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ED282 Teacher Interview

1.

I have been teaching college for seven years.

2.

My ethnicity is Appalachian (Caucasian, American).

3.

I haven't taken a class on multiculturalism.

4.

I have had anti-racism and multicultural training. I try to utilize and be aware of what
different cultures are brought to the class, and try to have each group feel heard and
understood through in-class activities as well as active listening. There should also be
engagement in and out of the classroom as well.

5.

Multiculturalism is important because the world is not made of one culture, race, or
ideology, but many. We have to understand that to understand the world as well as our
place in it to get along with our neighbors and to have an impact in a global sense.

6.

Multiculturalism means that though I am Appalachian, a minority within U.S. culture,


this identity by no means unique. Identity makes me feel like part of a group, this very
particular heritage. However, it is the defining characteristic of who I am. I have many
identities, all of which are legitimate. Despite the importance we assign to race and
language and culture, these are nothing I had a say in when I was born. Sometimes, too
much identification can lead to racial or cultural or ethnic pride, which can lead some
people to feel entitled.

7.

I believe that multiculturalism in valuable not just in the classroom, but everywhere. I
try to engage other cultures in as many different ways as possible.

8.

I try to be aware of the diversity in the classroom and try to engage everyone equally. I
am interested in various cultures: Western as well as Nonwestern, so I try to bring my
own interest in multiple perspectives to the classroom and to whatever assignments that
it is relevant to.

9.

See number 8.

10.

I do speak and read other languages. I try to use this knowledge to help them gain
perspective or the differences between English and other languages, what these other
languages reveals about how ta particular culture thinks about itself and the world.
Only learning another language can truly convey this.

11.

These differences come up in class occasionally and sometimes need to be dealt with.
For example, in some cultures, students are encouraged to speak for themselves in
class. In other cultures, such things are considered rude. Therefore, in class I try to
have a balance of activities so that everyone can show off their strengths---confront
their weaknesses as well.

12.

I will ask the student about his/her culture. I will also research about it and try to
incorporate it into our class in some way.

13.

See number 11. Furthermore, I noticed that many of these tensions ease if they can see
themselves as needing each other. That is where group work really becomes a useful
tool to illustrate this.

14.

Racial slurs are never appropriate for one student to say to another. I have never heard
it used outright, but I have heard the implication at times. If I suspect racism or some
other 'ism', I try to confront the person responsible in class or outside. I may make
certain that we discuss it generally in class exactly why prejudice is an always a bad
thing.

15.

Sometimes I do recognize that students language abilities are not on the same level.
Some are not native English speakers, so that explains some of the differences in
abilities, but I have also seen issues with native speakers having trouble
communicating in English in a clear way. The best thing to do in either case is to point
out such issues on every assignment and review as much as we can what they need to
know.

16.

My students are always allowed to express their culture in class. If the student wants to
talk about a viewpoint from their culture relating to the lesson, he/she is always
welcome to raise his/her hand and speak to the class about it.

17.

Self-esteem and self-respect are two different things. Self-esteem is feeling 'good'
about certain thing, like how others perceive us. While I hope that students have a
strong sense of both self-esteem and self-respect, self-respect is really the heart of
having a truer, deeper sense of confidence.

18.

I notice that students who will succeed surround themselves with people who will help
them or students who need their help. Because of that, I don't feel the need to separate
the students by based on level of ability. These are adults. So I treat them as such
unless they do something that causes me to question their judgment.

19.

I accommodate students with special needs by meeting the requirements that are sent to
me by Disabilities Services. As for ESL students, I try to speak clearly, repeat, write
and spell out important ideas, which is also the way I try to aid students with
disabilities or special needs. I also let them know that I don't mind repeating or
unsubscribing their questions. I also allow students to get another student to take notes,
or record the lecture if needed.

20.

My own affirmation of multiculturalism effects all my courses. I take it into account as


just a way of understanding, setting up, and managing what happens in the classroom.

21.

I celebrate diversity with my students by identifying their traditions and recognizing


them all as valid. I encourage students to explore and/or share their perspectives and
experiences in the class and outside the classroom because diversity should always be
addressed, honored, and celebrated.