them could explore and utilize their learning abilities. Several factors helped me identify the ability levels of the students. Most students were characterized by lazy attitudes and needed motivation, and that was what I offered. My modes of teaching weren’t any different. Still, students realized my expectations as soon as I begin to teach, they could eventually come up with ideas of learning and essential motivations instead of reward from external parties.
Diverse learning styles, manipulatives, and technology are my focus regarding the delivery in my daily classes. I push for their perfect incorporation in my daily class sessions whenever possible, to ensure smooth learning. Community school standards have forced the school curriculum and teachers to pass the knowledge that requires the implementation of few activities which have dragged the incorporation of comprehensive learning activities. Students’ study groups and assignments of groups concerning the specific study times have solicited problems with the study periods.
Over my teaching years, I have had perfect classroom arrangements but still committed to tasking the student groups with work and their roles to ensure students focus on their work. Assessment of their performances individually and in groups is made more accessible through role identification in their work at group levels. School administrations have kept or changed policies that have affected mostly positively the attitudes and beliefs in student’s class life. Even though challenges have been experienced throughout the association and class undertakings, parents and educational professionals have kept the priorities to the nurturing of the students and have successfully boosted the learning activities.
Throughout the future years of my teaching, there is an expectation of continuous change because more community standards will be set by the state. School environments’ standards are expected to change continuously, which will affect teaching philosophies across the school set up. It is essential to consider the change of expectations that may occur due to a new generation of students who will be in attendance at the school in the future. I hope that I will be able to lift my standards with every years’ experience until the moments I achieve my goal of positively impacting the student’s lives that I always imagined.
Effective teaching has been vital in my identity as a teacher and has led to the development of new comprehensive, culturally responsive skills to accommodate diverse students. With the guide of researches that has been undertaken, I have managed to develop and improve my quality in my profession. The study by the Comprehensive Center for Teacher Quality (Goe, Bell & Little, 2008) concluded that the effectiveness of a teacher is comprehensive, and it relies on more than providing class learning instructions and focusing on the achievements of the students. Goe et al. (2008) found out that cultural responsiveness is essential to effective teaching and came with five qualities that should be incorporated to ensure effectiveness.
My student’s expectations have been held high, although I experienced challenges in holding them constant. I have helped most of my students and pushed them to their levels of expectations without discrimination. The measure of my students by value-added and many test-based development measures or and by alternative measures has been vital in determining and evaluating their achievement levels and the expectations to be set. I have learned to contribute through motivations and encouragements to positive academic outcomes for my students as it was my goal. The student’s attitude towards learning has influenced me to impact their attitude towards academics positively and also influenced their outcomes socially. My teaching experience has enabled me to incorporate the diverse resources offered to facilitate quality learning by the students. I have been able to develop plans and designed students engaging learning opportunities that have made them feel in control of their classes. I have monitored every student’s performance and their attention to instructions provided while evaluating the learning strategy by use of multiple evident sources that have helped come up with ideal learning strategies.
Diversity in class has been a vital focus during the development of class learning strategies. I have contributed substantially to the progressive development of diversity in classrooms and at the school. I have utilized my profession to engage in activities and actions that are concerned about the wellbeing of every member of the community. My collaboration levels with my work colleagues, the school’s administration, parents, and other education professionals have been enhanced and have created an environment focused on the success of the students. The success of students from all cultures has been the center of focus because most of them are exposed to most study risks.
Academic integrity is paramount value to every student’s success in school. Students who cheat on their academic work take away their learning opportunities and fail to develop and improve on their skills and are associated with attaining an academic certificate that isn’t a reflection of their academic achievements. According to the International Center for Academic Integrity (ICIA), it is important to have integrity models that provide guidelines to the students and increase their integrity. I would ensure student classroom integrity is maintained through the infusion of integrity to the classroom, development of moral vocabulary, appropriately responding to cheating incidents in class, using of igniting conversation starters such as quotes, and assisting students in developing self-belief.
