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375742070 final reflection paper
Elementary Course
University of the Philippines System
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RUNNING HEAD: FINAL REFLECTION PAPER 1
Final Reflection Paper Sydney Milligan University of Lethbridge Social Context- EDUC 3603 March 7th, 2018
Part One: Self Analysis Thinking about my past experiences in school, living in Lethbridge Alberta, brings forth many social and cultural affiliations that form many thoughts in my head about privilege and power. From a collective point of view, education is viewed as very important in Canada and specifically experienced in Southern Alberta. Cultured schooling means patterns of behavior that have been adapted over time. Growing up in a predominantly white culture, I felt as if I was the majority during my entire experience in school. Feeling as though the social and cultural aspects of schooling did not shape who I am today, because of the advantage I was placed in. Although looking back now, I have formed an appreciation for the social and cultural aspects, as they are the reason why my school experiences were so rich and inviting. I was very fortunate to attend schools in which provided each student with quality education, extracurricular activities, and sports. This was because of the tactic norm that was set from many years prior, creating a structure in society that is now set out in schools to teach responsibility, power, and cultural class. As a privileged white individual, I was given numerous opportunities to challenge myself as a student, athlete and as a creative individual. I was given ample support and grant to pursue my efforts in whichever area I was interested in and felt support not only from my family but also whichever school I was attending at the time. I believe this grant is not always given to every individual, which is why I feel as though I was very privileged growing up, and I believe this derived from my culture. The term “Culture” not implicating my cultural background, but my own personal culture; I grew up in a very athletic, academic, and all-encompassing family, which led me to become very successful
price is attached, which is why I look back and have been very cognoscente of what I am given now. These appreciations have opened up my viewpoint of our wonderful school systems and how open they are to providing each and every student with anything they need to succeed. Part Two: Textual/ Contextual Influence on Education Throughout the semester, our class was exposed to many texts that were intended to aid in our learning, and expose us to many factors that influence our teaching, that we will be doing in the near future. Within each text, a different message was portrayed in relation to creating inclusive classrooms, which are becoming more and more prevalent. “The Gender Spectrum” was one article that right away jumped into my head because of the fact that it is much more prevalent now in schools to have children that identify differently than just male or female. As an overarching topic, this difference has come to surface much more than ever before, which is why I thought reading this article was very important and is even more important to discuss now. When I was in middle school and high school, I did not recognize that there were individuals who identified differently than my male peers or myself. This notion has been introduced more and more over the years, and has been shaped because of the past and has been enforced because of the future and its upbringings with acceptances. I believe the difference in school now, not only with cultural groups but also spiritual groups has shaped schooling and education surrounding it. Teachers are much more aware that they must teach to the times, and teach to the concepts that are easily going to shape a dynamic. I believe this article definitely leads to introducing classroom inclusivity in a
new light and creates a road map for teachers who possibly are struggling or in need of a hand of more information about the new concepts that have been introduced not only in schools but also in the surrounding communities throughout the world. Additionally, another article that fits hand in hand with this topic is “ Toward a Conception of Culturally Responsive Classroom Management.” This article conveys a message that because there is an increasing amount of diversity in the classroom, with that comes much difficulty with managing a group of students that is so multicultural. It is said that teachers lack the knowledge and resources that create competence in the classroom, such creating issues in the classroom regarding control and organization. Often conflict arises when students and teachers have different cultural backgrounds, which is very obvious, especially when teachers lack knowledge relating to culture and social affiliations. Creating inclusivity in the classroom is hard when students do not feel welcome and acknowledged, this is why this article is important to read and appreciate because of the information granted about multiculturalism. A progressive perspective is taken when wanting to increase awareness of racism or possible differences, which can allow students different opportunities to become educated on possible terminology that is more appropriate when trying to form relationships in the classroom. It is important to recognize that with multicultural classes, all components must be considered and not taken for granted. Teachers must become educated on possible factors that may cause conflict and difference and create as much equality as possible. The power of words is extremely important in a classroom setting, as knowing the proper terminology and educating others is very important when the end goal is to create a space of inclusivity and fairness amongst all. Possibly trying to build up trust In the classroom, by partnering
