DLM2 Task 1 D096

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School

Western Governors University *

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DLM2

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Sociology

Date

Jan 9, 2024

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docx

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Uploaded by MinisterMongoose3798

Samantha Jones 008465883 D096 Samantha Devenish-Williams 04/28/2023 DLM2 Task 1: Equity Pedagogy In my personal culture and family values education is very important to each persons future. My husband has only a high school education but through hard work and on the job training he has done very well for not only himself but also for his employers and our family. I have a college degree and am continuing my education and pursing a professional career in secondary or high school education. Neither one of us come from a background of educationally motivated families. I am the first and only person in my family to pursue a college degree. My husband and I have three high school aged children that we encourage to pursue high grades and advanced classes such as honors and dual credit courses. We have talked to and helped them to understand the differences in taking the classes because we want them to and them taking the classes to prepare for their future goals because they want to. I understand that different families and cultures have different views on education as well and may place more emphasis on going straight into the workplace doing some form manual labor. Even in manual labor though education is still important to do that job to the best of your ability or if you want to try and move into a supervisory or managerial position. I plan to bring this same value of education is important to your future into my classroom as I am a walking model that just because your family has not gone to college that doesn’t mean that they cannot. I can do this with incentives such as earning homework passes or tickets worth bonus points on an assignment or exam. These points and passes can be earned by bringing in a picture or object from different regions or countries and telling the class about that place or what that object is and what is does or represents. This allows for students from different areas to also showcase their homes and earn bonus points for knowledge that they already have. These “show and tell” moments would be available each Monday before class started. I can also do lessons that geared more towards being hands on versus copying from a book or doing endless amounts of worksheets. I can show them that learning does not have to be boring and that it can also be fun by doing things such as scavenger hunts. I hope to incorporate multiple learning strategies and be able to include multiple opportunities for children to show how their different cultures affect how they learn. This could be examples of how different tools are utilized, how objects and animals may be know by different names, and have conversations on how their families view education as related to their futures and their goals in life. Because of the work load that my children are under with their school work and their extracurricular activities they have less time for social interaction or to just be with their friends. We do place importance on social interaction and encourage them to make friends within their extracurricular activities while encouraging existing friendships. Social interaction is important to our mental and emotional needs as people. We seek out that interaction within our peer groups and our social circles

and find ways to communicate even when the same language is not spoken and the different cultural values are had. I hope that I can bring social interaction into my classroom with group projects and discussions through out the school year. By pairing or grouping students that may not ordinarily get picked with other students that they may not normally be with I hope I can help foster new friendships and encourage kids that maybe would not have tried as hard. This will also be a way for any new students to cultivate a friendship with students at their new school or to draw out a shy kid that may not talk as much as other students. Some of the group projects may include a scavenger hunt where they have to work out clues as a group or team, building models, or station work. This will allow for the students to have social interactions as well as experience different learning styles and strategies with each new work partner. While not all assignments would be group or partner work several throughout the year would be allowing for social interaction while in an educational form. Through my past experiences I have seen and felt firsthand how much social interaction in not only your everyday life but all in the classroom can affect a students ability to learn and feel as though they had a hand in their education and hope to bring that interaction into my own classroom and help students to feel included. As a pre-teen and teenager I moved seventeen times in the span of six years across five different states. I experienced many different cultures during this time and became aware of both how similar and different people could be and were. Cultural backgrounds and norms vary not just from state to state but also from region to region within the same state. The cultural norms in Galveston, Texas are different from the cultural norms in Wichita Falls, Texas and both of those norms are different from Mt Pleasant, Texas. Some values maintain and stay the same and is more state wide such as faith and family first, this is part of the bible belt after all, while others such as their food preferences and activities are different, as well as their speech patterns. Galveston has a more seafood based diet, Wichita Falls is more beef and Mt Pleasant eats more wildlife such as venison and catfish. Staying open to new cultures and having a diverse background to pull from has helped in ways that I have not expected, and I have explored ways for my children to experience different cultures as well. I have taken my children from California to Florida and they have spent summers in different states been able to immerse themselves within other cultures while staying with family. Being able to pull from a low economic background and with moving so many times as well as being exposed to so many different cultures I have found that I can relate to my students in ways that many people cannot. Most people that I have met tend to live in the same area their entire life and other than short vacations to tourist areas, have not experienced other cultures in a way that they can fully comprehend how much of a culture shock it can be moving into a new area. For example when I moved from the Galveston, Tx area to the New Orleans, La area I experienced one of my largest culture shocks. People not only looked different with the way they dressed, they also spoke what amounts to a different language (cajun creole) and ate different foods and behaved differently. I moved from a lets relax on the beach and fish while looking for shells atmosphere to a party in the streets and people talking about voodoo. During one of these moves my father went to work out of state in California while my mother and I stayed behind in Mississippi. This was a hard time for my mother and myself as we relied almost exclusively on my mothers income from working at a McDonalds as the cost of living in California was higher than my parents expected and my father was unable to send much money home.

