Let us think about this......from Peach Smith

 Do you agree?   Do you disagree?   Do you have something to add?  

Chapter 3 of the textbook is on culturally responsive teaching in today's diverse classrooms. As someone who is a first-generation American, whose parentage is Irish, English, German, and Czech, and who has lived in a broad variety of countries and environments, being culturally responsive, for me,  is not a new concept, neither is working with diverse learners. Last year I had the following variety in a single classroom: a Ukrainian, a Turkish/Swiss, a Ugandan, and an Israeli/Peruvian. It was absolutely delightful and made for a rich and varied environment for everyone - and watching the Ugandan attempt the Cossack dance, or the Israeli/Peruvian taste Ugandan food led to memorable experiences. My question is: we live in the USA. Every country has a unique culture and heritage however,  I believe that the value of the American culture and its heritage are both being hotly debated at the moment. 

How does one balance culturally responsive and respectful instruction with an understanding, respect, and pride for our own country?  The text discusses adapting questioning types to the kinds of questions familiar with students - which is something I certainly do every day for students regardless of many backgrounds, since, I suggest, that everyone learns differently. But how much responsibility does a teacher have to help a student become familiar with the modes of learning expected in this country, especially if the student is on track to attend an American University?

Katie and Dr. Ries are asking questions today

Today there are two questions:    

1.   Can you recall a lesson in which culturally or linguistically diverse learners were part of the classroom?    How did these students participate in the class?   How did the teacher respond?   Were modifications made for these students?     If so, describe the nature of those modifications.   Do you have a diverse population of students in the class in which you are presently observing?    What type of modifications are being made for those students?  

2. Are you finding that you are receiving helpful guidance from your cooperating teachers and your university supervisor?    What suggestions have they made that have been particularly helpful?   What actions have they taken that have been particularly helpful?     

Dr. Ries on Monday with a question

 How many lessons have you observed this semester?   Have you seen any of the strategies that we have discussed in this class being used in the lesson?   What were two positive things that you took away from that particular lesson?   Would you have done anything differently?    

 Why, in your opinion, would it be helpful to your students for you to set aside a lesson on the structure of the textbook that you are having them use this year?