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Final Reection for Diversity

FIN A L R E FL E C TION FOR D IV E R S ITY IN TH E CLASSROOM

Kristi Taylor Texas Womans University Spring 2012

Final Reection for Diversity

FINAL REFLECTION FOR DIVERSITY IN THE CLASSROOM

Introduction
Throughout the coursework in Diversity in the Classroom (EDUC 5173) I found

that many of my world views concerning how I perceive the world were based on mutual respect and acceptance. The Self-Investigation Concept Map allowed me to visualize how much I resembled a piece of white bread. Even though, I am a perfect example of a white middle class woman, my life experiences have provided me with ample expansion of my worldview. While I have always recognized the differences between races, religions I realize now that my worldview has been expanded even further because of my life experiences. I was raised in rural East Texas most of my life where many people see on two sides to everything: black and white, poor and rich, educated and uneducated. I lived in a town that had an other side of the tracks mentality and I never chose to adhere to it. It did give me a unique vantage point to be able to expand my own worldview while others were building walls and closing their curtains. However, as a college student I traveled extensively outside of the country which allowed me to see rst hand how different other cultures are. Diversity in the Classroom (EDUC 5713) provided me with invaluable information

that expanded my lexicon concerning issues of diversity. It also allowed me to set out on the right foot as a teacher in training. I know now that my role as a teacher will not only require a background knowledge of my chosen subject, but it will also require me to be a role model for my students. While I was aware of this role before taking EDUC 5173, the details involved in providing a culturally inclusive community of

Final Reection for Diversity

learning were not clear to me. My preconceived notions about what is required in a classroom has grown expeditionary throughout this course. The following sections will highlight and detail my growth throughout this course including the impact of my eld observations and the wikis that I created during this semester. I will also detail how my multicultural classroom will be arranged and what materials I plan on utilizing in my own classroom instruction.

Impact of Course and Field Observations

During my observations in a middle school English class this semester I was

able to see rst hand how my cooperating teacher created a welcoming and multicultural classroom. The 8th grade students were in the middle of working on a research paper that involved all aspects of the Holocaust. This project involved students researching a topic, writing note cards and then synthesizing their ndings into a research paper that exemplied their transition from novice to master of their research topic. My cooperating teacher guided students and parents through many of the unsavory parts of the Holocaust and she purposefully included topics such as women at war, the persecution of homosexuals and other diverse topics. Tisdell (2006) states that by helping learners engage on the personal, cultural, structural, political, and the artistic levels of the cultural imagination, there is greater chance that education can be transformative, both for learners and educators. It was enlightening to see her correct students who made racially biased comments about others topics and to see her become a proponent of equal treatment for all. She expected her students to respect each topic in spite of their own feelings and beliefs.

Final Reection for Diversity In my own classroom, my goal as a teacher is to provide an environment where

students feel free to express their own opinions but in a way that is respectful towards others. I understand now, what a diverse group of students entails and how they can become unaware of regarding each other with sensitivity and respect. One of my goals is to help my students better comprehend their own condition in the community and world and make more accurate and effective judgements about other people (Cushner, McClelland, & Safford, 2012, p.220). My classroom will foster learning and it will be my charge to provide my students with a learning experience that is clear regarding responsibility and duty on their part. Classroom authority has often been a misunderstood component of classroom management and I plan on using routines in order to establish an air of control (Pace, Hemmings, 2007, p.8). Whether this includes projects that give them a broader view of the world or discussions that support communication that is respectful, my students will be expected to demonstrate the following culturally sensitive actions: 1. Students will be expected to act in a way that shows that they are increasing [their] empathy and understanding of other groups (Cushner et al., 2012, p. 188). 2. Students will work with each other cooperatively in groups so that they will be more likely to have friends that cross racial and ethnic group divides (Cushner et al.,2012 p. 195) 3. Students will be expected to act courteously and respectfully towards every student and teacher.

