Discussion 3 Meeting the needs of students

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Fresno Pacific University *

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Communications

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Feb 20, 2024

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docx

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1. How does a better understanding of the stages change the way you look at your students? 2. How will knowing these stages direct how you develop you lesson plans and how you design your learning environment? . In order to ensure the curriculum is transformative for empowerment, we need to first analyze our classroom and our students. The students represented in the Class Profile are different in their own special ways. However, they all seem to be fascinated with the idea of learning. After looking more in depth at the class profiles, it seems that there are few students who require some assistance. This class seems to be like a fun bunch of students who I am excited to teach. I want be sure to empower my students in their learning endeavors. The key to this style of classroom is to create and safe and exciting learning environment for our students. By creating these environments, we are encouraging our student’s development in their critical thinking skills, their self-confidence, and work on their strengths but also focus on their weaker areas. In order to empower our students, we need to make them feel valued in the classroom. According to McLaren (2009), “ Empowerment means not only helping students understand and engage the world around them, but also enabling them to exercise the kind of courage needed to change the social order where necessary” (p. 74). For this to happen, we need to ensure that every student is included in the lessons and remind everyone to have an open mind when it comes to learning. There are numerous classroom management strategies that can and will help in meeting the diverse needs of our students. One of these strategies being the lesson content we are teaching the students. All lessons within the classroom should be diverse enough so that all the students can either relate to or see a connection with. In order to ensure this, we should ask our students to give us their observations and concerns they have regarding the lessons. This also help the students to feel as though their words and expressions have value in the classroom. By asking the student to tell me in their own words what the lesson is about would really help me assume the level of understanding each of my students have absorbed. Another classroom management strategies I want to implement in my classroom is the use or groups and group activities. Looking at the classroom profile, I would suggest grouping students who are higher achieving and motivated with the students who have some struggles and get easily distracted. By utilizing group activities, students are able to work together to bounce ideas off one another while I can walk around the classroom and have conversations with other small groups to answer any questions they may have. It seems as though the student who are shy and scared to ask questions in the class may be more likely to ask questions in their small groups as opposed in front of the entire class. After reviewing the 6 stages of cultural identity, I think I relate closest to Stage 3 – Cultural Identity Clarification. This stage speaks mainly about how self- acceptance is the requisite to responding positively to the outside world (Bank, 2016, p. 170). This not only helps the student to understand their own cultural identity, but also allows them to be open minded with others cultural identity within the classroom. BY knowing and understanding these stages, it will help me plan my lessons to be inclusive to all cultures. Keeping in mind that every student comes from a different back ground but are to be taught

the same lessons, I will try my best to incorporate everyone’s cultures I the classroom at some point in the school year. This will help each student feel as though they are important and valued in the class. Banks, J. A. (2016). Cultural diversity and education: Foundations, curriculum, and teaching. (6th ed.). Routledge. McLaren, P. (2009). Critical pedagogy: A look at the major concepts. In A. Darder, M. P. Baltodano, & R. D. Torres (Eds.), The critical pedagogy reader (2nd ed., pp. 61-83). New York, NY: Routledge.

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