Unit 1 Reflection

A text is the content in a message or any printed material. There are basic ways that are used in reading to make the learner gain, retain, and understand the content. For instance, one way is by applying the top, down, and bottom up strategy; which people use in their native language. Reading involves, previewing, predicting, skimming and scanning, guessing and paraphrasing (Tsai 120).

One Misconception regarding ELL students is that immersion into an English-speaking classroom is enough for students to learn English.

During this time DI worked on safety skills and personal information for Audriana. DI wrote Audriana personal information and printed for future session Audriana and DI practice her dad & mom name, address and her parents phone number. In addition DI research for social stories which Audriana und acknowledge that it's important to stay close to an adult when she is at school, home, daycare or in the community.

I am a student in your SY389B that approached you after class on Monday to inquire about receiving an extension due to having food poisoning that has in turn caused my vertigo to act up. I was unable to attend class today as when I got back to Waterloo I took my medication, as I was very dizzy, and only woke up a few hours ago. I have been working on my Unit 1 Critical Reflection Paper but have been unable to complete it up to your standards. I want to produce my best work as this assignment is work 30% of my overall grade and was wondering if it would be possible to have a little extra time. If not, I understand that I will receive 3% off per day that my assignment is late. Also,

Teachers must learn about their student’s cultures if they want to educate them to the best of their ability. Many of the students in culturally diverse classrooms will want to learn in different ways. Some will want to learn in pairs, groups, as a class, or just alone. If the teacher is educated in their culture then lessons can be adjusted to appeal to every student as much as possible instead of forcing some to forget about their culture and learn like others. Students from

Many of their learning needs are similar to those of other children and young people learning in our schools. However, these learners also have distinct and different needs from other learners by virtue of the fact that they are learning in and through another language, and that they come from cultural backgrounds and communities with different understandings and expectations of education, language and learning”. (NALDIC, 1999).

Gaining learning and experience about other cultures background will enrich my multicultural knowledge. Therefore, as an educator I must learn about others culture. As I begin to learn about others cultures I will understand how values influence the ways families interpret the instruction that feels right to them. A close study on Figure 3.1 implies that a teacher’s point view or the way the students are treaty can affect their learning. It keeps narrating the story of a teacher that had to learn her students’ roots, their culture values, to get to know them in order to reach them in an academically level. The cultural values are very important and cannot be overlooked, they shape our intrinsic motivation. Many families try to keep their values and belief intact at home, so their children when they step in a classroom. Monica Brown, is the Department editor of Diversity Dispatch, argues in her article, Educating All Students: Creating Culturally Responsive Teachers, Classrooms, and Schools, that nowadays it is noticeable the diversity growths in schools, however, this is not the problem. The problem is the way teachers have responded to the diversity growth. (Brown, M. 2007). Therefore, this will affect the students learning. Brown cross with a strong point in regarding the lack of sensitivity some educators show towards their students’ culture. As educator I don’t want to be one of many teachers Monica Brown speaks on her article. I will understand that I must respect my

In recognizing her concerns about Johnny, Johnny’s teacher made many adaptations to the curriculum to fit the needs of the student. One of these adaptations was to the student’s test. Since Johnny is a level one ELL, meaning that he understood very little English, his questions were written in Spanish and he was allowed to write his answers in Spanish as well. Another modification was allowing Johnny to use pictures to express comprehension. Each day student’s are required to complete a section of a vocabulary graphic organizer in which they write the definition of a word, a picture to help them remember the meaning of the word, and a sentence using the word. Since Johnny could not grasp these bigger concepts, he was given vocabulary words of smaller concepts inside of the bigger concept. For example, one of the vocabulary words that the students had was hemisphere. Instead of having Johnny write out the definition of hemisphere and write a sentence, he was given words like earth and half and asked to write the meaning in Spanish and include a picture. Students were also given an assignment in which they had to interview someone about the September 11th attacks. In this case, Johnny was given the questions in Spanish and was able to present his interview in Spanish as well. Later in the semester, students were given the task to create a flipbook that represented

My cultural perspectives are based on my life experiences of growing up and living in the Midwest to a middle class, mixed nationality family. I’ve learned what is appropriate and how to act to survive in my world, based on my culture. My fiancé is from a similar culture to me, and even we have different beliefs on certain issues. Inside a culture, every one is not exactly the same. There are different individuals in each group, who can all relate to each other. Professionally, I am different and similar to many teachers in my school, and also the students in my school. As a colleague and educator, we all need to learn how to interact and succeed together. It can be difficult to align different cultural values of students and teachers to all be successful and teach the students how to survive in their world. The article gives solutions to the myths that surround multiple cultures coming together.

Cultural responsiveness and school wide positive behavior support although total opposites in theoretical foundations, when blended together in the school system can have a positive outcome for student’s cultural equity. With the increasing clash of cultures between teachers and students, teachers today must practice being sociocultural conscious while, being culturally responsive to their students’ needs and behavior in order to be an effective teacher. These topics are important because although the demographics of the student population are quickly changing and are more diverse than ever, the demographics of the teacher workforce are staying predominately white. This reason is why I chose the articles, Toward a Conceptual Integration of Cultural Responsiveness and Schoolwide Positive Behavior Support, as well as, A Culturally Responsive Counter-narrative of effective teaching.

Together we participated in discussions and brought up new topics. Together we helped others who did not quite understand the lesson, and together we bonded and shared ideas which influenced both our marks in that certain class. This friend of mine was from “The Black Hallway,” and even after I found out I still did not go see her between classes or go say hi when I saw her at her locker, I avoided that hallway because I still did not want people to judge me. That was and still is one of my fears and I base everything I do on how others will perceive me or respond to me. These people who resided in this hallway did not get to interact with other people and they do not get the full experience of dealing with others.

My county is a rural community with a majority lower-middle to middle class population. The high school consists of about 600 students, with very little diversity. My school has also implemented a new 1:1 technology initiative. The goal is for every student to have their own chromebook by next school year. We have also begun implementing the new Common Core Curriculum. Since my county started school earlier than most, we were one of the first systems to begin the new standards. This has been a school year of new standards, and new technology

As an educator it is important to be aware of the various learners in the classroom as well as being able to shift lessons accordingly to adapt to a greater number of students. In addition it is essential that culturally responsive practices is adapted in the classroom in order for all students to have a sense of belonging and are able to participate. For this reason, a teacher must actively use culturally responsive practices to engage students and their families because it helps to develop a relationship and maintain a level of communication. Learning “facts” about different cultures is not enough, it is more important that we make

Once a week Jose goes to the library and choose a bilingual book but he only reads the Spanish part which is not being beneficial for him. Jose says there is no need to read the part in English because anyways he does not understand a single word. Specialists are doing observations and exams to have a proper diagnostic for Jose. Every day he goes to another class for one hour where he sits in a computer and listens to a program design to help kids learn English. The counselor talks to Jose at least once a week to encourage him to grow academically. The principal wants to make sure that Jose is giving his hundred percent to learn. His friends are always trying to help him, Chaylem a very bright student read aloud to Jose so he can hear the pronunciation of the words and repeat them. Cesar another peer, sits with Jose during their math class so he can help him with the problems. Jose likes when the other students tries to help him because sometimes he do not want to admit in front of the class that he does not understand

Jared’s experiences and success with learning English in a mainstream classroom can be attributed to many things including cultural differences and misunderstandings, misidentification, level of literacy and language proficiency, attendance, and socio-economic status (ACARA 2014).