How do your personal beliefs and your upbringing influence your approach to teaching in the classroom? How does your perspective alter your approach in the classroom?

 Cultural/Linguistic  Ethnic  Sexual Orientation  Socioeconomic Status  Religious  Regional  Academic Ability

 24 will be White  4 will be African American  1 will be Asian  1 will be American Indian  3 will be Hispanic  1 will be Jewish  1 will be Muslim  6 will be living in poverty  2-3 will have disabilities  3 will identify themselves as gay, lesbian, or bisexual

In AmericaIn Many Other Countries Egalitarian (open or sibling relationship) Formality (distant or parental relationship) Earned RespectRespect inherent in roles Personal AccountabilityAnonymity of the system Emphasis on originality/Creativity Emphasis on knowledge of material Emphasis on “hands-on experience” Emphasis on Theory Students expected to challenge and engage Students expected to listen and absorb

 Examine how your background influences what you do  Understand and respect cultural differences  Provide a welcoming environment  Build relationships  Provide rationale  Let them choose!  Use a variety of sources  Vary assessments and activities  Avoid using students as spokespeople  Use the diversity!

 How would you begin a conversation with Matt about how his use of BEV will affect his grade on this assignment and on other work in your class in the future?  What limits, if any, would you establish with respect to use of non-Standard English in your classroom?  How does the cultural context of the class, school, and community affect how you would respond to Matt?

 Incorporate visual and hands-on activities  Value the student’s first language or dialect  Provide a safe environment for langauge practice  Provide constructive feedback  Avoid using idioms with ELL students › “Aux calendes grecques”  The first day of the Greek calendar › “El libro so me cayo de las manos”  The book fell out of my hands

 Do you agree or disagree with the principal’s decision to cover the photos?  What principles should teachers follow in selecting materials for display, involving students and parents in decisions regarding such issues, and countering stereotypes portrayed in other forms of media?

 What was effective and ineffective about Ms. Bell’s interaction with students?  Assuming that the reinforcement pattern in these exchanges is typical of Ms. Bell, what effect would you suspect Ms. Bell’s interaction would have on her students?  What, if any, issues of diversity are embedded in this case?

 What limits, if any, would you have set on student choice of topic?  What other issues related to religion are likely to arise in the classroom? What religious issues have you observed in a public school? How was the issue handled? How would you address each of the issues identified? How will you use religious references in your classroom?

 Recognize any biases or stereotypes you may have absorbed.  Create a friendly environment for dialogue.  Be careful to choose examples and words that can be universally understood.  Ask for periodic feedback. (Davis, 1993)