Task 1 Bayli Bell

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School

West Georgia Technical College *

*We aren’t endorsed by this school

Course

D090

Subject

Arts Humanities

Date

Apr 3, 2024

Type

docx

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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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