Looking around, I see twelve desks with only half as many students sitting at them. Going into this clinical experience, I expected fewer students than in a typical class as I was assigned to a special education classroom. Students in Ms. Olson’s classroom had IEPs, mainly for having one or more behavioral disorders. As with any new person coming into a class, the students were quite hesitant to interact to me, and so they were for my first couple of visits, but eventually I became a normal sight within the class. The area in which the school is located, and the surrounding community, is quite diverse; as such I was expecting the same from the makeup of students within the class I did my clinical in but that was not so. All the students were
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For example, he used rap battles and local artists to create lesson students would not only enjoy but also learn from. It got me excited to see such practices used within the classroom and to use them in my future class. Ms. Olson had prep during second hour, so I followed the students to their reading class with Ms. Tranch. Throughout my clinical, I got to see the class read a book about a teen who was African-American who had many trials and tribulations. It seemed very apparent Ms. Tranch choose this book for a purpose; for students to pay attention and be present within each lesson. Her plan had worked! I saw students not only following along, but also volunteer to read, ask questions, answer the questions with exquisite answers that went beyond what was asked. Culturally responsive teaching helps students connect and better understand subjects, lessons, and material they may not want to learn about or understand. If done carefully and in way that does not seem as an attack it is quite successful, as seen in Ms. Tranch’s reading class. Going into Theory to Practice, I had an idea of what type of teacher I wanted to be. I wanted to be student centered. Meaning students control their learning and I aid them through
For example, he used rap battles and local artists to create lesson students would not only enjoy but also learn from. It got me excited to see such practices used within the classroom and to use them in my future class. Ms. Olson had prep during second hour, so I followed the students to their reading class with Ms. Tranch. Throughout my clinical, I got to see the class read a book about a teen who was African-American who had many trials and tribulations. It seemed very apparent Ms. Tranch choose this book for a purpose; for students to pay attention and be present within each lesson. Her plan had worked! I saw students not only following along, but also volunteer to read, ask questions, answer the questions with exquisite answers that went beyond what was asked. Culturally responsive teaching helps students connect and better understand subjects, lessons, and material they may not want to learn about or understand. If done carefully and in way that does not seem as an attack it is quite successful, as seen in Ms. Tranch’s reading class. Going into Theory to Practice, I had an idea of what type of teacher I wanted to be. I wanted to be student centered. Meaning students control their learning and I aid them through