Professional Documents
Culture Documents
Throughout this course, we have discussed the Legal, Ethical, and Professional
Responsibilities of teachers. Some of the legal factors discussed include the responsibility to
report child neglect and abuse, understanding legally recognized student rights (i.e.
constitutional, IDEA, ADA, etc.), and adhering to copyright laws. The main ethical
responsibilities of teachers discussed include teaching and practice of digital citizenship and
culturally responsive teaching. Lastly, the professional responsibilities of teachers were referred
As a teacher, it is imperative that all of the above responsibilities are recognized and
employed within the classroom. Not only do we want to protect our students and ourselves
legally, but we want to be a role model to our students, demonstrating ethical and professional
practices. Being in the classroom each and every day, the practices that will most affect the
general population of students includes the ethical and professional responsibilities of the
teacher. Thus, as a teacher it is important to have a recognition and plan of action for
implementation.
Effective use of the professional competencies can take some practice and thought.
Generally, we can be emotional in a situation when practicing these responsibilities is most vital.
Without suspense of judgement, we can end up placing unfair judgements and/or consequences
on our students. To better practice suspense of judgment before reacting to student behavior I
think utilizing the Love and Logic model of Delayed or Anticipatory Consequence can be
helpful in establishing this practice when addressing student behavior. Instead of dealing
consequences right away, the teacher calmly addresses there is need for a discussion and/or
possible consequences to take place later. I would implement this practice to enhance my ability
to suspend judgement during times where it is, generally, most difficult. By practicing suspense
of judgement during the more emotion driving situations, it will be easier to employ during less
Suspending judgment is the most difficult part of the four professional competencies
because it is often called for during times where judgement is hardest to suspend. Being able to
suspend judgment better allows for the other professional competencies to take place. For
example, a student who comes to class and falls asleep may lead to teacher frustration. But if the
teacher calmly wakes the student and focuses on addressing the behavior after having time to
think on it, the teacher can better consider why the student may be sleeping, and can think about
possible solutions that are within their locus of control which address and utilize the strengths of
the student.
Interpersonal Awareness, Asset-Based Thinking, and Locus of Control. The ability to suspend
judgement is essential in teaching. We dont always know the whole situation and jumping to
conclusions can result in disservice to our students. When suspending judgement, we must
recognize that we may be rushing to unfair judgement, remember to pause and think about the
situation, and seek to ensure we have the information necessary to make a fair decision. In
involves understanding our biases and archetypes in order to identify the best approach in a
given situation. By considering how our words and actions affect others and seeking to
understand the perspectives of others, we can create more positive outcomes. Our students,
parents, and teaching community all bring a variety of assets to the table. Thus, when
approaching a situation, its important not to focus on the negative but rather to seek the value. In
Asset-Based Thinking we seek the value rather than reflect on the negative. The last professional
competency that teachers must utilize and understand is our locus of control. As educators, we
come across a variety of situations in which case our actions or inactions can impact our
students. Recognition of our locus of control, refers to the focus of things that are within our
control. Rather than thinking that there is nothing that can be done for a student who wont
complete their homework, we instead think of ways that we can help. On the other hand, we also
recognize our boundaries, we cant take on everything that affects our students outside of the
classroom.
tie together. When being utilized as a whole, they work together to benefit everyone. Students
benefit in not feeling misjudged, misunderstood, overlooked, and unvalued. Instead students are
viewed as individuals and the teacher seeks further information, putting things into the students
perspective to gain a better understanding of the situation. In utilizing this practice, students are
not allowed to slip through the cracks as a student who cant be helped, instead the teacher finds
the values of the student and focuses on things that can be done to help. When the student
benefits, the parents benefit. When applied towards communication practices with students and
parents, understanding and communication becomes more productive and less-stressful on all
accounts. This leads to parent-teacher partnerships which further strengthen as the parent is
Along with benefits to the students and parents, the administration benefits from
improved communication between parents and teachers, student performance, and all around
attitudes. With all of the benefits that come about from practicing the four professional
classroom. As educators, we need to examine our blind spots, biases, and archetypes to better
assist our students. We need to be able to suspend our judgement on situations and individuals,
so that we dont come to unfair conclusions and unproductive solutions. We need to recognize
when we are performing below and above our locus of control. And we need to remember to
always seek the value in the individual and/or the situation to be better teachers and mentors to
our students.
In learning about culturally responsive teaching, there will always be new insights and
values, practices, interests, and beliefs. Through learning new insights and perspectives of what
culturally responsive teaching is, I too have grown new insights and beliefs into what is
considered culturally responsive. One of the areas, in which, I gained new insight and
Teachers as agents of change. Teaching is a political and ethical activity towards promoting
equity and justice. Actions are never neutral, (Culturally Responsive Teaching: An
Introduction).
I never considered this disposition before, in fact, I thought being neutral was what was
expected of educators. Being an agent of change, was something I believed referred to helping
students to make better decisions and driving academic improvement. I never considered I would
empathy are attitudes Ive always felt everyone should exercise, but pushing this on my students
seemed like overstepping the boundaries of being a teacher. Parents can view acceptance and
empathy towards others from different perspectives, with this in mind, my idea of bringing this
practice into the classroom would be in referencing our classroom as a community. In this
practice, students are brought into a setting in which they feel equally part of. Within this
classroom community, we respect one another as individuals and contributors to the community
as a whole. I felt this to be a subtle and non-overstepping way of engaging students in practicing
acceptance, in addition to these practices being practical for use within a collaborative science
environment.
Another important aspect of culturally responsive teaching is recognition of varying
perspectives and understandings. Different students of different backgrounds are going to learn
in different ways. We all perceive information in different ways and our culture can greatly
affect how we interpret the same given information. As teachers, we need to recognize that our
students come from different roots and will react to, learn, and convey information in different
ways. We also need to find ways to make our content accessible and relevant to our students, to
promote engagement, interest, and buy-in. By creating a culture within the classroom of
environment for learning. If we can engage our students and work to understand who they are,
what they are interested in, and what helps them learn; we can better help our students to be
successful.
teamwork. My goal is to embody the Culturally Responsive Teaching (CRT) principles through
setting the expectations of an environment that works as a community and through leading by
example. As stated by Villegas, Teachers attitudes toward students significantly shape the
expectations they hold for student learning, their treatment of students, and what the students
acceptance, and teamwork, I can better inspire these practices within my students. A specific
practice that will build affirmative attitude toward difference includes, group collaborations, in
which, students will practice a variety of roles that require teamwork and cooperation. Through
consistent group work with students of varying backgrounds and personalities, the students will
have the opportunities to work with and get to know others. The idea of creating a classroom
In teaching science, it becomes very relevant within the curriculum to develop critical
consciousness. We explore, explain, elaborate, and evaluate on information. We learn to view the
evidence and seek out bias and opinion. Through this practice students will be involved in
developing a critical consciousness. Skills that can be applied in a variety of ways outside of the
classroom and allow students to critically examine information to ask important questions. By
learning to use evidence to support the information, our critical thinkers are able to better make
decisions for themselves based on fact and evidence, rather than opinion and bias.
address this principle by teaching in a manner that provides various versions of comprehensible
input; keeping in mind and being accepting of the fact that students learn and perceive
information differently. Comprehensible input provided will include interbedded written, verbal,
visual, and tactile information. Another way to support students from varying perspective would
to the students individual needs, I can better support my students in their learning and be
knowledge of your students, suspense of judgment, consistent and respectful feedback, and
comprehensible input. To truly be affective in this area requires the teacher to recognize and