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    Kluskiewicz Michelle Reflective Essay 4

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    The document discusses striving for a culturally responsive classroom. It acknowledges that while the teacher's school and classroom promote cultural inclusiveness, more could be done to actively implement cultural responsiveness into the curriculum. This involves letting go of assumptions about any culture and recognizing, supporting, and embracing all cultures without generalizations. The school provides opportunities to bring families and the community together through afterschool activities and being engaged in the local newspapers. However, the teacher wants to have required parent conferences each term to further enhance partnerships with parents. Overall, the document reflects on promoting a more culturally inclusive environment through cultural responsive teaching and learning.

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    Kluskiewicz Michelle Reflective Essay 4

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    api-354980593
    97 views3 pages
    The document discusses striving for a culturally responsive classroom. It acknowledges that while the teacher's school and classroom promote cultural inclusiveness, more could be done to actively implement cultural responsiveness into the curriculum. This involves letting go of assumptions about any culture and recognizing, supporting, and embracing all cultures without generalizations. The school provides opportunities to bring families and the community together through afterschool activities and being engaged in the local newspapers. However, the teacher wants to have required parent conferences each term to further enhance partnerships with parents. Overall, the document reflects on promoting a more culturally inclusive environment through cultural responsive teaching and learning.

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    kluskiewicz michelle reflective essay 4

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    The document discusses striving for a culturally responsive classroom. It acknowledges that while the teacher's school and classroom promote cultural inclusiveness, more could be done to actively implement cultural responsiveness into the curriculum. This involves letting go of assumptions about any culture and recognizing, supporting, and embracing all cultures without generalizations. The school provides opportunities to bring families and the community together through afterschool activities and being engaged in the local newspapers. However, the teacher wants to have required parent conferences each term to further enhance partnerships with parents. Overall, the document reflects on promoting a more culturally inclusive environment through cultural responsive teaching and learning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    97 views3 pages

    Kluskiewicz Michelle Reflective Essay 4

    Uploaded by

    api-354980593
    The document discusses striving for a culturally responsive classroom. It acknowledges that while the teacher's school and classroom promote cultural inclusiveness, more could be done to actively implement cultural responsiveness into the curriculum. This involves letting go of assumptions about any culture and recognizing, supporting, and embracing all cultures without generalizations. The school provides opportunities to bring families and the community together through afterschool activities and being engaged in the local newspapers. However, the teacher wants to have required parent conferences each term to further enhance partnerships with parents. Overall, the document reflects on promoting a more culturally inclusive environment through cultural responsive teaching and learning.

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    Striving for a Culturally Responsive Classroom

    I would love to be able to say that my school and particularly my classroom is culturally

    responsive and promotes cultural inclusiveness. I do believe it is and we do, however, I cannot

    say that it isnt something we could promote further and more actively implement into our

    curriculum. I think this begins with letting go of assumptions about any culture or diverse group.

    As Cris Cullinan introduces in her document, Vision, Privilege and the Limits of Tolerance, there

    are three presumptions about the dominant cultureinnocence, worthiness and competence

    (Cullinan, 1). In order to promote cultural inclusion, all cultures need to be recognized,

    supported and embraced. There is no room for generalizations or assumptions no matter if they

    are positive or negative.

    Willits Unified School District is very active with students parents, families and the

    community. We provide opportunities for afterschool activities that can bring families and the

    community together to support each other, the school, and education. The small town has two

    newspapers and Brookside Elementary, where I teach, is frequently in the news sharing the

    excitement and happenings with the town. Our school has frequent family fun night type

    activities for students, families and teachers as well as parent-teacher opportunities to engage

    parents in their childs education. In my classroom, I send home a weekly newsletter with

    corrected assignments and worksheets so that parents can read about and see what their child is

    doing in my class. Also, I have an open door policy with the families of my students and

    welcome parents to come and observe or help whenever they would like. In order to enhance

    partnerships with parents, I would prefer to have required conferences with parents each

    trimester. We do our best to meet with parents during the first trimester, but often do not invite
    parents back again. While I do encourage parents to come in, call, or email me at anytime, this is

    not something that happens as frequently as I would like.

    John Attinasi explains multiculturalism as a movement that affects school leaders,

    parents, community members, and society as a whole (2). I agree that multiculturalism will

    affect these people, but more importantly, the movement is made possible by these people.

    Attinasi also states that the first notion of multicultural education was only needed for culturally

    and linguistically diverse people (2). I am content with the ELD program at our school, but also

    wonder if this is was he is referring to. I wonder: Is a special class for students from diverse

    cultures that requires them to be removed from the inclusive classroom to get the support they

    may or may not need culturally inclusive?

    I find that cultural inclusion is difficult to push in the classroom. I do however, feel that

    it is very necessary and plays an important role in the development of students from all cultures

    and backgrounds. This course has been an eye opener for me as a member of the dominant

    white culture and as an educator of diverse students. I hope to further promote an environment

    of cultural responsive teaching and learning.


    References

    Attinasi, John. Academic Achievement, Culture, and Literacy: An Introduction. 1994. NCREL.
    Urban Education Monograph Series.

    Cullinan, Cris. Vision, Privilege and the Limits of Tolerance. Electronic Magazine of
    Multicultural Education.

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