As a teacher, I need to express and encourage the integrity of students in the classroom. Students should be educated about their integrity in class and made aware of the consequences resulting from cheating. Students will be rewarded with their outcomes of hard work as numerous reward ways of reward will be fostered beyond the class activities. The ICIA emphasizes on five fundamentals of academic integrity that can be used to develop moral vocabulary in a classroom set up. Responsibility, respect, fairness, trustworthiness, and honesty are vital lessons that need to be incorporated into the curriculum, which improves the integrity of students in the class. Students should be asked to disregard the dishonesty and disrespect in society and stand up to their beliefs to make a difference to the world.
Whenever there are instances of cheating at school engaging school work, it is essential to respond and enforce integrity policies in place. Teachers should help students internalize the concepts and ensure students portray the reflection of their behaviors in class. Proper attention should be given, and expectations from the students are made explicit that regard the unacceptable nature of dishonesty in class. The use of quotes in classes has been efficient in moral development and integrity (Steve, 2012). Steve, an elementary school teacher, used a quote to cheer up his students and helped students engage in reflective conversations. Quotes are comprehensive and can be used to any age of the students, and they are often used in essays and journals written by students.
Students should be made able to stand firmly by the principles that will lead them to higher grades and self-efficacy. Passion for teaching other generations, setting clear values, commitment to giving their time and talents, acceptance of other persons, and ability to overcome obstacles are supposed to be upheld as they enhance the development of integrity and make integrity the way of life in a class. According to William et al. (2019), for a child to learn, there is a need to ensure they feel safe and supported. Without the assurance of safety and support, a child’s mind will focus on survival. Healthy, safe, and supportive learning environments enable students, adults, and the school to learn in several ways it is therefore for a teacher to comfort and ensure all students at school never feel threatened (William et al., 2019).
As a teacher, it is essential to adhere to the eight principles of in theoretical frameworks of the MCE, and CRP by the limited members of the community should be maintained and upheld. As a teacher, together with students attaining a culturally responsive classroom. I have upheld communication with high expectations, engaged in effective teaching methods, practiced as a facilitator, included the culturally and linguistically diverse students in my classwork, I have also been culturally sensitive, I have reshaped the curriculum to an optimal service delivery system, I have given instructions to smaller groups and controlled the disclosure of students in my classroom (Gloria, 1994). These have led to a continues secure connection between the students and me I have taught.
Several practices have been in conjunction and utilized on my day to day teaching activities at school. My responsive pedagogies have been affirming, comprehensive, transformative, multidimensional, and empowering. I have been committed and shown my commitment to ensuring my students attain their levels of knowledge through encouragement and emotional support. Students can be distracted from learning by emotions, and therefore it is necessary to calm them and support them for active learning. School entails many diverse activities, and a teacher is always tasked to perform comprehensive services regarding the performance and wellbeing of the students. I have covered all aspects of work and used all the necessary methods to avail and explain information to my students in the class. Every student’s abilities have always been exploited with an aim in achieving their optimal performance in class and other related activities.
Through the empathy and care we give to our students, we have been able to change and attain desire class performances from the students. Discovery of the student’s capabilities and extends of difficulties related to class has been able to drive through the focused transformative activities. In class, I have utilized the diverse approaches in cognitive and socioemotional activities that have helped in changing the perceptions and quality of learning in school. In classrooms, consideration of diverse teaching techniques is utilized to facilitate a goal of success in classwork. Motivations have made students more confident in their classwork as they have taken control of them. I have ensured students have the necessary authority in classrooms and a voice-over their class works. Through experience, I have gained knowledge in the cultural ways of various communities that have led to a desirable approach that includes all students at school. I have developed skills to analyze the processes of learning and mastered the art of concept introduction that eliminates bias in classroom approaches to students. The qualities have been firmly held because of my specific goal to ensure my students gain the knowledge they need for their class success.
Culturally responsive practices are more critical in every learning process. Teachers are obliged to include CRP whenever engaging in teaching. I would employ The CRP principles in my work to ensure I successfully attain my goal in teaching. It will be my responsibility to set and communicate to the students of their higher expectations in every learning environment. High expectations should be inclusive of the cultural minority groups in schools. Teachers are also required to engage in active learning practices that will help their students grasp and store knowledge efficiently. This will improve the quality as it makes students relate classwork to a real-life environment. A teacher should also facilitate the learning process where necessary and ensure the desired objective is met in class.
