Task 1 Bayli Bell

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School

West Georgia Technical College *

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Course

D090

Subject

Arts Humanities

Date

Apr 3, 2024

Type

docx

Pages

Uploaded by baybug2009

Task 1 Bayli Bell A. “Defining the Problem, Effect, and Solution through an Interactive Read Aloud” “Learning about Cultural Identity” “Building Classroom Community through the Study of Chinese Art and Culture” B1. • Cultural needs: In the video “Defining the Problem, Effect, and Solution through an Interactive Read Aloud”, the teacher used the whole group area in the classroom. In the reading below the video, the teacher discusses how she uses the rug in the whole group area to place students according to their specific needs or personalities. By doing this, the teacher is making sure that every student is met with the ability to succeed in her classroom. • Social needs: In the video “Defining the Problem, Effect, and Solution through an Interactive Read Aloud”, the teacher uses the book and has the students interact with the story. They would have to explain how they thought the characters were feeling in different parts of the story. Then, she gave the class a moment to discuss the story and what the students thought was going to happen in the story among themselves. The social needs in this lesson were giving the students the chance to not only socialize as a whole class discussing a book but to also discuss on their own with a classmate about the plot. Lastly, before finishing the story, the

teacher used her interactive board to get the students to discuss what had happened in the story and what they expected to happen at the end of the story. • Emotional needs: In the video “Defining the Problem, Effect, and Solution through an Interactive Read Aloud”, the teacher is addressing the class as a whole on the rug. The emotional needs of a student are more positive when they are as a whole, compared to being on their own doing the work. All of her students were working together with confidence as a whole to tell the plot of the story and the emotions of the characters. The teacher asking students how the characters feel, can help a student to connect to how they might be feeling in a classroom. The positive attitude the teacher gives the students connects them to being more positive in their work and their attitudes. B2. In the video, “Learning about Cultural Identity”, the teacher could have more effectively incorporated individual learners’ cultures into her classroom, by having them in certain spots on the rug. At the end of the video when the students were discussing as a whole group with their teacher some of the students had a hard time focusing, sitting up, staying in one spot, and not rolling around on the rug. I believe this teacher could have taken into consideration each of her students who were in the small groups learning cultures to help them stay more focused on the rug. The teacher could have made a little game out of what was different, made a certain spot for each kid to sit, or had them sit in one big circle side by side. I think that any of these

could have helped the teacher to focus on each student's learning culture to help them succeed in her class. When a teacher pulls some students aside for small groups this is the most crucial time for the student to learn hands-on with any subject they could be struggling with. The teacher needs their full attention during this part of the lesson for the students to succeed. In the video, “Building Classroom Community through the Study of Chinese Art and Culture,” the teacher has the students break up into groups, working together to learn about Chinese art and their culture. In this video, the teacher could have taken into consideration a student's learning culture. For example, sometimes working in a group is perfect for some students and they work together. On the other hand, though some students working in a group is not the way to go. They do not understand how to work together with others instead of doing it themselves or how to do their work and not talk. In this video, I heard several students doing their work on their own and not listening to what they each found out about China. I recall once in the video the teacher asked if they heard what a student had found out. Sometimes as teachers, we need to think of the class as a whole and who has the same learning cultures to pair them together or with someone who will help them not distract them. B3. After watching the videos, I learned two relevant culturally sustaining pedagogy strategies that I could incorporate into my future classroom. The first one is listening stones; in the video, “Learning about Cultural Identity”, the teacher has the students use their listening stones while working together in groups. The student who is holding the listening stone is supposed to be the one who is speaking while the other student listens. After the student who is speaking is

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finished, they pass the stone to their partner for them to speak. I believe this a good strategy because it lets the student know when it is their turn to speak and when they should listen to their classmates. The second one is learning walks; in the video, “Building Classroom Community through the Study of Chinese Art and Culture”, teachers are doing learning walks in other classrooms. During their learning walk, they observe the teachers and the students. They watch as the Spanish teacher includes all her students’ cultural backgrounds in the classroom along with giving everyone a sense of belonging. I believe doing this as a teacher is a great way to learn new strategies in teaching that include the whole child and to hold teachers accountable for their culturally sustaining pedagogical strategies. A. As a future educator, I would implement listening stones into my future classroom. Listening stones is a great way to keep the students engaged in what they are learning; but also let them know when it is their time to speak. For example, in my classroom, I could use listening blocks during the whole group while we are doing our morning circle time. During this time, I would like for my students to discuss a class book read aloud. This book is about how to be a good friend; after finishing the book, I would bring out the listening stones. I would tell my students to think of a way they could be a good friend, and I would write it on our chart paper. The student who is holding the listening stone is the one who is speaking, telling the class what they think a good friend is, while the rest of the students are listening to their classmates speak. By doing this, each child gets a chance to answer and be heard without being interrupted by other students. As a first-time teacher new to a school I would implement learning walks into my future classroom. I would also implement myself going on learning walks to other classrooms. If a

teacher was to go on a learning walk in my room they could observe the classroom to see if there was a sense of belonging for every student in my classroom or if there were opportunities for each student to be heard in my classroom. The other teachers observing my classroom could help me as a new teacher know the areas I need to grow in or what I can do to change something in my classroom to adapt to the whole class. If I went on a listening walk to another classroom to observe I could learn from the teacher many different strategies to add to my classroom or lesson plans. As a teacher, we always have room to grow and learn what better way than from a fellow teacher? B4. A student’s caregiver plays a big part in their education process. As a teacher, I need to keep the student’s caregivers informed and involved in their student’s education. Sending out weekly newsletters to the caregivers letting them know what the whole class is working on is one way to keep the parents informed; I would use this method to tell the caregivers about the listening stones explaining to the caregivers how they are used and why we use them. I would encourage caregivers to use them at home with their students when discussing something it will help them to understand at home they can discuss something with their caregiver and know they are being listened to. Another strategy I can use to involve a student’s caregiver is by using a learning walk. For example, if I had a caregiver who wanted to come in to observe the classroom and their student in the classroom they could do a learning walk. During this set time our whole group, the caregiver could come in to observe. The caregiver would see what the class does as a whole, what they are learning for the week, and daily things the class goes over along with how their student is doing in the class.

B5. Involving the community in my future classroom is very important to me as a teacher. The community has a big part in how our students grow and learn throughout their years of school. Involving the community with listening blocks is an amazing way for the students to ask their questions about the community. Where I am from our local Farm Bureau will come out to the schools once a month to do a lesson for the students. For example, during September, they will come out to teach the students about applesauce. The students will learn how applesauce is made, about apple orchards, and get to taste applesauce. During the lesson from Farm Bureau, I could use the listening stone while the speaker was teaching the lesson they could hold the listening stone. After they are done speaking the students can get a chance to pass around the listening stone each getting to ask their question about the lesson. Learning walks are a great way for members of the community to come into the classroom to observe the lessons being taught. This is a great way to get the community involved in the schools as well as in the classrooms. For example, I would invite certain members of my community to come in a listen to a lesson I was doing on different languages. I could team up with the foreign language classes to have some of their students come to my class to teach my students how to count, say their names, or certain foods in a different language. I believe that it is important for the community to see how different classes can come together to bring a new culture to a classroom setting that some students may not be exposed to often or to make someone who is a part of those cultures feel a sense of welcome in the classroom. This could help the community see that they could bring different cultures into the community for not only the students but for the whole town.

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