothers to ask them. (Xitlali). This result
expresses again the importance of learning what our students bring to the classroom. Xitlali
realized there is more to simply teaching the standards and learning what our students are experts
at can be used as an advantage in getting them to learn and understand from each other. My
main goal isnt to get my students to score high on the standardized tests. My main goal as an
educator is to get my students to understand the subject matter so they value their hours spent at
school. I want them to feel they are learning and understanding what they need to for their own
benefit.
Melanie Parola was another teacher I interviewed and she shared her experience from
working in Special Education. Working with these kids has broaden my understanding on how
critical it is to not ignore the diversity in the classroom Melanie shared (Interview February 2,
2017). Like Melanie, I work with students that have been pulled out from mainstream because
of their moderate to severe aggression and behaviors. My students test me every day and it is my
job to keep them from moving backwards from the progress we have made thus far towards their
individualized goals designed by their IEP. The classroom is designed so all the students have a
ten minute break after a twenty minute work period. Melanie and I agreed that structure and
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consistency is critical because students dont like change but knowing how to be flexible is
important too. Melanie shared a story when she had to move all the students outside for their last
work period of the day because another student was throwing a tantrum in the classroom and
endangering the other students. She stayed inside and handled the student having trouble, while
the assistants and the students worked through the period outside on the bench. Melanie
mentioned that, At the end of the day, all the students needs were met (Interview February 2,
2017). The day didnt go as planned, but it rarely does because as much as we keep learning
from our students, we never know what will set them off. Mrs. Gragg also mentioned that being
flexible is important because of the weather, she mentioned it is important to have a backup
Although I still have a lot to learn about all the methods that my students could benefit
from, I feel like I am on the right track. My goal is to educate to all with a purpose of getting all
of my students to believe they are working towards something. I plan on creating an equitable
curriculum by incorporating the methods I have learned about so far. I am excited to learn from
my colleagues and students so every year is freshly new and unique. I want to create a culturally
enriched classroom because as shared by A journey With a Refugee Family: Raising Culturally
Relevant Teaching Awareness, a culturally relevant classroom "not only makes learning genuine
and authentic, but increases the probability that preservice educators avoid the intellectual,
emotional, psychological, and moral challenges involved in creating consciousness and self-
reflection" I am willing to go the extra mile to ensure my students needs are met and expose
them to as much culture possible. I would like them to grow up knowing they are not wasting
their time and more importantly, have them grow up accepting the diversity that exists around us
References
Darling-Hammond, L., French, J., & Garcia-Lopez, S.P. (Eds.), (2002). Learning to Teach for
Berumen, Freyca Calderon1, and Cecilia1 Silva. "A journey With a Refugee Family: Raising
Learning 2014. 140 (2014): 51-67. Education Source. Web. 28 Jan. 2017.
MacCleod, Flora1. "Literacy Identity and Agency: Linking Classrooms to Communitties." Early
Child Development & Care 174.3 (2004): 243-252. Education Source. Web. 23 Jan.
2017.