Student 's Funds Of Knowledge Essay

Teachers should advocate for all students’ backgrounds and cultures to better their students’ learning. To accomplish this, teachers should be informed about their students’ home lives, be conscious of how and what they should be taught, and ultimately make their education a priority. Students from poverty in a multicultural classroom need the correct tools and teaching approaches from their teachers.

Gloria Ladson-Billings spent time observing teachers in public schools that were located in predominately low-socioeconomic school districts to figure out what makes them successful with typically low performing students. Some of the things she observed are all the teachers “shared pride in and commitment to their profession and had an underlying belief that all children could be successful” (learnnc). Furthermore, these teachers established trusting relationships with their students that allowed the students to take responsibility for their own learning. Lastly, these teachers also went beyond the classroom to show support for their students such as attending community events. These observations led Ladson-Billings to realize that in order for “teachers to use culturally relevant pedagogy successfully, they must also show respect for students, and understand the need for the students to operate in the dual worlds of their home community and the

Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning (Ladson-Billings, 1994). This approach to teaching encompasses how knowledge is both communicated and perceived by the students. The teacher must have a good relationship with the parents, have high expectations, learn about their students culture, have culturally mediated student-centered instruction, willing to reshape the curriculum, and be a facilitator in order to accomplish this method of teaching. These are key points a teacher must be willing to do if they intend to be an effective teacher especially in a highly culturally diverse area like central

After reading Geneva Gay’s article Preparing for Culturally Responsive Teaching I realized my pedagogy is culturally responsive in many ways. For one, I always

“Culturally relevant pedagogy rests on three criteria or propositions: (a) Students must experience academic success; (b) students must develop and/or maintain cultural competence; and (c) students must develop a critical consciousness through which they challenge the status quo of the current social order” (Ladson-Billings, 1995, p.161). For academic success, teachers have to teach the students in a way that gets students to choose academic success. For cultural competence, teachers need to utilize the student’s culture as a “vehicle for learning” (Bilings, 1995, p.162). Finally for critical consciousness, the teacher needs to promote the students to think critically about the world around them (Ladson-Billings, 1995).

Various researchers have tried to define learning and funds of knowledge using various concepts and principles used in funds of knowledge. As a result, Gonzalez, Moll, & Amanti (2013) define funds of knowledge as the essential tool, practices, cultures, and bodies that define learners’ knowledge and skills that are embedded into the daily learning environment; these include all the practices and routines learned by the learners either in their families or classrooms. As a result, it is paramount for the parents, teachers, and the students to learn how funds of knowledge can be gathered and learned to benefit the both families and children in the classroom. Additionally, the learning and funds of knowledge approach are very crucial because it helps the teaching staffs to ensure that learners are undergoing through culturally relevant learning programs; this promotes the learners learning objectives and understanding. As a result, we can argue that learning changes your perspective of how you understand things and opens your eye for details and can help you focus more. Secondly, it is evident that determination and commitment are important features a learner must have to pursue and don 't give up on what 's being taught. Life is a process that various people embrace in various was; a good example is the Navajo as explained in the article "Learning "Respect for everything" Navajo images of development" by Chisholm.

My strengths as a teacher are utilizing culturally responsive pedagogy, using data to inform decisions, and building community in my classroom. Culturally responsive pedagogy is evident by my desire to educate the whole child. I make an intentional effort to get to know my students and their families so that I can incorporate each culture in my classroom. I use this as method to support and nurture my students socially and academically. This practice is also used to adapt and meet the needs of the students in my classroom.

Using a funds of knowledge approach in school can positively affect the academic success of a student with limited access to classroom culture. Funds of knowledge, mentioned in the well-known article by Moll, Amanti, Neff, and Gonzalez, are referred to as “historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being” (133) learned by students within their home. This different approach can help teachers and students better understand one another and produce a more successful environment for learning for both. This form of knowledge is addressed in two articles read throughout the coursework this semester and I personally encountered it while mentoring my mentees at Mansfeld Middle School.

Standard A: Culturally-responsive educators incorporate local ways of knowing and teaching in their work. (ACEI 3.2) (ABTS 3)

As future educators, one pivotal way we can enhance our students’ learning and growing experiences in the classroom is by creating a culturally

Cultural Competence: In my practicum, my teacher taught the students about the United States history. These lessons where focused on slavery, and native Americans. I took notes on the way she interacted and introduced these topics too the children, since they are such diverse topics. In the classroom there was one African American student. She incorporated the lesson on slavery into diversity and treating others as one should treat themselves. She used the diversity in the classroom with the African American student as a good example and it seemed to really connect well with the students. My practicum teacher let me interact in the lesson by reading a diverse book about the Native Americans and pilgrims coming to

At Edina High School I participated with the Culturally Linguistically Responsive Cohort where I developed skills by employing new culturally responsive strategies in my classroom. The programs are designed to bridge all cultures of learning. Moreover, I strive to construct a community of learners in my classroom by building on one another and personalizing our learner. Throughout this year I have learned to utilize techniques such as; call and response, fishbowl, campfire discussion, jigsaw, pass it on, shout out’s, round robin, and teacher read which have assisted in my students learning and my own growth as a

When it comes to teaching, teachers are most of the time the people who inspire children the most. Some children get their inspiration at home and at school, while others lack that involvement at home. It is important for teachers to make sure that they are inspiring students in the right direction. As a future teacher, it is important for me to make all students in my classroom feel welcome by me and their classmates. I want to inspire my students to love people for where they come from and realize that people are not all the same. Culture is something that should be embraced, not ignored. Culture is not teaching students “American” ways but instead bringing all cultures together. Teachers can bring cultures together in their classrooms like no other place can. Teachers have multiple tools, resources, and activities to help introduce cultures to other students.

The populations we serve are diverse and ever changing. It is imperative that we continue to raise our awareness to the changes that take place within our working communities and the societies that our clients are immersed in. In my four years of teaching, I have become accustom to the population that my school serves. Comparing the needs of the students at my current school; with the demographics of students at other schools; has illuminated the issue of very dissimilar populations. What works for one individual or one population is not always transferable to the next. Relating to the history, values, and traditions of various cultures, families, and communities has allowed me relate and interact with my students. If background knowledge

Recognition and connection with diverse cultural groups within the classroom brings understanding of similarities and differences and ensures awareness that promotes equal access to learning (Weinstein, Curran, & Tomlinson-Clarke, 2003). A working background knowledge of students from different cultural backgrounds allows us to be culturally responsive by facilitating willingness to learn about and interact with our students and develop the sense of connection and belonging for a positive learning environment (McDonald, 2010).