Final Reection for Diversity

Physical Arrangement of the Classroom

The arrangement of my classroom will be traditional in feel but will certainly

allow for small group work and a exible oor plan. The exible oor plan would allow the desks and chairs to be moved easily in order to facilitate circle discussions, small group work, jigsaw readings and buddy reading. On a regular basis the desks would be be arranged in rows, angled towards the front of the class, with only three or four desks per row and a wide center aisle that I can walk up and down during class. During my observations I saw that much of the space in some classroom was

being overtaken by things that the students rarely used (dictionaries, dusty computers, etc.) It would be imperative that my classroom used every square inch to its fullest potential which would require a clutter free classroom. Also, there would be a clear distinction between my space and the students which would clearly dene my authority in the classroom. Because all of my areas would look out over the students, so that I can fulll the instrumental goal of maintaining order through the imposition of social control and encourage voluntary student engagement in learning (Pace, Hemming, 2007).

Final Reection for Diversity

Example of Classroom Setup (Subject: Middle School Reading)

The arrangement I have chosen will prevent students who choose to sit in the

back of the class from getting lost and will allow me to walk all around the classroom during discussions. Having more presence in the room will allow me to not only keep students engaged but if there is any activity which doesnt present itself to the betterment of the class I can physically be there to put a stop to it. Furthermore, the seating would not be alphabetical but would be chosen at

random by a small card game that would match each student to a desk. Each desk would have a corresponding card with an illustration of a book cover on it (i.e. To Kill a Mockingbird, 1984, etc.) which would match a card that each student would draw. This card game would be an excellent ice breaker for the beginning of the semester and if

Final Reection for Diversity

any issues arose I could simply reshufe the students accordingly throughout the year. It would also allow students to be mixed regardless of race, religion or sex. This random seating will certainly be effective in encouraging effective intergroup interaction (Cushner et al., 2012, p. 190). Graphic Design is a hobby of mine and I plan on making posters that would

match many of the reading skills that I will utilize in my classroom. I would be able to use the posters as reminders for students throughout the year and they would simultaneously add ambiance to the classroom. Also, I plan on making alternative book cover art posters that will reect african american authors, women authors and other authors not in the canon of the dead white guys. Providing a visual representation of the full body of literature will assist me in creating a learning community that respects the voice of every author.

Communication in the Classroom

Communication in my classroom will begin with the parents. At the start of the year I will send out letters to parents explaining the books we will cover, my expectations for students reading outside of class and my contact information at school. This letter will also provide a broad summary of what projects students will be given as well as a what books the whole class will read during the school year. In order to provide a welcoming learning community I will also provide a copy of the letter in other languages for parents who have limited english prociency (Cushner et al., 2012, p. 277). My website(through the schools website) will also have all of the rubrics for major assignments, lists of resources for reading and tutoring sources so that parents

! and students may view them at home.

Final Reection for Diversity

In the classroom there will be adequate time for in depth discussions about the text we are covering as well as brain starters/ice breakers that will enlighten students as to the expectations during discussions. It has been noted that high-quality discussion and exploration of ideas...are central to the developing understandings of readers and writers(Applebee, Langer, Nystrand, & Gamoran, 2003). I plan on providing very clear expectations so that there are no surprises for my students. My clear communication style will be evident in the materials I provide for students as well as in my daily instructions and presentation of curriculum.

Curriculum Used in the Classroom

Since the Textbook Analysis Wiki were we analyzed a textbook I have been quite interested in how to present material that corresponds to a multiculturally savvy classroom environment. As I discovered through the wiki activity many of the illustrations provided were of college students rather than grade school students. Even though the content of the textbook was of a decent caliber, because they haphazardly included images that were inappropriate for the audience it lessened the credibility of the text itself. While in my own classroom this type of textbook may not be a choice so I plan on using supplemental material in order to supplant a culture of change in my students. The project that I chose for my multicultural lesson plan was an imaginative twist on the plain jane research paper and I plan on using more creative ways to provide instruction in my own classroom.

