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Nancy Avelar

SED: Annotations
March 7, 2016
Annotations, Preparing Culturally Responsive Teachers

Clearly, preparing teachers to teach children of diverse racial, ethnic, social class, and
language backgrounds is a pressing issue in teacher education today and will continue to
be for some time.
It seems as though researchers know what areas need focus when it comes to teacher preparation,
but do the politicians who enforce these laws know this information? As the time goes on, it
seems as though politicians dont focus on having successfully prepared teachers teaching
students in the classroom. Even new policies to be able to teach ELL students now require less
classes for teachers and less hours of preparation, so how is this helping?

(b) has affirming views of students from diverse backgrounds, seeing resources for
learning in all students rather than viewing differences as problems to be overcome
I think this is one of the areas in which I struggle the most when it comes to narrowing my
perspective on becoming a culturally responsive teacher. Having so many students all at different
learning levels, some of which are so low, that at times it becomes difficult to see how you can
really help that student, when there are 10 other students in that classroom in the same position.
Its an area to focus on and improve, and learn how to build on students knowledge.

Those deemed meritorious are promised access to the higher status positions, whereas
those found lacking in merit are told they must be content with the lower status positions
because that is all they have earned.
It is true how our society normalizes order of normative dignity, those who have talent or effort
are more likely to be looked upon as successful and move up in the social ladder, but for those
students who arent talented in school or do not find passion in education and therefore show
small effort, are left at the bottom. Everyone is talented in something, but academics is not for
everyone, as a teacher we must help each student find their interests.

An affirming attitude toward students who differ from the dominant culture is the
second fundamental orientation for teaching successfully in a culturally diverse society.
Initially I thought I was going to be a great teacher when it came to connecting with students
from different cultures, given that I know both the American and Mexican cultures, but interning
has allowed me to realize that many different cultures exist in school, many of which I am not
familiar with or know anything about. Doing community building activities is one of the best
ways I can think of that can help with this issue.

Teachers also benefit from knowing about their students experiences outside school
with reading, writing, mathematics, science, music, art, and other school subjects.
I think this statement is true, during school I connected more to my teachers who took the time to
get to know us. I plan to ask my students how their weekend was, and overall how they are.
Another interesting thing that I would like to implement, is to have a question at the end of the
homework that is not related to math, but more to getting to know my students and their
thoughts.