Madison 1

1. Identify and discuss two dispositions in which you believe you've made the most personal
growth this semester:
Sociocultural Consciousness
o Awareness of multiple perspectives on the world, reflecting a persons race, class,
gender, etc.
o Understanding that any hierarchy is due to uneven power arrangements; not
inherent superiority.
Value and Affirming Student Background Knowledge
o Constantly actively learning about students, their families, their community, their
experiences, and their relationship towards subject matter.
o Design instruction around what students already know academically, culturally
and socially. Instruction builds on strengths, interests and funds of knowledge.
Understanding a concept, and applying a concept are two very different things. And I do not
think I had fully considered what that meant when applying such ideologies into my classroom.
To answer the question, I believe I have main the greatest gain in both sociocultural
consciousness and valuing and affirming students backgroundand their knowledge. I also
believe that these to dispositions go hand in hand when it comes to students and their educational
needs. As an educator I have to know and understand my students. What makes them tick, what
drives them, what are they interested, and what cant they stand? All of these are all things I have
to know; but, I have learned that understanding their backgrounds goes deeper than that. I have
to know their family members, and what their home life is like. Do they have a job or are they
responsible for sibling sitting? Do they have internet access? Even whether or not they get
enough to eat at night. All of these outside factors play a hug role in the type of student they will
be. The gap between poverty and affluence is huge, and I have to make sure that all of my
students know that I care about their health and education equally. Knowing my students
backgroundstheir religion, ethnicity, SES, their strengths and weaknesseswill play a major
role in not offending their self-esteems and their feelings of self-worth. One of the worst things
for discouraging a safe classroom environment for my students is to place a mismatch between
what the learner wants to do and is able to do... [Which] results in loss of self-confidence
accompanied by a sense of inferiority and inadequacy, (I Wont Learn From You, Khol) and I
refuse to hurt my middle school students; therefore, I need to make sure that I am always
properly educated on my students and their backgrounds. Recently, I experienced a lapse in
understanding on my part as the teacher. It happened that my last day of teaching coincided with
my birthday. I brought in cookies for the students and myself to share as we were saying our

Madison 2
goodbyes. What I did not know what that a few of my students practice a religion where
birthdays are not celebrated, and therefore, could not partake of the snack. I felt very inadequate,
I had not even thought about my students who did not celebrate birthdays, and I had nothing to
make up for my lack of thought. It really hit home to me, that while I have spent the entire
semester learning about these dispositions, I have not yet put them into practice.
2. What will culturally responsive teaching look like in my classroom? How will I embody
at least one of the principles from CRT?
Critical consciousness: Students must develop a broader sociopolitical
consciousness that allows them to critique the cultural norms, values, morals, and
institutions that produce and maintain social inequities. Students are expected to
engage the world and others critically.
In my classroom I plan to implement critical consciousness into my lessons, and hopefully bring
it to my students attention during all aspects of their daily life. Students need to understand that
they all have such different and diverse backgrounds, and they will have similar and opposing
points-of-view on a plethora of issues and topics. However, I want them to be aware of other
peoples cultural norms and values and morals. In the article, Hope Required When Growing
Roses in Concrete Jeffrey M. R. Duncan-Andrade states that we have to move away from
treating students as, other peoples children and start struggling alongside our students
sharing in the victories and the pain (190). We have to stop sugar-coating history, and mass
media stories. Lying to students about what is really happening outside of the classroom allows
them to move into the world with whitewashed ideologies and general, stereotypical, and
ignorant perceptions. Another of the text we discussed this semester that emphasizes critical
consciousness is Chimamanda Adichie Ted Talk, The Danger of a Single Story. In my
classroom we will read novels, short stories, and articles that let students see into different
cultures, genders, religions, ethnicities, and nationalities. I want them to feel comfortable reading
and researching about values and morals that are different to their own. As the definition states, I
want my classroom to be a place where students, engage the world and others critically.

Madison 3
3. How will I use professional competencies to drive the relationships that I have with
students, parents, and colleagues? (Please discuss all)
Interpersonal Awareness:
Recognizing the limits of your own perspective is the key to understanding the interpersonal
awareness competency. As a teacher I realized that my point of view is limited to my own
background and personal knowledge. However, to a functional relationship with my students I
need to remember that I have blind spots in my knowledge. I wouldnt always know the details
of what is happening in my students lives, and I cannot jump to haste conclusions. As someone
with interpersonal awareness I need to put myself into my students shoes and try to remember
what it was like as a young adultthe feelings and emotions, the arguments, the break ups and
makes ups. Also, I have to remember that while I work with and teach these kids for hours during
the week, I do not get to see them at home. I have to employ these interpersonal awareness skills
when it comes to my students parents and guardians as well. There will never be a time when I
know everything that is happening in these families lives. I need to be able to take that step back
and assess the situation and look at the problem/ issue from a different perspective. Taking that
step back will allow for a more open and cordial dialogue. Lastly, I have to remember to
implement interpersonal awareness with my colleagues as well. Much like my student and their
parents, my colleagues have their own life outside of teaching, and when those differing lives
collide I have to remember to take a step back, and strive to understand their positions. Overall, I
have to think about how my actions and reactions will contribute to our discourse, and whether
or not my limited view is potentially adding problems.
Suspending Judgment:
From the notes taken on suspending judgment, there are three major steps that are need to make
sure an individual is not coming to conclusions based on inherent bias or archetypes. The first
thing to remember is to identify when you are making a snap judgment, based upon assumptions
and not facts. Next, you have to pause to consider all aspects of the situationthis is where
interpersonal awareness comes into play. Make sure that you can view the problem from every
angle, and that you can take the time to reflect about the situation. Finally, you need to recognize
when you are basing your judgments based on a lack of factual information. In a classroom, I
have to remember to suspend judgment when it comes to my students misbehaviors. Many times

