Rationale

Context: This Theory in Practice report was created for Learner Diversity, CI 3850, in the fall of 2007 under the advisement of Dr. Allen Bryant Jr.  

Impact:  Since this project was meant to enlighten teachers to the diverse students that they will encounter, I chose to report about boys and one specific child in particular. This assignment will help me to better understand all of my students by recognizing their diverse needs and cultures.  Through observations, interviews, and research, I was able to gather information to make an informed opinion about a particular student to enable me to help him with his learning needs. I also gathered children's literature that I found suitable for this student based on what I assessed to be his learning style and needs.  All of this project will help me to better understand my students and help them to reach their learning goals.

Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy.

Indicator 3: Teachers know and understand a diverse range of historical and contemporary literatures, including various genres of American, British, and World, as well as literatures written by women and authors of colors and works written for children and young adults.

Indicator 4: Teachers understand the elementary school child’s social, cultural, linguistic, cognitive, and affective backgrounds as they relate to the ability to develop effective communication processes (listening, speaking, reading, and writing).

Indicator 6: Teachers understand the importance of literacy for personal and social growth.

Standard 1 indicators 3,4, and 6 were met through literature suggestions that I made that are rich in structure for and about boys. The suggestions that I gave use a variety of texts written by women, and people of different race.  The literature in this report will help students with their cognitive, and linguistic skills that will help them to develop their communication processes. This also enables students to enrich their social and personal lives by giving them something to speak to others about.

Standard 4: Elementary teachers have a broad knowledge and understanding of the major concepts in social studies.

Indicator 4: Teachers have knowledge of and appreciation for multicultural children’s literature. Teachers select appropriate literature that is free from racist and sexist bias.

The standard four indicator four was met because all of the literature suggestions that I made were free from racist and sexist bias. 

Standard 7 : Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.

Indicator 3: Teachers promote new learning by using students’ prior knowledge, misconceptions, and interests when designing lessons.

Indicator 6: Teachers modify instruction and assessments to meet the needs of individual students.

Standard 7 indicators 3 and 6 were met by using the information garnered in interviews, observations, and analysis of student learning to develop ideas that will help this particular student and future students to better learn.  By using the information about the interests of this student, I will be able to design lesson plans that help my students to better understand the material and that will peak their interests. Also, the information gathered in this report helped the students teacher and myself to modify the lessons and assessments to better meet his needs.

Standard 14: Elementary teachers develop strategies to address topics that are controversial to diverse groups.

Indicator 1: Teachers understand and respect that families and communities may have diverse attitudes about the educational process.

Indicator 4: Teachers explore multiple viewpoints and respect values consistent with a democratic community by recognizing and valuing the family roles in educating children of diversity.

Indicator 5: Teachers discourage prejudice, derogatory comments and stereotypical perspectives by modeling and selecting bias free instructional materials.

Standard 14 indicators 1, 4, and 5 were met through addressing topics that are controversial to groups. The subjects of class, parental roles, and psychological well being of this student were addressed in this study. This discussion led to my understanding about how this student may learn differently than others. The materials used throughout this instruction and observation were selected without bias.