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D Performance Assessment Task 1: D Western Governors University Essential Practices for Supporting Diverse Learners-D A. In my culture, it is expected that you graduate from high school and move on to college to prepare yourself for a good career. Good grades have also been expected; anything less than a B was simply unacceptable. Even if you do not utilize the exact degree that you earn, it is pressed into you that having a degree will get you further into a job than not having one at all. My family’s view on education is a necessity instead of a choice. The same goes for people in my distant family, friends, and the majority of the community. Getting a college degree to better your future is simply expected of you. I think this is the case simply because the exact opposite scenario was the case for my parents growing up. My mother barely graduated high school and my father dropped out to start working to help support his family financially. I believe being brought up like this will help me as a teacher by being able to motivate my students in a positive way to want to learn and go to school. I can use some of the same methods my family used to encourage me to go to school and also come up with new techniques to encourage my students to further their education. One way of doing this is by telling a student what they will get in return by furthering their education according to their own induvial interests. If a student dreams of becoming an elementary school teacher, that dream is only possible if they first attend college and get that degree. Where I grew up, family is the most important thing in life. Most everyone in the community is also very close with their families and see them often. Your friends are also like
family and considered just as important. In my culture, it is important to be respectful to family and friends. I believe this comes from living in a town that was mostly from the Christian religion, so everyone had the same upbringing and the same beliefs. It is expected to treat everyone with respect, be kind, be honest, and help out any time you can no matter what race, background, wealth, or other aspects that effect a person are. This will help me as a teacher in the future by treating all of my students as if they are my own family. I will treat them all equally and help them in any way possible to achieve. The town that I grew up in was an all-white community. I did not really get the opportunity of experiencing individuals from different backgrounds until I went to college. At my first university that I attended, there were many people from different states, religious beliefs, races, cultures, etc. I played on my university’s women’s golf team and that was where I was really introduced to people from different backgrounds. I had multiple teammates from Canada, England, and Scotland. Not a single one of my foreign teammates believed in God and were atheists, which is exactly the opposite of my personal beliefs and experiences within my community growing up. Their personalities were all very similar as being loud, outgoing, and assertive. In my own culture, it was expected that a woman not be quite so assertive. One of my Canadian teammates introduced me to one of her cultural foods called poutine, which were French fries covered in gravy. In return, I made her one of my cultural food staples which was biscuits and gravy. One teammate was still learning English as a second language. To communicate with her, we would communicate a lot through gestures and pictures. We also helped teach each other common terms in each of our languages. Overall, it was a wonderful experience that opened my eyes up that every person in the world is both similar and different in a multitude of ways. I believe this experience will help me the most as a teacher once I have many diverse children with different cultural backgrounds. It will help me be accepting of all backgrounds and
learning by minimizing Hannah’s opportunity to use and hear English being spoken which gives her less opportunity to learn it. The less she knows about the English language, the less she will understand what is being taught to her at school. Bc. Hannah understands and uses a lot of English correctly, but replaces more complex words that she doesn’t understand with simple words that she does know. She does not have this same issue with reading the English words on a simple list. For this reason, as well as her lack of opportunity to use and practice the English language outside of school, I personally believe that Hannah has been misidentified as a student with a specific learning disability and is actually an English Learner who is in need of English language support. I can use equity pedagogy in this scenario to help Hannah in the classroom by requesting further testing to correctly recognize her misdiagnosis and classify her as an English Learner and put proper instructional supports in place. I would acknowledge and embrace Hannah’s cultural differences and address her needs from an asset-based, culturally sensitive framework which would be different than the deficit framework she is currently getting through misdiagnosis with special ed. The different in these two frameworks is the following: “According to Rose (2006), a deficit model is one that focuses on what students cannot do. If a student is underachieving, those that work from a deficit model believe the failure is because that student is not trying hard enough (Lombardi, 2016). When working from a deficit perspective, the practices and assumptions that emerge tend to cover up the abilities of students and teachers (Weiner, 2006). On the other hand, an asset model, or abundance model, focuses on what a student can do: their strengths, skills, talents, interests, and competencies (Renkly & Bertrolini, 2021). Using an asset-based, culturally sensitive framework can motivate Hannah by focusing on her strengths and using things from her culture that she is
familiar with and can relate to personally as encouragements to learn. For example, I may use an article with more complex English language about a story involving Hannah’s Hispanic culture. This could get her interested in the reading and help her grasp the meaning of the more complex English words that she doesn’t yet understand. References Renkly, Shannon and Bertolini, Katherine (2021) "Shifting the Paradigm from Deficit Oriented Schools to Asset Based Models: Why Leaders Need to Promote an Asset Orientation in our Schools ," Empowering Research for Educators: Vol. 2 : Iss. 1 , Article 4. Retrieved from https://openprairie.sdstate.edu/ere/vol2/iss1/ Western Governors University. (n.d.) Middle_High School Case Study. [PDF Document]
