community of care task 1

.docx

School

Western Governors University *

*We aren’t endorsed by this school

Course

D090

Subject

Health Science

Date

Feb 20, 2024

Type

docx

Pages

Uploaded by BrigadierPorpoise3802

Kristen Foster College of Education, Western Governors University Sherri Johnson October 17, 2023

A. Videos used. 1. “Building Classroom Community through the Study of Chinese Art and Culture,” second grade. 2. “Defining the Problem, Effect, and Solution through an Interactive Read Aloud,” kindergarten. 3. “Learning about Cultural Identity,” kindergarten. B1. Discuss specific examples of how the teachers incorporated the Cultural, Social, and Emotional needs. Culture: In video 3, the teacher related to their cultural needs by exposing her students to the country of China and the Chinese culture. She allows her students to discuss what they have learned and understood from the lesson and puppet show performed. Social: Not only did the teacher in video 3 relate to their cultural needs but also their social needs by allowing them to role-play. After the puppet show, she also allowed them to discuss the differences and similarities between themselves and the Chinese culture in small groups. She also used social awareness by allowing her students to understand, empathize, and feel compassion for those with different backgrounds or cultures. Emotional: In video 2, the teacher relates to the emotional needs of her students by reading them a story building on their cause/effect skills. While asking them questions about the book's problem, effect, and solution, she asks the students how the problem makes the characters feel. Incorporating the characters' emotions in the story allows the students to consider the well-being of themselves and others. B2. Discuss ways that the teaches could have more effectively incorporated individual learners’ cultural, social, or emotional needs in the learning environments.

In video 3, the teacher could have gone into more depth by expanding the unit of study to each student individually. The teacher could have incorporated culture projects to take home with the help of students' caregivers for them to bring back to present their cultures to the class. In video 2, the teacher could have included social-emotional learning by incorporating self- awareness into the reading exercise. The teacher could have obtained this by allowing the students to write in journals about how they felt during the story or draw pictures expressing how they felt along with how the characters felt. B3. Discuss two culturally sustaining pedagogy strategies. Strategy one: In video 3, the teacher presents to the students a puppet show, and following the puppet show, students were to discuss with a partner the similarities of their culture with the Chinese culture. This strategy could be implemented in my classroom because it allows the students to explore a different culture while comparing it to theirs. I would approach this differently by giving the students an overview of different cultures and allowing them to choose which culture they want to compare and contrast. Strategy two: In video 1, the teacher used an event, Passport Day, for her students to learn about different countries and cultures around the world. This could be implemented into my classroom because it allows the students to value community practices and ways of being. I would approach this with a similar event such as, “eating around the world day.” This day could consist of “eating” through different countries by studying the different types of dishes prepared in different cultures. B4. Explain how you could include your students’ caregivers. Strategy one: One way I could include my students' caregivers in a culturally sustaining pedagogy is by assigning an art project to be worked on at home with the student's caregivers. By doing this, the caregiver is permitted to discuss the cultural similarities and differences with the child.

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