Part 1

1. This semester, I have found that sociocultural conciseness has made the most
impact on my personal growth as a teacher. Social consciousness is understanding
that peoples ways of thinking, behaving, and being are deeply influenced by such
factors as race,ethnicity, social class, and language. (Villegas, Lucas 22). My IMT,
Larry Maley, does a very good job of this as he relates to students every chance he
can, and he tried to account for all the students in the class, not just a selet few.
2. According to Ana Maria Villegas and Tamara Lucas, culturally responsive teachers
(a) are socioculturally conscious, (b) have affirming views of students from diverse
backgrounds, (c) see themselves as responsible for and capable of bringing about
change to make schools more equitable, (d) understand how learners construct
knowledge and are capable of promoting knowledge construction, (e) know about
the lives of their students, and (f) design instruction that builds on what their
students already know while stretching them beyond the familiar. (Villegas, Lucas.
20). I believe that these values make an educator stronger for all the students, not
just the minorities. A teacher that is culturally responsive is has the mindset that all
of the students matter, not just a select few.

3. Suspending Judgment.
Even when it is frustrating for the teacher, we have to identify, pause, and recognize
a the situation. If we suspend judgement, and pause to think about why the situation
accrued the way it is, it might be not the initial reason you think it is. This can be
applied to colleagues as well, where a fellow college says something that the
teacher disagrees with, it is still important to pause and think why the teacher did
what they did, and communicate with them.
Asset-Based Thinking Asset based thinking is consciously seeking aspects of
person and building on strengths, even if they may not be immediately apparent. I
think the emphasis is on the latter of the statement. Conflict situations can get
emotional, masking any positive strengths the person in conflict may have. In the
classroom, perhaps the student that talks the most may be disrupting, but if you can
steer them to talk a lot about the content, then that student can be an asset.
Interpersonal Awareness: It important to understand how I am coming across to
the other person, how I am contributing to the problem, and how I affecting the other
person. If my words and actions offend a student, parents or colleague, I need to
realize that. Even if a parent coming across as frustrating to me, I have to respect
that parent, which includes talking about that parent behind his/her back. By doing
this, I am presenting him/her in a negative ways to others. This also may make me

look bad to other teachers who may like him/her, or simply believe my actions are
unprofessional. If I am truly feeling harassed by a parent, I can calmly go to the
principle to access the situation.
Locus of Control: Locus of Control means to focus your energy and attention on
things that are within your ability to control or affect. For example, during the case
study we did in class, with the example of Dr. Dufraine, a teacher that refused to
participate in a hypothetical project, instead on focussing on Dr. Dufraines decision
to not participate, and instead of talking behind her back, I could be proactive and
discuss with her the issues she had with the project. I could also just focus on doing
a good job with the project without her. It wasnt necessary for her to participate,
because everyone else is. The best way for her to realize she made a mistake, is by
showing her how successful the project was. This fake scenario is a great example
of how I should act incase I have a colleague who refuses to help me out, or go
along with a project I want to do.
4. One example where I was culturally responsive during my student teaching was
when a student was acting out in class. Instead of simply punishing the student, I asked
him whats going on? and he shared with me all the problems he is facing at home. As
a teacher, I believe that its important to care about these types of things even though its
not mandatory. Another example was when a student asked me a question about a

racist stereotype. Since my school is not very diverse, I took the time to talk about
stereotypes and the damage it does to society. I believe this helped the students reach a
point of multiculturalism that they needed.