Madison 4
teachers dont see what instigates an argument, or worst case, a fight. Instead of disciplining the
original troublemaker, they instead assume that they know everything about the issue based upon
a small piece of the puzzle. Suspending judgment on parents is a little more difficult. Teachers
are very protective of their students, and if they fell that the parents arent investing in their child,
or are neglectful, they need to be able to navigate around those seeming gut instincts, and be
aware of the extenuating circumstances surround that parents responses. Our colleagues also
deserve for us to suspend our judgment of their actions. As a fellow teacher I might feel as if I
am in the position to judge a co-worker, but everyone has different insights and I wont always
understand where my colleague is coming from. But, I still need to be able to assess an issue
without prejudices or biases.
Asset-Based Thinking:
Asset-Based Thinking asks a teacher to constantly and consistently look on the bright side of an
issue. Using Asset-Based Thinking places a positive spin on a potentially negative circumstance.
You have to look for the strengths instead of the weaknesses. Utilizing this professional
competency in the classroom means understanding that all of your students are different, they
have different and opposing personalities, but makes those differences into resources. Allow your
students unique traits to shine. If a student is passionate about an unusual topic, harness that
enthusiasm and find a way to correlate that into a future lesson. The teachers job is to
consciously seek out the quirks in their student population and build up that quirk into an asset in
the classroom. In regards to Asset-Based Thinking and parents, teachers can use parents and their
unique characteristics as Funds of Knowledge to pull into the classroom. You have to build
upon an individuals strengths, even if those strengths are not immediately apparent. The people
you work with can be an amazing resource for your teaching. It is always a good idea to get an
outside perspective, and a colleague with whom you may not be friends with will approach
your lesson planning and activities from a perspective that you just cant. Our bias and
archetypes have to potential from keeping you from reaching outside of your comfort zone, but
thats why you have to train yourself to find the positive angle to everyone you come into contact
with.

Madison 5
Locus of Control:
Locus of Control is a professional competency that focuses your attention only on the situations
that are within your control. There is no point in reflecting upon things that cannot be changed.
Sometimes things are outside of our ability to influence or change. Instead of dwelling on
spilled milk, teachers need to dedicate themselves to issues that are within their power and
ability to influence. When it comes to students and the teachers Locus of Control, teachers have
to accept that students are free willed people who make mistakes. Bad choices are a part of
growing up, and instead of reminiscing about the past; teachers need to look to the future. You
cant control their decisions, but you can inform them of better options. Use these mistakes to
push your students to look at the issue from a different perspective. Help you students identify
where they messed up and aid them in forging a new path. When dealing with parents the Locus
of Control could refer to the fact that even as an adult, parents are still just people. They will do
and act in ways that you might judge as improper, but once again, you cannot control their
actions. When dealing with a parent or colleague you have to remember to take a step back and
only focus your time and energy into the things that you can influence. You cannot spend your
time worrying about issues that are outside of your control. As a teacher you have to have a
positive outlook, and cant waste time fixated on factors you will never be able to change.
4. Identify two examples within your content where you can create
learning opportunities consistent with Culturally Responsive Teaching.
The first and most important way I can integrate Culturally Responsive Teaching into my
classroom is to bringing the lessons to life by teaching on subjects that my students are invested
in. Reaching my students and making sure they are engaged in their education means I have to
know what is important to them. Again, that means I need to know about their history and their
background. I have to learn what my students are passionate about and build from there. Getting
my students involved in the world around them, and making them feel like their voice matters,
working and learning with them to find a platform where they can advocate on a topic that is
close to their heart is one of the most influential lessons I can teach my students. Using social
justice, civil awareness, and other issues students feel strongly about will, hopefully encourage
them to learn and gain knowledge on their own. I want to incorporate the Funds of Knowledge,

Madison 6
into my classroom. I want my student to do community outreach; I want parents to be invested in
what their children are learning. I want my students to want to come to class knowing that what
we discuss will profoundly influence their lives.
The second why I plan to incorporate Culturally Responsive Teaching into my classroom is
through Culturally Responsive Classroom Management. According to Toward a Conception of
Culturally Responsive Classroom Management, the goal of classroom management is to create
an environment in which students behave appropriately, not out of fear of punishment or desire
for reward, but out of a sense of personal responsibility (28). This goal of becoming a more
culturally understanding teacher has more to do with my own personal ideologies about what it
means to be a good teacher, and one of those is understand when there is a social or cultural
discrepancy. To apply CRCM I have to educate myself on my students cultural differences and
adapt my classroom, so I do not tread on any cultural sensitivities. I need to learn what is
considered appropriate for all of my students so that they feel safe, and that the classroom runs
smoothly.
References
Adichie, C. (2009). The Danger of a Single Story. Retrieved from
https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?
language=en
Duncan-Andrade, J. (2009). Note to Educators: Hope Required When Growing Roses in
Concrete. Harvard Educational Review, Vol. 79 (No. 2), 181-192. Web.
Kohl, H. (1994). I won't learn from you: And other thoughts on creative maladjustment. New
York, NY: New Press: Web.
Weinstein, C., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a Conception of Culturally
Responsive Classroom Management. Journal of Teacher Education, Vol. 55(No. 1), 2531. doi:10.1177/0022487103259812