Week-4-Common-Beliefs paper
.docx
School
Ashford University**We aren't endorsed by this school
Course
EDU 692
Subject
Communications
Date
Dec 17, 2024
Pages
5
Uploaded by PresidentRainRook28
Week 4: Exploration of Common Beliefs TemplateJohn DeelThe University of Arizona Global CampusEDU 692: Creativity, Culture, and GlobalContextsinEducationDecisionMakingDr. Thinh Nguyen11/6/2023
Common BeliefsIn this paper I would like to go in depth with 5 of the 13 common beliefs and discuss how to overcome the negative connotations associated with these beliefs by researching and answering a question associated with the belief and examine how to turn the belief into something positive instead of negative.Common Belief #5: When students come from homes where educational achievementis not a high priority, they often don’t do their homework and their parents don’t come to school events. This lack of parental support undermines my efforts to teach these students.What are some explanations for why parents avoid coming to their children’s school?Parents can have many reasons to why they may not be able to attend school meetings. Some reasons may be that they work at jobs that do not allow them to leave in order to attend. Sometimes the parent may feel like an outsider. “For many parents, their own personal school experiences create obstacles to involvement. Parents who have dropped out of school do not feel confident in school settings”(ASCD. n.d.). There could be cultural reasons as well as language barriers.Common Belief # 1: I don’t think of my students in terms of their race or ethnicity. I amcolor blind when it comes to my teaching.. Why is it important to incorporate their identities into the curriculum?When children are able to see themselves in the curriculum it makes it have value to them. When the student feels the curriculum is relevant to them, it encourages
them to learn. When a teacher says they are color blind it is meant to be taken as they treat everyone the same. It sounds good on paper however, it is important for teachers to know that different students learn in different ways and to ignore certain differences are not going to serve the student as well. “When teachers say they are color blind, theyare usually saying that they do not discriminate and that they treat all their students equally. Of course, being fair and treating each student with respect are essential to effective teaching. However, race and ethnicity often play important roles in children's identities and contribute to their culture, their behavior, and their beliefs. When race andethnicity are ignored, teachers miss opportunities to help students connect with what is being taught” (Scruggs, 2023).Common Belief # 3:Teachers should adapt their instructional practice to the distinctivecultures of African American, Latino, Asian and Native American students.What is culturally relevant pedagogy?Culturally relevant pedagogy is when the teacher recognizes that cultural relevance is recognizing that culture is more than dress, language and food. The cultureof the children in the classroom should be in the curriculum. The students should be able to see themselves in the lessons. “Culturally Relevant Pedagogy equips us as teachers to provide our students with the type of education they not only deserve but are entitled to. An education that recognizes and celebrates their identities, lived experiences and culture” (Escudero, & Duncan-Andrade, 2019).Common Belief #8: I try to keep in mind the limits of my students’ abilities and give them assignments that I know they can do so that they do not become discouraged.
What are some ways that educators can simultaneously have high expectations of their students and acknowledge their individual needs?The first thing to work on is the mindset of the student. The student must believe that they can achieve. The teacher has a lot to do with building up the confidence of the student. The thing we want the student to do is their best. If they are giving their best effort we should acknowledge that but have them try again. Ensure that the students know what you expect from them and stick to it. Make sure that the work you give them is difficult but achievable. Don’t give them tasks they cannot do. Common Belief #10: Grouping students of different levels of achievement for instruction may benefit some students, but it can undermine the progress that could otherwise be made by higher-achieving students.What are some strategic approaches to using group learning in the classroom?When grouping children make clear the directions for the task, ensure that everyone has a role. You do not want one person doing all the work and everyone else not contributing to the task. Give students group time as well as individual time on the project and check in to ensure the whole group is keeping up with the expectations that have been set.ConclusionIn conclusion, by following these ideas you can ensure that the students are going to have a positive learning experience and you will have a great teaching experience. If different cultures and learning styles are addressed and the students feel like they have a role in their education they will want to learn. If they want to learn, they will definitely get more out of it than a student who is disenchanted with the process.
ReferencesEscudero, B., & Duncan-Andrade, Dr. J. (2019, January 6). How to practice culturally relevant pedagogy. Teach For America. https://www.teachforamerica.org/stories/how-to-engage-culturally-relevant-pedagogy Scruggs, A.-O. E. (2023). Color blindness. Learning for Justice. https://www.learningforjustice.org/professional-development/color-blindness#:~:text=Why%20is%20it%20important%20to%20incorporate,connect%20with%20what%20is%20being%20taught.&text=Why%20is%20it%20important,what%20is%20being%20taught.&text=it%20important%20to%20incorporate,connect%20with%20what%20is Why some parents don’t come to school. ASCD. (n.d.). https://www.ascd.org/el/articles/why-some-parents-dont-come-to-school%20taught.&text=it%20important%20to%20incorporate,connect%20with%20wha t%20is