Christian Iafrate

December 1, 2016
SED 322
Part 1
1. Discuss which one (or two) disposition(s) you believe you've
made the most personal growth in this semester:
Responsibility and Capacity to be Culturally Responsive:
Culture Responsiveness in teaching is defined as being an
educator who connects student's cultural knowledge, prior
experiences, and overall performance styles to their academic learning
(Kozleski). It is finding ways to legitimize upon what a student already
knows by embracing their sociocultural realities and histories through
what is taught inside the classroom (Kozleski). This is a major factor,
especially in the vast majority of American School systems. Prior to my
internship this semester, I had been only involved with school
communities that are upper-middle class white dominated, whether
that it be me personally growing up in school or my past 2 internships.
There is absolutely nothing wrong with these facilities the students that
are enrolled in them, however it really limited my overall vision and
ability to become a culturally diverse educator of the future. It is
because of this that I grew to appreciate my current internship so
much more than simply a curriculum-based guidance tool. I was placed
in a school that is heavily diverse, with students of multiple different
cultures and socioeconomic backgrounds. It was a bit overwhelming
initially but I quickly grew accustom in learning how to adapt my
teaching style/practices so that they extend to all rather than a narrow

portion of my students. Culturally Responsive Teaching requires that

teachers transcend their own cultural biases and preferences to
establish and develop patterns for learning and communicating that
engage sustain student participation and achievement (Kozleski). I
think that this was a major personal element that I needed to tackle
with myself upon beginning this semester. My IMT showed me
excellent leadership skills in conquering these obstacles, which by the
completion of this semester I feel I did. I have grown to become a
much more Culturally Responsive professional both in/out of the
classroom.
2. What will culturally responsive teaching look like in my
classroom? How will I embody at least one of the principles
from CRT (Academic achievement, Cultural
competence, Critical consciousness)?
I think that being a Culturally Responsive Teacher starts with the
decor that I decide to present on my classroom walls for all of students
to see. Many of the classrooms that I have had experience with all
depict similar classroom images, posters, quotes, and styles on their
walls. I feel that a Culturally Responsive teacher will provide students
with diversity inclusion and responsive emphasis by displaying images
that help support the welcoming of all students. I know that their will
be many aspects of my curriculum that will be limited due to the
needed state and literacy standards that I will be required to teach.
However, if I can portray cultural inclusion through appropriate

responsive imagery and quotes, then perhaps I will help better support
my overall student community. Another way that I will help support
overall responsiveness amongst my students will be to quickly
establish social norms at the beginning of the school semester. Norms
that will help set up my classroom in a way of acceptance, destroying
any biases and boundaries that students may bring into my classroom.
I would like to try my best to set up a "community" rather than a
"classroom" by the conclusion of each school year.

3. How will I use professional competencies to drive the

relationships that I have with students, parents, and
colleagues? (Please discuss each competency and how it will
impact stakeholders).
Professional competencies will be a key focal point to the
relationships that I will develop with students, parents, and colleagues.
For starters I believe that the first thing that I will need to control are
any of my own personal biases that I may have towards others. We all
hold some form of a bias whether we are aware of it or not, and as a
teacher we must work to destroy all of these prejudices. I will show a
true understanding of others and myself, by displaying my thoughts
and beliefs in a way that openly welcomes all to freely familiarize with
my curriculum. I will suspend my own judgments in drawing moral and
ethical conclusions of others before truly getting to know who they are.

There will be no premature judgments present inside of my classroom.

I will work to build upon enthusiasm and energy by strengthening the
relationships that I build with students, parents, and colleagues. I will
do this by becoming an asset-based instructor that aims to move the
productivity of those that I encounter to a higher level than they may
have been in the past. There will be no deficit-based thinking when
maneuvering through the relationships that I build with others. Finally,
my locus of control will aim to help guide the various situations and
multiple experiences that I will encounter as an educator. Each day will
present a new batch of challenges, and having a strong locus of control
will help better prepare me for any situation that needs my attention.

4. Identify two examples within your teaching practice where

you will demonstrate principles consistent with Culturally
Responsive Teaching.
The first major part of my teaching practice where I will
implement culturally responsive teaching will be to quickly establish
social norms throughout syllabus week of my teaching practice. I think
that having classroom norms and appreciations will help for us to
quickly establish a community rather than a classroom. This will help
better enhance our learning in a positive manner. The second form of
cultural responsiveness will be to welcome all histories, cultures, and
beliefs on my classroom walls. Provided that the images and pieces of

works are appropriate, I believe that showing cultural acceptance and

diversity inclusion will have a major impact in highlighting the overall
environment that I will aim in achieving inside of my classroom.

Works Cited:

Kozleski, E. B. (n.d.). Culturally Responsive Teaching Matters!

http://www.equityallianceatasu.org/sites/default/files/Website_files/Cult
urall yResponsiveTeaching-Matters.pdf