2.

4 - Culture

3.7 Culutral Growth and Development - Determine the impact of culture on learner

development and behaviors to guide interactions, curriculum decisions, resource selections

and instructional planning and delivery.

I am an American teenager born and raised in Westerville, Ohio. I have lived in the same

house my entire life and have grown up in a wealthy family. I’ve never had to wonder where my

next meal was going to come from. I am very thankful for the school I go to, the jobs my parents

have, my house, and the resources I have available. Students in other school districts may not be

as lucky. Some students may have to move every month, some students may not have any

stability at home, and some students may come to school with an empty tummy. These factors all

make up to what is one’s personal culture. (Evidence 2.4.1 ​CNN: What it's like living in

poverty​). (Evidence 2.4.2 Understanding and Working with Students and Adults from Poverty).

No matter a student’s culture; as educators, it is our responsibility to spread cultural

awareness and respect. In our school systems, it is imperitive that all students feel respected,

valued, and included. (Evidence 2.4.3 Culture Assignment #1). It is our job to help all students

succeed and get the best education that they can recieve. Students of poverty, however, do not

often understand their possibilites and abilities. Teachers have to “believe in their students

unconditionally” (Linda Cliatt) and give them the ability to dream. (Evidence 2.4.4 ​My

Philosophy of Teaching Children of Poverty​). (Evidence 2.4.5 ​How to Fix a Broken School -

Linda Cliatt​).

Student’s perspectives heavily impact who I am as an educator. If a student comes to

school in the morning with no food in their belly, little to no sleep, and a lot of stress weighing
on their shoulders. How are they going to learn? It is my responsibility to help and care for this

student. I can give them extra snacks at snack time, send home a meal, get to knoe them better,

or even talk to their parents. If a student comes to school and the classroom is dim, ugly, cold,

and dirty, no student will respect me or who I am as a teacher. However, if my classroom is

clean, bright, colorful, and a positive space, students will begin to trust me and want to be in my

classroom. If I am going to get through to my students and help them become aware, I have to

create a safe environment for them to be able to relax and know that they are safe. As soon as

this trust is built, then learner development can start. (Evidence 2.4.5 ​How to Fix a Broken

School - Linda Cliatt​).

By getting to know my students, learning about their culture, and developing

relationships with them; I can educate them to the best of my abilities. I can begin to guide

interactions with my students and pick out resources that apply to them. I can also better make

curriculum decisions based on their personal behavior and culture and know how to deliver my

instructions. My culture may be very different from my students’ and because of this, I

understand how to spread cultural awareness and tolerance. No matter where my students come

from, my classroom will be one home. One family. One outlet. And One community.