Refection on the Learner and My Teaching Practices

It is important for me to establish a learning environment that promotes respect for and

support of individual differences of ethnicity, race, language, culture, gender, and ability. Support

for students' intellectual, social, and personal development can be the difference between

successes, struggles and failures within a classroom. It is important for teachers to learn about our

students’ family backgrounds, their previous educational experiences, their culture’s norms for

interpersonal relationships, their parents’ expectations for discipline, and the ways their

cultures treat time and space (Weinstein, Curran, & Tomlinson-Clarke, 2003). A students

behaviors do not exist in a bubble, they are a product of their environment and it is important as a

teacher to understand how it influences their learning. It is important for me as a new teacher to

look at my positionality and how that influences how my students see me and how I interact with

them. As a teacher I have to reflect and address my own biases and perspectives in a way that is

productive and purposeful. There are elements of power, oppression, and privilege that can

influence the way I interact with my students in both negative and positive ways (Borrero,

Ziauddin, Ahn, 2018). The way that I navigate this space is have honest meaningful interactions

with my students as they get to know me and as I get to know them.

Over the course of my time as a student teacher I have observed that when I ask students

questions conversationally or try to engage them in a discussion they are eager and excited to share

their opinions, likes and dislikes. Whether that is personal and extends beyond the classroom, or

pertaining to their life as a student within the walls of the school. I have found that the students

respond more during class when they feel I have invested in them either through casual

conversation or inquiry on how they are doing when not prompted.

Asking for opinions, complimenting contributions and joking and kidding help to create a relaxed

atmosphere (Brown, 2003). I use these practices not only in the slow moments when the students

are coming into class or we are transitioning to another activity and have a down time moment but

also during lectures and discussions. I think that creating a relaxing atmosphere while in an

academic discussion goes a long way to make the students want to participate and feel comfortable

doing so. I often have to remind the students to listen to each other’s responses and not just talk

over one another. It is not enough to just be happy that the students are eager to participate. In

those moments I hone in on learning what a good discussion/ question and answer sounds like.

Just because students are talking does not mean the class is out of control. The author also made it

a point to pay more attention to their responses than their behaviors. I have a few students in my

class who like to test me with their behavior, but will always have a clean slate. I do not hold

grudges, if they answer questions and participate five minutes after giving me a hard time it holds

no baring’s on how I treat their participation. Again in my class students have a clean slate. I do

not hold their behaviors against them, and I make sure to acknowledge their contribution in a

positive non condescending light. I use their behavior to inform my interactions and I always try

to stay on the right side of positive. I do not want my students to feel uncomfortable to come back

to class.

These past few weeks have been harder week than most. Due to the level of uncertainty

concerning school safety the students have been distracted. I had to make a judgement call during

my second block period. I gave the students a moment to engage in a discussion about their

feelings. I was nervous at first, because this is a chemistry class and it was off topic, but I felt that

the students needed a safe place to discuss their concerns, and worries. I made sure that the students

were respectful of each other and only intervened when the conversation steered towards a
direction that based on the temperature of the classroom was not productive. In total the dialogue

lasted 10 or 20 minutes, but from that moment on the students were able to focus and we got

through the entire lesson with success.

References
Borrero, N., Ziauddin, A., & Ahn, A. (2018). Teaching for Change: New Teachers' Experiences
with and Visions for Culturally Relevant Pedagogy. Critical Questions In
Education, 9(1), 22-39.
Brown, D. F. (2003). Urban Teachers Use of Culturally Responsive Management
Strategies. Theory Into Practice, 42(4), 277-282. doi:10.1353/tip.2003.0041
Weinstein, C., Curran, M., & Tomlinson-Clarke, S. (2003). Culturally Responsive Classroom
Management: Awareness Into Action. Theory Into Practice, 42(4), 269-276.
doi:10.1353/tip.2003.0053