We Don T Know: White Teacher, Multiracial Schools

As my interviewees were explaining to me their opinions and views, I noticed a lot of connections between what they were saying and what I have learned or talked about in class. There is never a bad question when there are discussions in class, and the questions themselves are valued more than the answers. My professor uses a variety of teaching methods because each student has a Personal Learning Plan and different learning preferences. This is seen in our “What’s MY Style?” mini assignment from week one, where we learned about our personal metacognitions. A few teaching methods I’ve seen in class include videos, visual and creative projects, and group activities. We also conversed about the importance of the Good Teaching Triangle and cultural competency, “the will and skill to create authentic and effective relationships with those different than you.” (Gary Howard, We Can’t Teach What We Don’t Know: White Teacher, Multiracial Schools.) …show more content…
Knowing your subject, and how to teach it are part of knowing one’s practice. Knowing one’s students means understanding where each person is coming from, and their funds of knowledge. These were all listed in my notes from each interview. As well as, understanding material rather than memorizing it. We’ve tackled this in class while learning about successful education systems. Other countries cover less content, and go more in-depth with their lessons. The schools that do this have higher graduation rates, and lower student dropout percentages. Finally, Interviewee “B” brought up the fact teachers should be more technologically sound, and we have talked about this in a class activity after study