Presentation Of An Artifact Analysis

My first artifact is an interview that I conducted for my 1359 CDEC (Teaching Exceptional Children) class at the DCCCD. This interview is an example of how teachers work together to meet the diverse needs of students. Moreover, this interview is an example of how teachers collaborate together to meet the diverse needs of students. An inclusion teacher and a general classroom teacher work together to better meet the needs of their students with disabilities. They both help, special education students be part of the general classroom, and as well, help them accelerate their academic growth. I believe this artifact is an example that highlights collaboratively learning because the inclusion and the general education teacher work together to help

Over the last eight weeks, we have visited and deeply discussed many topics that surround social justice in the classroom. These topics have ranged from social justice in the world to how to create a socially just classroom and everything in between. In class, there has been a few times where it has been uncomfortable because the topics can bring out many opinions in the room. Many people in the room shared their opinions, including me, which brought up many other discussions. In this essay, I will be discussing our navigations through the social justice issues that classrooms face by talking about the key points of our class throughout the last eight weeks.

In an interactive lesson designed to illustrate the effects of social privilege within a class system,

B.2.a. Within this video, the teacher took her students on a field trip to observe citizens and gauge how the rights showed individualism in America. It made them aware of stereotyping. This supports students learning about cultural diversity by showing how others were treated in history. In student reflection forms, students wrote about how color should not matter when interacting with others. People can be a good person even if they aren’t religious or believe the same way as themselves. The teacher taught the students that everyone is different and that we need to look for and identify the good qualities of others. This was an effective way to teach the students because they became more aware of the way they acted toward others.

Much of the literature we have read in this course has been centered around injustice and inequality in society. These ethical questions explored in our literature are inherently tied to public life in that they analyze how communities and societies should handle these injustices. Multiplication is for White People by Lisa Delpit and the episode of the podcast “This American Life: Three Miles” illustrate the systemic inequality ingrained in the educational system of the United States, while Michael J. Sandel’s book Justice explores how communities should deal with the injustice. My service learning as an Adult Homework Helper for the Sumner Library is an attempt to combat the injustice towards disadvantaged people perpetuated by various systems, particularly that of education, in the United States.

To completely cover the questions of what materials helped me understand the class theme of social justice, and how the understanding might impact me as a future teacher I had to choose two very different things. Both of these things came to my mind instantly, when I thought about this reflection, as being both an eye opener and a turning point for me. Both things came from the Supreme Court and Capital Building tour. The first thing that helped me to better understand the class theme of social justice was the history script with Helen Gougar and May Wright Sewall. The second thing that ultimately greatly impacted my course as a future teacher was the intern from IUPUI.

The artifact I uploaded to demonstrate my proficiency in Standard 4 is a budget summary I completed for EDG 541: School Business Administration in October 2015. This project required me to develop a budget presentation for my school when dealing with the issue of a 5% increase in funds but a 15% increase in the student population. As a result, I had to analyze what was necessary to support student learning, how I could reallocated funds, and where I could make budget cuts so that a balance budget was developed. The specific feedback I received to develop my understanding further was to think more creatively with staffing to help with budget constraints and alway ensure the school’s budget aligns with the school’s vision. This artifact shows

While writing Artifact #1 I learned that the teaching profession is one for the strong not the weak. I love being an educator it teaches you so many things about your philosophy of life. The teaching profession is constantly changing and so are schools. It’s true what they say about teachers you really have to be flexible. Teachers are losing their passion about teaching all because of excessive testing. I feel as an educator my voice has the right to be heard. Students need teachers who can challenge then, help them learn about not only educational things but life.

Earlier this week I participated in a professional development based on a study of A Framework for Understanding Poverty, by Ruby Payne, Ph.D. According to Payne, the first of nine interventions helpful for raising achievement among low-income students is to build relationships of respect. Many people in poverty feel helpless, and lack of respect may trigger defensive behavior for people living in survival mode. Conversely, respect for the individual brings a sense of power (Payne, 2008). Naturally, respect is the element of character that I chose to apply this week.

Weissman and Ms. Cox must undertake is to seek recognition of that there are injustices in the world and what is taking place in their school is happening throughout the world. As graduates of urban high schools, they must be extremely aware of the inequities that urban schools and minorities in these schools deal with. Additionally, they should continue to recognize that “privileged” majority has done nothing to correct the injustice at their school. Therefore, in seeking recognition of the injustice in their school they must educate their students, families, teachers, administrators, and community stake-holders that this is cycle of inequity has gone on for decades; if not, centuries. In order to bring about this awareness, Mr. Weissman and Ms. Cox must arm themselves with research, historical information, and data regarding the injustice in their

Over the course of my analysis I learned a great deal about this artifact using each method individually. However, I believe the biggest impact of this analysis comes from looking at the findings of the two types of criticism combined.

Case 5 from Hare and Portelli provides a sense of the choices and decisions facing educators today for teaching social justice, but also provides teacher candidates with potential conflicts that might arise during their teaching practice. Sandra Cole has put a lot of effort into her classes, trying to make them up to date and challenging (p.33). As an educator, Sandra, self reflected on her teaching and learning about how things were going. Sandra then came across a philosopher Bertrand Russell and she found his distinction between teaching the truth and being truthful in teaching very interesting. Sandra then realized that there were many gaps within the curriculum. Sandra challenged, but also critiqued the curriculum about what was being

It was a unique learning and sharing experience that our professor used to demonstrate the different social strata, different social classes and white privilege. I found this class an oasis for learning. Each student’s experience was valued and important and a strong sense of community identity was developed.

To develop this artifact I followed the classroom management theories raised by Linda Albert, Frederic Jones, and Jacob Kounin. Whereas I implemented in my classroom Linda’s Cooperative Discipline model when I chose to work cooperatively with my students to develop a set of consequences to be invoked when the classroom code of conduct is transgressed. Consequently, students are more likely to accept them as fair and reasonable. I have also based my plan in the positive discipline model of Jones by rewarding my students for their appropriate behavior and effectively using a body language that includes eye contact, physical proximity, body carriage, facial expressions, and gestures. I also followed Kounin’s preventive discipline theory about

During this semester, I have had many opportunities to question my beliefs and consider other spectrums. I have had many moments of agreement, as well as moments of disagreement. Through this process, I have been able to understand why each topic we discussed in class will benefit me as a future teacher. However, I still need to broaden my beliefs, because I will be exposed to many students and parents who are not like me. Many will have completely different personal views, and I need to begin to understand differing views from my own. Doing so early on allows me to think critically and gives me the opportunity to consider my responses to situations that I would not think about otherwise. The topics that I caught my attention the most during the semester are socioeconomic status, race, and gender.