Destiny Ramos

EDUG 501
September 10, 2015
PRQ #2 Response
In 2001, the California Teaching Commission adopted Teacher Performance
Expectations that outline the knowledge and pedagogy California teachers should have.
The goal is for every student to learn, but not all students learn in the same way, share
worldviews, have same backgrounds or share the same needs. The following TPEs
state that as a teacher I am required to provide universal access and ensure that all
students have access to high-quality curriculum so that they may meet or exceed the
knowledge and skill outlined (CDE). TPEs 4, 5, 6 and 7 all address engaging and
supporting the student. TPE 8 and 9 says that when designing instruction I should
consider student background and individual needs and abilities. TPA 11 recognizes that
classroom is a social environment and helps create a positive, safe learning climate.
Last, TPA 12 and 13 tells me to hold myself accountable for student outcomes and
encourages growth. In order to create a classroom environment where all students are
supported and engaged in learning, I will assess developmental needs, identify cultural
differences and accommodate special needs.
In order to help all students achieve or surpass their educational goals, I must
first create attainable goals; by identifying their abilities and weakness. To gage their
abilities and create lessons, I have to consider mental development maturation and
then their current knowledge. As Piaget describes in his theory of development and
learning, a student receives information through instruction only if he [or she] is in a

state where he [or she] can understand this information (Piaget 2003). In other words I
cannot teach calculus to a five-year-old due to the childs mental development. There
are several other academic studies describing the relation or lack of a relation between
learning and development. Vygotsky identifies both as individual process that are
indeed directly related but the two are never accomplished in equal measure or in
parallel. This sparks the notion of the zone of proximal development, which shows the
difference between what a learner can do without help and what he or she can do with
help. To honor all students learning, whether the student is gifted, has a disability, is
struggling or a normal student, I must help all achieve advancement in development
without a true end.
I will also be considerate of all cultures represented in and outside the classroom.
Due to the diverse population in Southern California, students will come from a variety
of cultures. The key is not to pretend to be blind to color and differences, because we
are not blind and differences do exist. As a teacher I have the ethical obligation to
promote positive characteristics through modeling and education. I will not simply
acknowledge and celebrate a variety of cultural celebrations such as Chinese New Year,
Cinco de Mayo or Ramadan; rather I will have all cultures represented in the classroom
everyday. One strategy is to keep a variety of culture literature in the classroom and to
have people of a variety of cultures represented when I put inspirational quotes up in
the classroom. Another strategy is creating a cultural center where I can bring artifacts
and information from various cultures and students are allowed and encouraged to
contribute and share. The reason this is important is the obvious culturally responsive
instruction will also show the students that the teacher recognizes and honors their

cultural and personal experiences and will help make school a less alien place (Ogbu,
pg 17). To take responsibility for student learning I have to accept that prejudice exists
in myself and identify the preconceived notions. If I can do this I can avoid blaming [the
students] for failure and [seeing them] as the problem. As an exceptional teacher I will
get to know my student so I can under Students, even those who identify as the same
ethnicity, also belong to different sub cultures, which Sharroky Hollie calls rings of
culture regional culture, family culture, socioeconomic culture. Knowing the rings of
culture will help me identify what resources and motivations the student has and lacks.
Last, I will accommodate to all students with special needs, so they are able to
learn in the least restricted setting the general classroom. Special needs come in
many forms such as, the disabilities identified by the IDEA act, English learners,
struggling learners and students with disabilities who are under Section 504. In addition
to individualized accommodation, I will also design my classroom layout to facilitate all
needs. To achieve accessible learning for all I will follow universal design for learning
(ULD) , which is a set of principles for curriculum development that give all individuals
equal opportunity to learn (Burkhardt). ULD answers identifies the What, Why and How
of learning. I will represent all students and be flexible in my instruction by using multiple
means of representation (WHAT I present to students), multiple means of Expression
(HOW students demonstrate knowledge) and multiple means of engagement (WHY
each students needs to know what they are learning). Additionally, I will use specialized
strategies and interventions such as SDAIE for English learners, RTI for early
intervention and prevention, and education plans (IEP and Section 504 plans) for
students with disabilities. I will be proactive and create an environment where all

students feel comfortable and able to learn. I will use bold prints for vision disabilities,
have learning stations such as a listening station where students who are hard of
hearing can access audio resources, I will have tables set up in groups so that students
can partner up as needed, I will have sufficient space between desk so that students
with hyperactivity have opportunity to get up and walk around when I allow them to.
As a teacher, I will treat each student first and foremost as a person. Each
person brings an ability or understanding to the classroom. I will be accountable for
creating a comfortable learning community and facilitating each students learning.

References
Burkhardt, Wendy. "Universal Design for Leanring: An Overview Od How to Use It in the
Classroom." Web. 8 Sept. 2015.
California Department of Education (2011) Universal access in A look at Kindergarten
through grade six in California public schools : Transitioning to the common core
state standards in English language arts and mathematics Sacramento, CA
California Teachers Commission (2001) California Teaching Performance Expectation
Hollie, S. ( ) Deficit thinking In Culturally and Linguistically Responsive Teaching and
Learning. Shell Education
Piaget, J. (2003) Development and learning Journal of Research in Science Teaching,
40, S8-S18
Vygotsky, L.S. (1978). Interaction between learning and development.In Mind in
society: The development od higher psychological processes (pp. 79 91).
Cambridge, MA: Harvard University Press