Students of diverse cultures and languages should all be included in the learning process and should be engaged in classwork. The diverse students are compassionate, and their comfort at school should be the priority. Every teacher is expected to understand the different cultures populated in his school as it is a facilitator to the sensitivity required while handling students. The modes of study should be planned and shaped with a perfect desire to achieve a comprehensive set up the delivers the class contents as preferred by the class. The class activities should be studied with the focus of developing a smooth delivery system. Students groups should be monitored and given specific working instructions that ensure a smooth learning practice is delivered.
According to Dominic (2007) Broadly interpreted, “governance” includes the institutions that are part of the educational decision-making and delivery system, the constituencies that interact with these institutions, and the ways the parts of the system relate to one another. Policies, laws, regulations, and informal practices are part of this framework and are reflected, one way or another, in the behaviors of all involved. California’s educational governance structure is extremely complex, encompassing many organizational entities: schools, school districts, and county, state, and federal agencies. It also involves thousands of individuals from state legislators and other policymakers to school board members, superintendents, principals, and teachers. The organizational structure is multidimensional, characterized by bodies that have overlapping responsibilities across executive, legislative, and judicial jurisdictions (Dominic, 2007).
To achieve a culturally inclusive teaching system, a teacher should ensure that responsive cultural instructions are given generally to the students and other support staff in the general education classrooms. The groups who need inclusion should be targeted and given the necessary assistance they need as part of the general education system support. If there is a need for longer and more instructional interventions, students should be sent to child study teams and other instruction support groups that will give intense and detailed interventions. In cases where students are not compatible or not responding to the interventions, they should be sent to schools of special care to be given special attention as they develop the learning capabilities.
In ensuring cultural competence is enhanced, it is a responsibility for teachers to value the diversity in their academic setups. Teachers should recruit candidates who have expressed an interest and a desire to work with diverse students. It is essential to facilitate teachers with opportunities to critique the system in ways that will help them choose a role as either agent of change or defender of the status quo. Systematically require teachers to prolonged immersion in the culture of their students. Teachers should ensure the administration provides opportunities for observation of culturally relevant practices. It is necessary to ensure educational experiences that help teachers understand the central role of culture is provided.
Both the teacher and the students should self-access to ensure they know their strengths and weaknesses in the school. Through assessment, the students and teachers will understand and develop a focus on the areas noted for improvements. As a teacher, I will responsibly facilitate interactions of cultures with the understanding of the implications of every cultural consideration. It will be encouraged for the maintenance of cultural respect across the perceptions and realities among students. As teachers, it will be essential to develop active home and school connections that are focused on bettering the education of students. The school cultures will be institutionalized to ensure policies and resources fit the existing diverse communities at school.
Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Fransisco: Jossey-Bass.
Rychly, Laura; Graves, Emily (2012). Teacher Characteristics for Culturally Responsive Pedagogy, Multicultural Perspectives. Taylor & Francis, Retrieved from https://eric.ed.gov/?id=EJ958597
Esmail, A., Pitre, A., Lund, D. E., Baptiste, H. P., & Duhon-Owens, G. (2018). Research studies on educating for diversity and social justice. Lanham ; Boulder ; New York ; London: Rowman et Littlefield.
Gist, C., Jackson, I., Nightengale-Lee, B., & Allen, K. (2019). Culturally Responsive Pedagogy in Teacher Education. Oxford Research Encyclopedia of Education. doi:10.1093/acrefore/9780190264093.013.266
Parrett, W., & Budge, K. (2019). Turning High-Poverty Schools Into High-Performing Schools: Insight And Lessons From Public Schools That Disrupt Poverty For All Students. ICERI2019 Proceedings. doi:10.21125/iceri.2019.1243
Price-Mitchell, M. (2015, June 09). Creating a Culture of Integrity in the Classroom. Retrieved April 24, 2020, from https://www.edutopia.org/blog/8-pathways-creating-culture-integrity-marilyn-price-mitchell
Reifman, S. (2012). Changing kids’ lives one quote at a time: 121 inspirational sayings to build character in .. Place of publication not identified: Lulu Com.
Brewer Dominic. Evaluating the “Crazy Quilt”: Educational Governance in California, Institute for Research on Education Policy & Practice 520 Galvez Mall, CERAS Building