In The First Topic We Will Look At Two Completely Different

As a teacher, it is important to know and understand the racial and cultural identities of both yourself, and your students. Knowing about your students’ backgrounds is a great way to make the classroom a safe and welcoming environment. Not all educational settings emit a feeling of safety to its students, and that needs to be changed. In this paper, I will discuss how my racial and cultural identity may be the same and may differ from my students, as well as some ways in which the institution of education can be changed to be more racially and culturally inclusive.

Schools systematically subjugate minority and black students when a school’s enrollment contains a huge racial majority. If students have no exposure to persons of different ethnicities, cultures, races, and religions, then these students will experience culture shock when they confront “other” people. Even in our class, we talk about black and minority students as another group, one that differs from “us.” We think about the inequalities in school systems as problems we need to fix, not as problems that have influenced our thinking and affect us as prospective teachers. For example, a white graduate student with

African Americans are not the only ethnicity group to be singled out with behavior. Racial and ethnic minority students report experiencing low teacher expectations, having less access to educational resources, being placed on lower educational tracks, and being steered toward low-paying employment (Kozol, 1991; Olsen, 2008).This low expectation is causing

Teaching in racially diverse classrooms often leaves educators feeling uncertain about how to proceed and how to respond to historically marginalized students. There is pressure to acknowledge and accept students of color with different perspectives, to diversify the syllabi, be more aware of classroom dynamics, and pay attention to how students of color experience the learning process.

Taking what happened in the interactions and decided what category of class management was being utilized out of our possibilities. Also, how Junie B. reacted to each style of teaching whether is was a positive or negative interactions and whether it had a positive or negative reaction correlating with it. After deciding what our topic was going to deal with we decided to pull examples from real life that also illustrated our main ideas, so, the group also pulled examples of classroom management from bulletin boards seen in classrooms at the schools Raymond F Brandes and Creston that included clip system of disciplinary action, expectations of reading comprehension in grade levels, and a smiley to frown face disciplinary system.

Black male students also acknowledged that many of their best educators demonstrate support daily. This includes educators who academically challenge them, provide evidence of how education is linked to their future goals, and show genuine interest and care for their students. Allen (2015) found that caring for students specifically included making students feel welcomed within the classroom environment. One of Allen’s

The video that addressed the Chicano community had a large issue with the teachers and their communication with the students. It is important that teachers exhibit positive and appropriate forms of communication. The video documentary created by PBS displayed the clear negative attitude that were exhibited towards students that were non-native language speakers. In the video, the teachers in the school had complete transparency with their unapproval of the Chicanos and their inability to speak english. Students were given a hat that labelled them as “Spanish” until they learned English. Teachers would even go as far to reference the students in their classrooms as “you little Mexicans.” Teacher attitude plays a key role in the progression of all students in the classroom, but especially the ELLs. Teachers must realize and acknowledge that the expressions they make in the classroom have a lasting effect with the students they teach. The classroom is a social setting that ELLs must learn to adjust to with time and patience. ELL students thrive off positive interactions in the classroom. When a teacher shows a student negativity or disapproval, the student is more likely to become avoidant and withdrawn in the classroom. An immigrant student needs a teacher that encourages their interaction in the classroom and provides continuous positive feedback, both verbally and nonverbally. This affected the students in many ways. The students’ confidence levels were low in the classroom. The students also were given a sense of motivation from their teacher’s poor attitude. If I were the teacher in this circumstance, I would provide a positive attitude for all of my students. Regardless of my personal feelings, I would treat my students with respect and love. I would embrace my students cultures and educate the rest of the students in the classroom about

Today in classrooms there will be any students that come from different backgrounds. It is the teacher’s reasonability to make sure that each student feels welcoming in the classroom whether they come from a different background or not. Teachers need to make sure that they know their students and were their students come from. By doing this the teacher can create relationships with their students and the teacher can use that information to incorporate in the classroom.

Throughout the semester the readings and activities that we have done shaped me to be the kind of teacher I want to be in the future. Teachers need to know the different kind of theories that teachers need to know for their classrooms. In order to understand and direct our educational practices, we need to reflect on our own beliefs and understandings. As a teacher we need to examine the role of race in order to learn the cause that affects the achievement gap in the U.S. schools today. In today’s world we see many student face this achievement gap because of family, communities, and most importantly, it all starts of with having a relationship with their teachers. As a teacher we need to show interest in our students’ life. If we are more engaged in our students’ home lives and interests, we are going to understand and achieve great relationships. I

To create a sense of community the teacher needs to share their families, interests, and lives to their students. The students must feel comfortable enough to share the same thing within the classroom (Rosenberg, Westling, & McLeskey, 2011). Lastly, explicitly teaching the behaviors and routine to the students would allow them to have a clear expectation of what they should demonstrate daily. This is important because the explicit instruction can be effective to any student no matter their cultural

In this case study, a third year first-grade teacher was faced with the dilemma of whether or not to talk to the principal about her concerns. One of her concerns was that two of the other first – grade teachers (who were very good friends with the principal) were always getting the high achieving students that came from wealthy backgrounds in their classroom. Her other concern was that these two teachers always had higher test scores because of the high achieving students that were placed in their classroom. This made her scores look bad because she always received the students that struggled to perform. The third year first- grade didn’t mind teaching the struggling learners but she did feel that ALL students would benefit from mixed classrooms. Therefore, she was faced with the following questions: Should I talk to the principal or not? Should I talk to the other first grade teachers? Should I talk to someone else? Or, should I just ignore the situation to keep things from getting worse?

Ms. Rollison needs to approach the classroom with an open mind and interact with the kids and learn their behaviors. Moreover, she needs to learn what impact their behavior and understand that not everybody views the world the same because outside factors play a role in the student’s behavior. Something that Ms. Rollison views as being impolite or rude, might be seen as something suitable in her student’s culture. Understanding other students culture is extremely important because when she creates her classroom management plan, she will know what will be appropriate for her students.

When I think about my role as a teacher, one of the most important things I consider is the relationships I build with my students, parents, colleagues, and community members. In the classroom, I need to ensure that I create a safe, loving, and positive learning environment. In order to make all students feel welcome, I get to know their names, the correct pronunciation and spellings, learning their culture and background, and their

Classroom management and classroom discipline share a correlation with one another yet; they are uniquely different issues and should remain a separate focus of the teacher. (Cantor, 2006) Behavior and misbehavior also share a connection but represent different degrees of infraction. (Charles, 2008) This essay focuses on the differences and similarities of these topics and their relation to the classroom.

As I spend more time in the classroom each week, I find myself realizing more and more about my personal feelings on classroom management. When I compare my opinions and feelings on classroom management, I see connections between my beliefs and those represented by all three of the behavioral theorists we have been studying; Lee Canter, Linda Albert, and Alfie Kohn. While each of these theorists have varying opinions on how to manage students, I feel that they all have important points that should be included in a successful classroom management plan.