In “Driving Teens Ego’s & Bullying through Branding” an article we discussed, it was explained that teens are misguided by technology and manipulating teens into thinking that materialistic lives are those of which they should live in and involve themselves in. The Meta-message is that technology is something that can solve all problems. The problem is, technology has a way of representing how teens should fit in and subject themselves to the status quo, in such they will be better human beings, or look as though they are ‘cooler’, or more ‘hip.’ This message is manipulating teens into thinking that if they purchase certain items that are popular, their personal well-being will increase, their character, persona, the image will also increase thus become more popular. As there are always pros and cons to everything in life, technology can definitely be foreseen as something that is detrimental to education if not used correctly. Technology has a way of consuming lives and has a way of giving false hope. If used incorrectly technology can rob teens of self-confidence, self-esteem, and belief. It was said within this article that some solutions could definitely be considered when implementing technology, one of which is decreasing the amount of screen time, so when technology is incorporated it isn’t taken for granted. Allow students to work in alternative environments and encourage students to work outside of the four walls they are consumed by each and every day. Classrooms are becoming more interactive and enjoyable now with inclusive classroom layouts, where students can sit in non- traditional chairs, or can stand, bike, walk on the sport etc. while learning. Allowing teens to understand the detriments of technology is key in education. Teachers are individuals who can convey correct messages when incorporating technology into the classroom, and
it is of great value to portray technology in ways that are correct, not using them as a novelty, but as a supplement in teens learning. Technology can be a very important aspect to include in the classroom but must be used with caution. It is important to remember that technology does not always have benefits, it can create misguided teens with commercialism, advertising, purchasing etc. which can enable students from learning the main message that is being taught in school at the time. Use technology as a guide, and a support in the classroom, to help in various ways. Do not let it become the distraction that takes away from the educational setting. Classroom management with technology is something that each educator will become equipped with, when more knowledgeable about the matter. Inclusive classrooms can be designed how it best fits the teacher, and in my point of view, I have a vision of how I will incorporate technology, and I would like to have a technology center in my classroom, somewhere where students can go, if and when they need supplementary information or need a space to be comfortable in to aid in their emotions. Technology does not only need to be used for research, it can also be used for other things such as emotional, resourceful, mental, etc. components that occur in the classroom every day. Technology can also be used as a tool to introduce inclusivity concepts and allow students to explore how they can adapt their mindset and attitudes towards differences in the classroom. Teachers can use technology to their advantage to not only educate but to raise awareness of inclusivity and what that entails, which opens up students to many possibilities. The various websites, online games, online platforms, information etc. can be utilized to support learning in the classroom, but only if used in an appropriate manner. Creating success in the classroom can come from the use of technology, and will
“Inclusive Education” by Conona Petrescu noted as a constant process of improvement in the educational system. The goal is to create opportunities for people with disabilities, to participate in regular education, but also to educate those who are not disabled on why it is important and beneficial to have those who are diverse participating in school. It is of huge advantage to have inclusion in schools because it represents that all humans have the freedom and opportunity to participate and act upon their rights. Those individuals, who are not granted freedom of participation in every activity, are disadvantaged, and with inclusion, schooling can be much more accepting and welcoming of that. When relating this article to class material, critical pedagogy is one term that was discussed on the level of which is entails promoting social justice and equality. Inclusivity is the result of critical pedagogy, as it promotes quality through theory and practice. With that, it is important to recognize that we must acknowledge and treat everyone as equals. How do we create an authentic sense of belonging? In Creating Inclusive Schools for ALL Students, it was mentioned that it is important that inclusivity isn’t developed because of the students that are different and need additional assistance. Building inclusive schools are to prove that every student should be treated equally and should be able to behave the same within a classroom setting. In this article, it was stated that within the school, they had both children with disabilities and those without all in the same classroom to enhance learning. Inclusion does not mean, however, moving a high demand of students with disabilities into a normal classroom because this creates an island for those who are disabled and still creates a divide. Inclusion can be thought about as placing students of all abilities and disabilities in classrooms in natural proportions, so
each teacher can serve every kind of student. These kinds of classrooms allow for each student to feel like an integral member of the class and feel connected with their peers regardless of their race, ability, language etc. Support should be given regardless of the student, thus why not make inclusion about every type of student, not just about those who usually seek special attention. It is important to take into account that having students of all abilities creates a diverse spectrum of learning and allows for a mix of teaching strategies that can be applied in the classroom. For teachers, it is to their benefit to have students of all abilities to participate in the classroom, to lead their teaching in multiple directions, and open up multiple perspectives and various ideas. Fostering practices when relating to inclusive education within schools starts with the individuals who are in need of a change. In the article “The Principals role In Creating Inclusive Schools for Diverse Students: A review of Normative, Empirical Literature on the Practice of Educational Administration”, It is mentioned that the role of the administration is to create diversity, promote inclusive school cultures and instruction programs while building relationships between the school and community. I do believe this article brings up constructive points to think about in regards to who is in charge of creating inclusion, and when it comes down to it, those who are allowing students into a school somewhat have the responsibility to create inclusion within the school environment. Administrators are those individuals who make many decisions throughout the process and it is important to remember, without diverse children, schools cannot be inclusive and multicultural.
