Christian A.
Ligato Beed-II-B
NA/Negros College Inc.
MTB
I. ACTIVATE
1. How do you feel about the quote you read?
- I feel sad for indigenous peoples, and their communities worldwide that are still
grappling with the legacy of colonization, being not able to speak with their ancestral
language.
2. Do you believe that language is related to empowerment and identity?
-Yes it is related because, language can be regarded not only as a communication
tool but also as an attribute of empowerment and cultural identity.
3. In your words, how would you define culture?
- Culture defined as all the ways of life including arts, beliefs and institutions of a
population that passed down from generation to generation.
A student’s belief, attitudes, and subjective norms are all circumscribed in
culture. Most of the time, culture affects, in a variety of ways, how different students
prefer to learn. Teachers should consider a diverse method of teaching to suit varied
aspects of students’ different cultures. Even though people are not aware of it,
culture governs their thought beliefs, and behavior (Gay, 2010b). Therefore, what is
culture? How would you define culture?
Guide Questions:
1. What were the common themes of ideas you observed in the definitions above?
Why do you think these themes were important?
- The six themes of CRE from Stembridge include engagement, cultural identity,
relationships, vulnerability, assets, and rigor. These six themes overlap but are listed
separately to elucidate the connections with classroom assessment. In practice, they
are impossible to separate.
2. On the other hand, what was unique in each definition? What do you think are the
reasons for these uniqueness?
- for me its experiences and frames, approach to education, a type of pedagogy, and
recognizes the uniqueness or the majority and the minority in the body of students.
3. If you were to handle a class where some or the students come from indigenous
groups, how would you prepare? Why?
- 1. Have a Sense of Humor
You have to have a sense of humor in the classroom. If you do not there will
be a disconnect because the kids will not like you and you will not like the
kids. Using a sense of humor with your students is the best way to disarm a
bad situation.
Be sure to be careful with your sense of humor. If you try to carry it too far
with students who do not understand their limits, you could have a potential
rowdy class who thinks you are a clown and a pushover. Dispel this notion by
constantly giving the kids guidelines. Once they have the guidelines for
classroom behavior, they will “get” your sense of humor.
2. Never Raise Your Voice
A disruptive class is just waiting for you to raise your voice and yell at them—
they love it. It gives the students a chance to raise their voice and argue back.
They love retelling stories about the teachers who "lost it," especially if they
know they were the ones who caused it. Be careful that you don't show up in
their Twitter feeds. Do not give them the pleasure. Staying calm, cool, and
collected is the key.
3. Use The Silent Stare
When my classes are talking too much or out of their seats, I stand in front of
the class and simple stare at the class. One of the students gets the hint.
Then I hear, “Shhh, shhh, shhh!” all over the room. I act like I did not even
recognize the loudness in the room, and I start or resume.
There have been a few times that it has taken a class too long to quiet down.
In those few occasions, I say, “Obviously, you know what is going on today.
The assignment is on the board. I am not wasting my time with you. You are
on your own.” They are all aghast. I go back to my desk, and one at a time the
kids trickle back asking for help. This may seem harsh, but it works. I do
eventually go back to the front of the room and ask in a humorous, sarcastic
tone, "Would you like me to explain?" They usually give a resounding, "Yes!"
Even though they would like to make you think you are unimportant at times,
most of them know they need you.
4. Learn Your Students' Names
I have to admit, learning their names is the hardest part for me. I start looking
at rosters over the summer.
If you have a troublemaker in class, you want to be able to call that student by
name on the first day of school. Unfortunately, the ones who want to cause
problems are the ones easiest to remember. The kids who do not say much
are the ones I need to work on most.
Remembering their names shows all your students that you care about who
they are and what they do. Many times, just knowing a name will help stop a
kid from creating trouble.
Lesson Synthesis:
What would happen to a class if the teacher does not consider the student’s
culture? In your own words, how would you define culturally-responsive education?
What are some of the instances when you would need to create or understand a
community’s socio-cultural profile? Explain your answers.
- A teachers insensitivity to other cultures can lead to a variety of things thatch
negatively impact students learning. Students may become offended and therefore
be put off learning, reluctant to participate, truancy, dislike the teacher, and become
disruptive in class which affects not only theirs but others learning.
