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Excerpts taken from Culturally Responsive Classroom Management Assignment for EDUC 490 Fall 2005

Excerpts taken from Culturally Responsive Classroom Management Assignment for EDUC 490 Fall 2005. Self Awareness of Cultural Preconceptions Privilege.

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Excerpts taken from Culturally Responsive Classroom Management Assignment for EDUC 490 Fall 2005

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  1. Excerpts taken fromCulturally Responsive Classroom Management AssignmentforEDUC 490Fall 2005

  2. Self Awareness of Cultural PreconceptionsPrivilege • My social identity group is privileged in every area – white, male, English language, professional, heterosexual, able-bodied, Christian. I expect my privileged status to result in preconceptions of entitlement by privileged students (Goodman, 2001). • Experiencing – Expected most behavioral problems to be associated with African American males and white males. White males take advantage of their privileged status by seeking special treatment (hall passes) but some white females also seek special treatment (feeling of entitlement when it comes to grades and what they expect of me as a teacher to help them achieve their expectations) • Enquiring – Conversations with mentor teacher did not reveal any expectations that students of privilege demand preferential treatment but its subtle nature is evident • Examining - None • Reflection – Recognizing that students of privilege are likely to be more proactive in seeking assistance to help them meet their expectations, I am trying to be intentional about offering assistance to minority and underrepresented groups.

  3. Self Awareness of Cultural PreconceptionsOppression • Economically disadvantaged – Preconception of lacking motivation or empowerment (Goodman, 2001) to learn • Non-white – Preconception with unruly behavior (African American only) • Female – Preconceptions include unwillingness to ask questions and deferring to male counterparts in lab work (McDonnell, 2005) • Experiencing – Some of my economically disadvantaged students fit my preconception while others don’t. All of my students are pretty well behaved (including African American and other non-white students). White females are active in questioning and lab work. Other females are less active. • Enquiring – None • Examining – None • Reflection – The referenced groups are the only ones represented in my classroom. Physics students tend to be more motivated in general which may result in fewer issues here than in other classrooms. An awareness of possible internalized oppression and potential impact on learning is a good idea (Goodman, 2001).

  4. Acknowledgement of Student Diversity“Cultural Content Knowledge” • Preconceptions – Relatively low awareness of language, socioeconomic, sexual orientation, and disability issues. Relatively high awareness of race and gender issues. • Experiencing • No language, sexual orientation, or disability knowledge gained from my classroom. • Most students that I would guess are from low socioeconomic status are underperforming relative to their peers. They are well-mannered but quieter in general. They do not show much initiative in their learning such as taking advantage of re-testing or after-school help. • Enquiring • No specialized instruction or culturally-creative expression emphasized • Examining • Demographic and socioeconomic breakdown provided on previous slide • Reflection • I am seeking out the quiet students (regardless of gender, class, etc.) as well as those who are struggling with the material. I try to be encouraging without pressing them to respond in ways that are either culturally inconsistent or outside of their comfort zone. But I do want them to know that I care.

  5. Understanding Society’s “isms” • Preconceptions - Expected to see evidence of classism and possibly racism, but only between students. • Experiencing - Potential sexism between a male athlete and a female(s) per discussion between mentor teacher and a guidance counselor. No evidence of classism, racism, or heterosexism/homophobia. Some confusion whether competitive nature of some white students could be associated with ableism. • Enquiring - I was reluctant to probe deeply into this matter due to its sensitive nature. My conversation with my mentor centered more on this male student’s standard behavioral problems where this topic was merely mentioned as one manifestation of them. • Examining – Achievement Gap chart (next slide) • Reflection – I have discovered that I should be on the lookout for female internalized oppression in the physics classroom. I will look for evidence of females not believing that they are competent in this subject. I will also mix up lab groups so that all-female groups are the occasion if not the norm.

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