Task 1
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Western Governors University *
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Course
D090
Subject
Arts Humanities
Date
Jan 9, 2024
Type
docx
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A: “Task 1 Video List” 1.
Video 1: Creating Fractured Fairytales Using Story Maps
2.
Video 2: Building Classroom Community through the Study of Chinese Art and Culture”
3.
Video 3: Learning about Culture Identity
B: Reflection
B1. Emotional Needs: Creating Fractured Fairytales Using Story Maps
presented several excellent instances of emotional need when a problem amongst students emerges in the classroom, the instructor responds to the student's emotional needs. In this lesson, students are working in groups to create a shattered fairy tale. One student urged his companion to write the entire time while he expressed his comments in one of the pairings. The instructor talked with both students and helped them decide to split the work evenly by requiring them to write for half of that amount. Cultural Needs: Building Classroom Community through the Study of Chinese Art and Culture
is seen teaching her children about a different culture and allowing them to compare and contrast it to their own. In the movie, kids are shown engaging in several centers where they learn about various parts of Chinese culture. The teacher can reach numerous pupils with different learning styles by adopting a station strategy. The students explicitly contrast items from Chinese culture with things from their own experiences in the film.
Social Needs: In Learning About Culture Identity
, we may observe the instructor working with her pupils for group work to address their social requirements. After seeing the kids enjoy a
puppet performance, the teacher pairs them up and asks them to make a comparison and see the differences between their cultures with Chinese culture. Students may cooperate to come up with
ideas while also practicing social skills when they work in pairs.
B2. In this video, we experience places where the teachers might have been more effective in fulfilling the kids' wants. Before immediately delivering the answers, the instructor in Creating Fractured Fairytales Using Story Maps
may have given students additional time to comprehend and answer the questions. While the lecture was excellent and the students participated in the Building Classroom Community through the Study of Chinese Art and Culture Video
, I feel that putting in anyone of Chinese descent to personally answer the students' questions would have benefited the class. In Learning about Culture Identity, the teacher may have included teachings on other cultures.
B3. The significance of teaching a variety of learning styles is one of the lessons I took away from seeing the movies. In a classroom, you'll need to engage a varied collection of students, so I'll modify what the instructors in the film do by including students in activities like technology stations and puppet shows. I also like the notion of having youngsters work in groups on various tasks, which is another method I'll employ. Collaboration is one of the most effective methods to learn, and I hope to incorporate it into my school one day. Strategy 1: In the first video loved how they spoke about America's and China's cultural contrasts and similarities. The students were talking without having someone else talk over them. The students worked well with their peers and used listening rocks. The students worked in pairs while discussing the assignment with their knees touched. Strategy 2: The last video was of a teacher who asked her students
about characters' emotions. She does this by asking questions about the emotions of the characters so the students can think of other people's feelings. They are learning to read others' emotions B3A. Four Key Elements:
1.
“Validate the inequities impacting students' lives” (Virginia Department of Education)
2.
“Excludes stereotypes and perceived deficiencies of historically marginalized and oppressed cultures” (Virginia Department of Education)
3.
“Curriculum that connects to cultural and linguistic histories.” (Virginia Department of Education”
4.
“Engage in reflection of their beliefs, behaviors, and practices” (Virginia Department of Education)
Being a future teacher, I may begin by recognizing my prejudices and attempting to educate myself to better comprehend various cultures. I may be careful and deliberate in my search for overall classroom posters, and make sure that my classroom library is diverse. I can strive to schedule periods every month when we study various cultures and students may compare and contrast their own cultures to the ones we cover in class. I may work with other instructors to develop lesson plans and select culturally appropriate material.
B4. One way I may incorporate students' caregivers in the implementation of having a culturally aware classroom is through monthly cultural days. I now work at a school that holds an annual international day to honor the various cultures represented among our students. We engage the assistance of parents by requesting them to come in and speak with the children about their
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culture and send in foods from their homeland. This is something I'd include in my monthly cultural days in my school. Another way to include student caregivers is to have them serve on a diversity panel at the school, where they may share their ideas and perspectives on how to improve the school increasingly inclusively. You might seek the aid of caregivers of many nationalities and vocations to provide cultural insight and assist with school event planning.
Strategy 1: Active listening and eye contact are two characteristics that caregivers may demonstrate and teach. They can also motivate kids to inquire further. They might also engage in
some listening activities with them. If any caregivers come to school, an activity may be created in which kids and their guardians sit knee to knee and discuss their childhoods, using the same compare and contrast lines as the first film. Strategy 2: Caregivers can chat with pupils about their feelings to assist them in self-soothe. When a caregiver and their student are reading a book or watching a television show, they might discuss the feelings of the characters. They might discuss why the characters are feeling the way they are, as well as the many conflict resolution options accessible to them.
B5. I may include the community in the preparation and implementation of monthly cultural days by reaching out to people of the community and asking guest speakers to share their stories and experiences with my children. I may also contact local restaurants to see if they'd be prepared to give dishes from other cultures for the students to try. You may also incorporate community people by requesting community leaders to participate on the school's diversity panel. This might be used to keep the school responsible to the community and aid in creating a welcoming atmosphere within the school. Strategy 1:
Ascertain that the community is aware that the school is teaching pupils active listening skills and encourages adults to interact with the
students so that they may practice such abilities. Allowing pupils to observe how others demonstrate active listening and having students reciprocate the same attention when someone else is speaking. Strategy 2: The community should assist pupils in learning about and understanding their own and other people's emotions. Volunteers might also help in the classroom by displaying art on emotions and acting out various emotions. Society should teach children how to regulate their emotions and how to relax when they become agitated. Reference:
VDOE Virginia Department of Education
. (n.d.). Virginia Department of Education. https://www.doe.virginia.gov/
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