Engaging In Culturally Response Teaching Practices
- mmaloni
- Jun 14, 2017
- 3 min read
FEAP 2d (Respects students’ cultural and linguistic backgrounds).
The following two pieces of evidence aligns with FEAP 2d:
Example One: In this clip, it shows me demonstrating my ability to engage in culturally responsive teaching practices. The time in this video that this is shown starts at 9:56 goes to the very end of the video.
Link to clip:
I think that this piece of evidence shows my learning regarding FEAP 2d because it is showing that my HOST partner and I are getting to know/learn about our students’ lives. We passed out a t-shirt template and had the students draw their favorite things on it. “To teach subject matter in meaningful ways and engage students in learning, teachers need to know about their students’ lives.” (Villegas & Lucas, 2007). So, doing this activity helped me learn more about these students and understand more about their lives outside of school. The students were engaged and willing to open up to me about themselves. I feel like this activity was a wonderful way to get to know the students and help us teach our other lessons for that week in a meaningful way. Also, having the students do this activity made them stand out from one another and I got to look at them as individuals instead of lumping them as just one group of students. “A teacher who looks at students as individuals no matter what their cultural experiences are will attend to their varied points of readiness, their interest, their exceptionalities, their statue among peers, and so on when planning curriculum and instruction.” (Dack & Tomlinson, 2015). Seeing the students as individuals and knowing more about their cultural backgrounds was a great benefit for me as the teacher because I understood more of where they are coming from and what type of instruction I should use for future assessments that would benefit all of them.
Example Two:
This piece of evidence shows my learning regarding FEAP 2d because this activity we had the students do respected students’ cultural backgrounds. We made sure to let the students know that for this activity they can write anything they are going to do over their summer break or what they want to do. We said that there was no right or wrong answers because everyone does different things with their families over summer vacation. Every single student comes from a different type of background and it’s important as teachers to welcome all cultures. “The educator’s job includes welcoming every student who walks through the door. Increasingly these students come from backgrounds different form our own. Some will come from collectivist backgrounds, whereas others come from groups that value individualism.” (Dack & Tomlinson, 2015). For this activity, I made sure that I walked around and heard all of the students talk about what their families do over summer and made sure that I was welcoming to all of those students. During this activity, I was able to learn more about each student and understand what type of home life they have. To respect students’ cultural linguistic and family backgrounds, “Teachers need to know something about their students’ family makeup, immigration history, favorite activities, concerns, and strengths.” (Villegas & Lucas, 2007) and having the students do this activity and talking to them while they were working helped us learn some of that information listed above. It was very meaningful to know that these students were becoming more open and letting their guard down with me. I think having these experiences will benefit me when I have my own classroom one day.
References:
Dack, H., & Tomlinson, C. A. (2015). Inviting All Students to Learn. Educational Leadership.
Retrieved June 14, 2017, from www.ascd.org.
Villegas, A., & Lucas, T. (2007). The Culturally Responsive Teacher. Educational Leadership.
Retrieved June 14, 2017.
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