Culturally responsive teaching is a pedagogy that recognizes the importance of including students ' cultural references in all aspects of learning. Being a great teacher involves a lot of responsibilities and expectations. Teachers do so much for our students however they are not appreciate or recognize for their hard work. There many characteristics that make a great teacher. Two of the characteristics I like to focus on are understanding how learners construct knowledge and using appropriate instructional strategies (Villegas and Lucas). I’m currently doing my placement at Dual Language Academy of Monterey Peninsula. Dual immersion programs include native English-speaking students and native speakers of a foreign language. The goal of
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A central role of the culturally and linguistically responsive teacher is to support students’ learning by helping them build bridges between what they already know about a topic and what they need to learn about it. Another main point is that learning involves questioning, interpreting, and analyzing ideas in the context of meaningful issues (Villegas and Lucas). For example, I noticed that Ms. Avelino prior to going over her lesson plan she asks the what they know about the material they 're about to be taught. Each students has the opportunity to say what they know making them feel appreciated. According, to Ayers in To Teach the journey of a teacher he says. “I believe that people learn best when they are nurtured as well as challenge, when they are allowed to explore, experiment, and take risks”(p.73). Currently there going to do an International Food day, so each class is to pick a country and talk about it and bring food that is common to that country. This monday they choose Africa so they went to the computers found information and gather in groups to discuss what they found and how can it be applied to their presentation on Africa. In addition, we can also noticed how students learn through diverse strategies each teacher …show more content…
First point teachers can activate students’ prior knowledge by asking them to discuss what they know about the given topic. Second, using pertinent examples and analogies from students’ lives is another instructional strategy that helps students build bridges to learning (Villegas and Lucas). These strategies are essential in getting the students involved and motivated about what they’re learning. For example, during math last thursday they started to learn about fractions. Ms. Avelino then told the class to talk among themselves and see if they know what a fraction is. Some students said is a proportion of something big. The teacher gave them an example of a pizza that is cut into eight slices making a whole number. She said if you take a slice of pizza then you end up with ⅞. Ms. Avelino then started to teach the lesson about fractions, know that the students have an idea of what a fraction is they can grasp the concept easily. After each lesson the students are handed a worksheet where they work in groups to complete it the worksheet gives the students more practice and helps the teacher see where the students need more understanding. At the end of the day teacher asks for feedback on everything they learn and what can be improve. Overall, these are some points and examples that can show how culturally responsive teachers
A central role of the culturally and linguistically responsive teacher is to support students’ learning by helping them build bridges between what they already know about a topic and what they need to learn about it. Another main point is that learning involves questioning, interpreting, and analyzing ideas in the context of meaningful issues (Villegas and Lucas). For example, I noticed that Ms. Avelino prior to going over her lesson plan she asks the what they know about the material they 're about to be taught. Each students has the opportunity to say what they know making them feel appreciated. According, to Ayers in To Teach the journey of a teacher he says. “I believe that people learn best when they are nurtured as well as challenge, when they are allowed to explore, experiment, and take risks”(p.73). Currently there going to do an International Food day, so each class is to pick a country and talk about it and bring food that is common to that country. This monday they choose Africa so they went to the computers found information and gather in groups to discuss what they found and how can it be applied to their presentation on Africa. In addition, we can also noticed how students learn through diverse strategies each teacher …show more content…
First point teachers can activate students’ prior knowledge by asking them to discuss what they know about the given topic. Second, using pertinent examples and analogies from students’ lives is another instructional strategy that helps students build bridges to learning (Villegas and Lucas). These strategies are essential in getting the students involved and motivated about what they’re learning. For example, during math last thursday they started to learn about fractions. Ms. Avelino then told the class to talk among themselves and see if they know what a fraction is. Some students said is a proportion of something big. The teacher gave them an example of a pizza that is cut into eight slices making a whole number. She said if you take a slice of pizza then you end up with ⅞. Ms. Avelino then started to teach the lesson about fractions, know that the students have an idea of what a fraction is they can grasp the concept easily. After each lesson the students are handed a worksheet where they work in groups to complete it the worksheet gives the students more practice and helps the teacher see where the students need more understanding. At the end of the day teacher asks for feedback on everything they learn and what can be improve. Overall, these are some points and examples that can show how culturally responsive teachers