Final Reection for Diversity According to Silvan and Langhout (2011) their research showed the roadmap to

providing multicultural curriculum that provides students with skills to facilitate civic engagement by using an artist-centered education approach (p.61). For example, every week I will introduce students to an artist by reading about their lives, watching documentaries or viewing their art. Students would then spend the remainder of the week learning about one artist and how their group memberships (i.e. race, gender, etc.) affected their artistic experience and how these experiences in turn inuenced their art (Silvan, Langhout, 2011, p.68). At the close of the week, students would be assigned to create a work of art resembling the work of the artist of the week (i.e. Emily Dickinson/create poem). It would be vital to use technology in the classroom through video projections and slideshows that would provide an immersive experience for my students. This type of instruction would also appeal to visual learners as well as spatial learners. Adhering to this supplemental curriculum will provide my students with an alternative curriculum that will support and foster a richer learning experience. Through viewing the art of one artist and seeing how culture changed them and their art, it will open up my students critical consciousness. Furthermore, this type of curriculum will help students brainstorm ways in which they can help improve their community(Silvan, Langhout, 2011, p.86). As an added bonus, this alternative curriculum will model for students how to approach everyone with respect and to value diversity through open discussions and creatively based assignments.

Assessment in the Classroom

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In my classroom I plan on assessing students in a clear and thoughtful manner, rather than dolling out numbers or letters at random. At the beginning of each year I will discuss in length the grading process and hand out a syllabus that will explain in detail how students can earn an A in my class. Each major project will include a rubric which will clearly outline how points are earned. A rubric does not replace engaged response; it is a tool for generating more of it (Turley, Gallagher, 2008) so that students understand where their grade comes from. I will also include wild card grades that can help out struggling students such as participation and bonus assignments. In my collaborative classroom participation would be a must and students grades would reect how they participated in class. For those students who are not willing to speak during class I would also use a post-it note discussion which would allow students to write down their thoughts and pass it to the front for participation as well. Utilizing this type of silent discussion would encourage inclusive student participation and would not require such uncomfortable tactics as cold calling (Dallimore, Hertenstein, & Plat, 2004). While it is impossible to be entirely objective in grading, using such formal grading procedures will help prevent subjectivity from evolving into bias.

Conclusion
Throughout this course I have found that my holistic style of teaching will lend itself well to providing a diverse learning environment for students. Ive found a deeper lexicon this semester that will allow me to not only apply strategies but also have research to back them up. Providing students with creative and well constructed

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assignments will create an atmosphere that pushes students to create a culture of change and to become culturally conscious of their role in society. Specically, this semester Ive learned the ease at which bias can occur and how to facilitate a classroom that is inclusive and responsive to the needs of students. I hope that my students will remember me as not only a teacher who cared, but as a teacher who provided ample opportunities to learn beyond the four walls of a classroom.

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References
Applebee, A.N, Langer, J.A., Nystrand, M., & Gamoran, A. (2003). Discussion-based ! ! ! ! approaches to developing understanding: Classroom instruction and student performance in middle and high school english, American Educational Research ! Journal, 40(3), 685-730.

Cushner, K., McClelland, A., & Safford, P. (2012). Human diversity in education: An ! integrative approach. New York, NY: McGraw-Hill Higher Education

Dallimore, E.J., Hertenstein, J.H., & Platt, M.B. (2004). Classroom participation and ! ! discussion effectiveness: Student-generated strategies. Communication Education, 53(1), 103-115.

Pace, J.L, & Hemmings, A. (2007). Understanding authority in classrooms: A review of ! ! theory, ideology and research. Review of Educational Research, 77(1), 4-27.

Silva, J.M, & Langhout, R.D. (2011). Cultivating agents of change in children. Theory ! and Research in Social Education, 39(1), 61-91. Tisdell, E.J. (2006). Spirituality, cultural identity, and epistemology in culturally ! responsive teaching in higher education. Multicultural Perspectives, 8(3), 19-25.

Turley, E.D., & Gallagher, C.W. (2008). On the uses of rubrics: Reframing the great ! ! rubric debate, The English Journal, 97(4), 87-92.