The second standard of InTASC states that teachers should be mindful of the different cultural backgrounds that students bring to the classroom and work to incorporate this amongst the students. Teachers also know that every student understands and learns at a different pace. The teacher will adjust lesson plans to incorporate to reflect student diversity. Student’s backgrounds provide opportunities for the teacher to teach about tolerance for their classmates and promote acceptance for the classroom community. Cultural celebrations are an opportunity for the educator to engage students as sharing about one another. Gifted and special education students require differentiated levels of learning. As a teacher, I will use these various levels in language arts via reading groups. Another way to demonstrate standard two will be by having students mentor a fellow student, for example, reading buddies, which give students the benefit of learning from each other.
As an educator, I will embrace the different cultures that will represent the classroom while encouraging the uniqueness that is them. This demonstration of standard two will provide my understanding of this standard and allow students to embrace each other’s differences. Typically the celebrations will happen in December, as the students will explore how different countries celebrate Christmas. As Christmas is not the only celebration, students will share their traditions for that time of the year by bringing pictures and items to share with the class.
Differentiated Reading Groups
As a teacher, I will demonstrate the proficiency of standard two by incorporating differential learning within the various reading groups. I will utilize data gathered from Phonological Awareness Literacy Screening (PALS) assessments and the Developmental Spelling Analysis (DSA) that the students have completed. This data will assist in the placement of students within proper groups for reading. As each student works within their zone of proximal development, I will monitor the student’s progression and adjust the reading groups as needed.
Reading Buddies
As a facilitator of students, and knowing what area the students are using-but-confusing, I will establish reading buddies within the classroom with stuffed animals so that the student can practice reading out loud. The students will also have reading buddies with an upper-grade class. Inter-grade reading buddies will provide for different levels of engagement for the students to interact with each other. This modeling approach helps young readers see the best method of correcting themselves while working with their peers; while allowing older readers to take ownership of their reading abilities. The students will also participate in an interview that will enable the students to facilitate a bond.