INTASC STANDARD 2:
LEARNING DIFFERENCES
LEARNING GOAL
The teacher candidate will demonstrate
adequate understanding of the complexity of
the elements important to members of another
culture (history, values, politics, communication
styles, economy, beliefs, and practices)
NARRATIVE
Q: Do you feel that you were treated differently
than your peers throughout your schooling?
A: “This is a tough question. Because I have
lived here all of my life, the American school
system is all I know. I don’t believe my teachers
or classmates treated me any different, but
then again, I wasn’t looking. I have found that
people at State are more nosey about it
though. They ask me more questions about my
religion and faith than I was ever asked in
middle or high school. I think it’s funny that
people are interested in things like that, but I
don’t mind answering their questions.”
Q: What languages are spoken in your home?
Do you feel that using this language affects
your current education?
A: “My family at home speaks a combination
of both English and Arabic. Because my
mother and father were both born and raised
in India, so their native language is Arabic and
are more comfortable speaking in it. I was
raised learning and speaking in both
languages, so I don’t think much of it anymore.
I don’t think it has really affected my education
much at all. Because I was raised with both, I
am familiar with English in a school setting,
which is obviously what is used at all times.”
Q: What questions about your educational
experience evoke wonder in your mind at this
time in your life’s journey?
A: “I am worried about finding a job in the
future, which is partially why I have not chosen
a major yet. Racism and negative assumptions
are still so prevalent in the United States
surrounding my culture. I am scared that this
will make me feel unsafe or left out at work.
OVERVIEW
The teacher uses understanding of
individual differences and diverse cultures
and communities to ensure inclusive
learning environments that enable each
learner to meet high standards.
REFLECTION
I chose to interview my neighbor who is
from the Muslim American culture. She is
currently finishing her first year of
schooling at Michigan State, but is still
undecided on her major. She decided
to live on-campus this year, even though
the university’s classes were all online
(both semesters). Her family has lived in
the United States all of her life, as she
was born in Michigan. Although her
parents are from India, they moved to
the United States shortly after they got
married in order to start a life and raise a
family. My neighbor is thankful for the life
she has had here, but wishes she was
able to visit India more often. Most of her
extended family (like her grandparents)
moved to Michigan with her parents, so
she is thankfully able to see them often. I
think my biggest curiosity was if she felt
excluded or treated differently through
school. I also ran cross country with her in
high school and always thought she was
included. But then again, I’m not her! I
was relieved to hear that she did not feel
any different, but also happy to learn
that she felt comfortable being asked
and answering questions about her faith.
Often times, people can speak out of
turn and offend others with questions. I
have heard her family speaking both
Arabic and English before, so that
answer did not surprise me. Finally, I was
saddened by the fact that she was
worried about her future and I pray that
is not the case. I enjoyed learning about
her and her culture and I believe it will
help me grow in my future classroom.
Below are sample, comparison images of classrooms in the United States
and India:

Classroom example in the United States, source: https://umaine.edu/edhd/2017/04/13/maine-

schools-focus-maines-schools-much-rural-states/

Classroom example in India, source: https://www.indiamart.com/proddetail/digital-classroom-

22281986097.html