Standard Seven: The pre-service teacher models effective verbal, nonverbal,
and media communication techniques to foster active inquiry, collaboration, and
supportive interaction in the classroom.
Performance Indicator 7.2: demonstrates sensitivity to cultural, gender,
intellectual, and physical ability differences in classroom communications
and in responses to students' communications.
Artifact: Observation Form from August 31, 2005 and Author’s Purpose Lesson
Plan
Course: Student Teaching
Rationale: Standard 7.2 requires the pre-service teacher to demonstrate
sensitivity to cultural, gender, intellectual, and physical ability differences in
classroom communications and in response to students’ communications. This
lesson plan illustrates cultural sensitivity with a discussion of “How My Family
Lives in America,” a story about a Chinese family. Through this story, students
learn how the Chinese culture is similar and different from the American culture.
Using popsicle sticks to randomly call on students demonstrates gender
sensitivity as I pose questions to all students. Similarly, posing questions on all
levels of Bloom’s taxonomy illustrates intellectual sensitivity as I take into account
individual needs.
Reflection: In my student teaching classroom, there were a wide variety of
cultural, gender, and intellectual differences. Throughout the eight weeks, I
gained experience modifying my lessons to meet these individual needs. One
technique I learned was using popsicle sticks to call on students. With this
technique, all students have an equal chance to be called on. This requires
students to pay close attention because they do not know who will be called on
next. Periodically, students struggle with the question they are asked to answer.
At times like these, I restate the question, offer choices, allow the student to
consult with a buddy, or prompt to modify for various intellectual abilities.
Cultural sensitivity was continually displayed as I allowed students to refrain from
saying The Pledge of Allegiance, invited students to explain holidays such as
Ramadan to the class, and incorporated multicultural education into lesson plans.
To improve, I would like to learn more ways to differentiate instruction to meet the
needs of high achieving students. As I evaluated my teaching, I found that I
often modified lessons to meet the needs of low achieving students, but
struggled to challenge gifted students. At times, I exerted so much energy trying
to help the low achieving students succeed that I did not adequately provide for
the gifted students. As a former gifted student, I understand the boredom and
frustration one can experience when learning activities are repetitious and
unchallenging. In my classroom, I will continue to learn methods to communicate
in ways that meet the diverse needs of my students.