safe, welcome or equal in the space they are in. Everyone is unique, so embrace the uniqueness and use that as a tool to create a diverse, inclusive environment. Within my philosophy, I believe it is important to include children with disabilities, and students with language differences, for example, ELL students, ESL and EFL as they are a huge reason why there is inclusion in schools. From a physical education standpoint, in my philosophy, it is my hope to create lifelong active learners and when relating to any type of class, not just physical education, one can adjust that to creating life-long learners. That meaning creating a challenge for all students, to want to learn and love to learn, not only with the sameness in the classroom but also embracing the differences, to better the classroom environment. Despite the risk of differentiation and the problems that could potentially arise with this, increasing heterogeneity can also offer students opportunities to explore other cultures, thus making them more comfortable with the multi-cultural instances that are occurring in the classroom. Students are not forced but encouraged to explore other genders, races, cultures etc. so they begin to understand what it is like to be in another individual’s shoes other than their own. It is my hope, I can create this type of thinking, and that my students gain an appreciation for one another and the differences that set them apart. It was discussed in class that Introducing days like culture days, or involving the Olympics, or possible parades for sexuality and gender can all occur in the classroom, and within the school's community. It is important to remember as a teacher, you can control these types of events and plan around the dynamic of the class you have. These types of things can encompass every type of student in the group and can create cohesion and increased awareness.
When thinking about inclusivity, I can think of many times throughout the semester that we highlighted many strategies and tips within the readings and class discussions that contribute to making a class diverse and one of a kind. It not only takes the students for this to occur but also the teacher to facilitate the differences and allow for cohesion to result. Making a classroom, not only based on individual success, with openly accepting the differences, but more importantly facilitating a classroom that forms group success is key. Celebrating differences in the classroom is so crucial and can evidently help with classroom climate. It was mentioned in the ELL tip sheet, and of course within the content introduced that it is important to not only teach the language, but to also teach the meaning behind it, and this can relate to any difference in the classroom. Some examples of these differences are gender and sexuality, as they are more typical now in the classroom. Providing resources to students can help them to understand the facts and complimentary meaning about the topic, and also give them more reason to discuss feelings associated. I also believe that introducing students to clubs, after-school activities, and extracurricular sport can also allow students to become involved in the school's diverse sea of students and can expose them to new individuals who need friends, support, and assistance. This gives them the hands-on experience that truly will make the impact when learning how to adhere to diversity. As a teacher, I believe it is important to include in your philosophy all of the differences one will encounter. It is important to remember that inclusivity is only emerging, and will continue to become more and more diverse over time. It is within your hands to facilitate learning of all the students in your classroom and within the
References Bondy, E., Ross, D., Gallingane., & Hambacher, E. (2007). Creating environments of success and resilience: Culturally responsive classroom management and more. Urban Education , 42(4), 326-358. Causton- Theoharis, J., & Theoharis, G. (2009). Creating inclusive schools for all students. The Education Digest, 74(6), 43. Dittman, M., (2004, June) Driving Teen Egos- and Buying-Through Branding apa/monitor/jun04/protecting.aspx Petrescu, C. (2013) inclusive education. Euromentor Journal , 4 (2), 149. Pride Education Network (2012). The Gender Spectrum. Riehl, C. (2000). The Principal's Role in Creating Inclusive Schools for Diverse Students: A Review of Normative, Empirical, and Critical Literature on the Practice of Educational Administration. Review of Educational Research, 70 (1), 55-81. Retrieved from jstor.org.ezproxy.uleth/stable/ Stromquist & Monkman (2014). Defining Globalization and Assessing its implications for Knowledge and Education, Revisited. Weinstein, C., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education , 55(1), 25-38. moodle.uleth/201801/pluginfile.php/153219/mod_resource/content/1/Otherness .pdf moodle.uleth/201801/pluginfile.php/153221/mod_resource/content/1/Sexuality. pdf
moodle.uleth/201801/pluginfile.php/153223/mod_resource/content/1/Technolo gy moodle.uleth/201801/pluginfile.php/153216/mod_resource/content/1/ELL%20I nstruction
375742070 final reflection paper
Course: Elementary Course
University: University of the Philippines System
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