Because of these experiences I am in a unique position to relate to many different students. For example in the Middle/High School case study of a tenth grade student named Hannah I can relate to her with her father working out of state and the duties falling on her and her mother. This home situation adds stress to her day and makes studying at home a challenge since she has to care for siblings and her grandmother after school. Hannah is in a situation where she is used to being independent and making decisions so asking for help is something that she is not going to be comfortable doing. By being responsible for her siblings and grandmother she shows to be mature in several ways and that maybe she either does not have time or that maybe trying to do her English reading work is lower on the priority list when she gets home. Her SLD is in learning a second language as Spanish is her primary language with the other responsibilities that Hannah has doing more work at home is not her priority as she is still able to communicate with those around her. Hannah seems to be overwhelmed by the amount of work she is presented with as her shutting down when frustrated when reading. One of the ways that I feel Hannah could be helped with this would be to have one on one reading with Hannah during a study period or homeroom once a week and small group work with Hannah once a week if possible with other ESL students. Sometimes being surrounded by other students in similar situations, for example learning a second language, can be beneficial as the students can build off of each other and offer support. Hannah’s home life does not leave much free time for extra work outside of the classroom and by doing this kind of one on one and small group work with her she is able to not only read aloud with only time constraints but at her own pace and receive help when or where necessary in a room that is free of judgement. Hannah can also follow along in the text with where I or another classmate are reading aloud during our regular class period. I also have the option of pairing Hannah at a table with another dual language student or providing an aid such as an iPad that can be used to help her translate the text and communicate with other students when she feels as though she is not grasping a concept. The school that I previously worked at had a student that came in as a non-english speaking student. By utilizing an iPad with translation, and pairing him in class with dual language speakers as well as one on one and small group learning the student in question was able to converse with other students in broken english at the end of the semester with minimal use of the iPad. With being responsible for the care of her younger siblings, as her teacher I can also point out that by her being able to read and write in the second language she is in a better position to help her younger siblings with their homework and her family with everyday life in a primarily English speaking country. The impacts to Hannah due to her home life can make learning a second language harder for her as she hears and sees one language at home and a second at school. This adds stress to her life as she probably feels as though at school she is missing something and being left out as she may not fully understand what is being said or what she is supposed to be reading or working on. One way that utilizing an equity pedagogy in the classroom can positively impact learning outcomes for this student is by helping her to feel included and possibly take some of the stress off of her so that she feels more comfortable and confident in the strides that she is making in the classroom rather than focusing on the mistakes she is making as she learns. By having more students involved in her learning and trying to include lessons or areas where Hannah can excel and showcase her knowledge over the other students she can get a confidence boost as well. This could be something as simple as a dual language lesson in counting or colors, utilizing a story that is based in the region that Hannah is

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from as an English teacher, or as a biology teacher discussing the flora, fauna, and environmental factors that create habitats. These items can showcase Hannah’s knowledge and allow her to feel included in a way that she previously may have felt left out. There are many different ways to pull from personal experience and help students to feel understood and included in the classroom. When unsure of which may be the best way to include a student there is a wealth of knowledge when speaking with other teachers and staff.

DLM2 Task 1 D096

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