Interview With English Teacher

My person that I interviewed is very unique besides being a very good teacher. She had received the honor of being selected ‘Teacher of the Year” a few years back here at Perkins County Schools (Grant, NE), so I knew her methods and strategies were tried and true. She has several different hats in our school system with English Language Learner (ELL) being just one part. She was asked to work with/for me in this program with our high school ELL students while I concentrated on Elementary and Middle School. She is in charge of the district’s Speech department which has also had great success. Finally, she is the school’s Spanish teacher, and a very good one. I have

Before I can delve into my students’ racial and cultural backgrounds, I must first look at my own. I am a white American, born and raised in Minnesota. My ancestors moved to America from France and Norway; however, in my family, our traditions are more Norwegian than French. For example, every Christmas we make lefse and krumkake, two traditional Norwegian foods, as a family. Growing up in Minnesota I have seen many fellow students and teachers who come from similar backgrounds, meaning of European decent. It was not until college that I met people from various locations around the world who have very different cultural backgrounds. It is my belief, that in order for me to be the best teacher I can be, that I need to be open to difference and willing to expand my horizons.

Do you think Serge’s skills were assessed adequately? Do you think he was correctly identified as learning disabled? Why or Why not?

Having the opportunity to have worked with diverse students has opened my eyes to the importance of learning about different cultures, their beliefs and practices. Being aware and learning about the different cultures my students came from helped me from misinterpreting certain behavior displayed by the students. In order to do this the first thing a teacher should learn is that everyone has different ways of culturally adapting to a new country, while some are able to fully assimilate, others undergo the process of selective acculturation or embrace enculturation (Coleman, 2013).

I decided to interview a friend of mine who just started her second year of teaching. She works for a Middle School in Westchester County, teaching 6th and 7th grade math. I asked her a series of questions about her whole experience on becoming a teacher. I was relieved to hear what her first few days were like being a new teacher, because that could be nerve racking for any new teacher. She explained to me that she was shocked on her first few days, and overwhelmed with the respect she immediately received from her students. They greet her in the hallway, and thank her as they leave class. I could just imagine how good that would feel to get that reaction from your students. When I asked her why she decided to teach the grade that she is in, she explained to me that she chose to do middle school because it is a crucial time for development in an adolescents life, and also a challenging time.

Mrs. Lawrence: When planning a lesson, I start with the objective. What is it I am supposed to be cover. Once I know, I start with a hook. I access their prior knowledge then I move on with either an example or model. All along I ask questions to make sure the students

I interviewed a childcare teacher engaged in the Early Childhood Development. She graduated from East Tennessee State University. She has been intrigued by children her entire life, she has volunteered with children with disabilities and worked with children since age 16. You can say that teaching has been a dream job of hers. Going through the interview I went through a series of questions as follows. What are positive and negative parts about being a teacher? What disciplinary styles work the best? And how can teaching in America be improved?

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

When I was in fourth grade, one day my Spanish teacher gave us a test with one question, which was to make an essay. My Spanish teacher was elderly, with rugged skin, and a very white hair. The part in which we had to create a whole essay was not the hard thing, what was hard was the question; it was to write about what we wanted to do when we grew up. In mere moments, everyone was writing, the pencils moved at light speed throughout the papers, except for mine. I was in a state of shock, I was frozen.

In educational institutions they ignore certain students by being unaware of students’ funds of knowledge and their truth depth of knowledge. (Rios-Aguilar 164) Students have a wide understanding over a range of topics, but schools maintain a deficit perception of culture when it does not adhere to the dominant education system. If we were to bridge funds of knowledge and capital we would have the potential to have a better insight into students’ opportunities and experience in educational institutions. (Rios-Aguilar 163) Wolfram et a. clarifies how essential it is for students to attend a school that acknowledge distinct cultures and backgrounds, “When schools do not systematically accommodate different language varieties, some group of students do less well in the gate-keeping activates that determine program access, placement, and progress (Wolfram et a. 87) Program (such as AVID, honors, etc.) may have an essential role in college acceptance. Schools should allocate their resources and funding towards equipping teachers with imperative skills and knowledge to teach students from all socioeconomic backgrounds. Some of the qualities of a superior teacher are being academically prepared, knowledgeable about the subject they are teaching, and hold an interest in students’ needs. Having a good teacher is essential to a student’s success. (Watanabe

In the article “My Lazy American Students” by Kara Miller, the author, a professor at Babson College, points out the differences in work ethic, time management, and overall effort between her American Students and her Foreign Students when in the classroom. Miller states “My “C,’’ “D,’’ and “F’’ students this semester are almost exclusively American” while her international students, despite their language barriers “generally written solid papers, excelled on exams, and become valuable class participants.” Why is there such a difference in classroom performance between foreign and domestic students? To answer this question we should first look at the raw data to find out the cause to this problem.

When interviewing Mrs. F, she explained that a behavior concern for Richard is his inability to stay focus on a task for a long period of time. She mentioned, “He loves to walk around the class, especially when he sees a group of students talking. Richard will get up and try to join their conversation”. She expressed that his peers have difficulty understanding what he is saying because of his lack of speech. When asking her what she does when he becomes to wonder around the classroom, she mentioned that he just tells him to return to his seat. Richard is response positive to commands when they are given to him. He has not shown aggressive behavior when he does not get his way with Mrs. F. Mrs. F

Final thoughts: Students behavior can be influenced by many things such as their cultural influences, living situation, and what they are exposed to. Ms. Rollison needs to be aware of the cultural influence that affects the student’s behavior. Every culture is different and it influences how a student will interact and respond to authority. Culture can influence the way they talk with their peers, views on sharing, and the way they act all around. Having many students with different culture background leads to a diverse class with different views on how they act toward their peers.

The teacher I interviewed has taught for more than ten years at the same school. She started as a fourth grade teacher but she now works as an interventionist.

Education is one of the most important factors in every person’s life regardless of where they’re from, their race, or their culture. Becoming educated not only makes life easier for us but also can help people become more successful in all things. However with so many people of various races, ethnicities and backgrounds in the United States it is difficult to create an education system that attends to each student’s individual culture. Ones own culture influences their actions and lifestyle, therefore this can create conflict if it is different from their schools cultural teaching style. Multicultural and multilingual classrooms have become the norm in many educational and professional settings throughout the U.S. because of changing immigration patterns caused by globalization (Institute for Educational Leadership, p. 2). For teachers today, it is essential to understand the role of culture and have the ability to interact interculturally in the classroom to create an effective learning environment. Analyzing cultural issues or differences can help teachers to understand some of the unconscious processes that shape individuals’ actions and interactions, as well as their language use and communication. “Teachers who understand cultural diversity…are more likely to be successful in their multicultural classrooms” (Samovar, Pg.2).