Teachers Culturally Responsive Pedagogy An Analysis Essay

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Module Part II: ANALYSIS OF TEACHER’S CULTURALLY RESPONSIVE PEDAGOGY (CRP)ONE TEACHER, ONE SCHOOL, ONE DISTRICTFOCUS QUESTION 1: From the culturally responsive pedagogy lens, how did the teacher’s practice exemplify these CRP principles?Analysis of Teacher’s Pedagogy: Address all questions below with content-specific examples. Use proper citations and include a bibliography page.· After multiple visits, which CRP principles did you observe the teacher implement in his/her lessons?· How did the teacher’s rapport with students, attention to their needs, and professional attitude contribute to their learning? Did the teacher allow wait time for responses?· How did the teacher ensure that all students had access to the content taught, especially under-represented groups such as, ELLs, students with special needs, and students with different instructional challenges (homelessness, trauma, foster care, incarceration, medical fragile)?· In essence, there are two culturally responsive pedagogy (CRP) principles that the teacher routinely implemented in her lessons. These are student-centered instruction and utilization of problem-based learning scenarios. In deviating from teacher-centered instruction, the teacher sought to ensure that learning was not only more collaborative, but also cooperative by encouraging students engage in group activities so as to encourage exposure and experimentation with new ideas. In making use of problem-based learning scenarios, the teacher routinely presented real-world issues and concerns. Solving such problems called on students to tap into their own cultural awareness.· In seeking to promote rapport with students, the teacher in this case strived to call students by name and routinely started the class on a light note by asking students how their day was coming along, etc. This seemed to enhance the motivation of students to learn. The teacher-student interactions remained professional – which helped foster discipline and promote order in the instructional setting. The teacher was also constantly aware of, and continuously probed, individual student facial reactions and expressions to determine whether they were absorbing instructional content or needed clarification on some issues. This had the effect of ensuring that no student was left behind and that the class moved forward as one. The teacher permitted sufficient wait time for responses.

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This had the effect of allowing questions to ‘sink’ as students thought about the query floated and sought…

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…stereotypes.RUBRICABCD· Thoroughly answers FOCUS QUESTIONS and all items under headings with relevant details.· Articulate and sophisticated writing, smooth transitions.· 15 hours fully completed, clearly logged, & verified by teacher’s full signatures and evaluation comments.· Complete packet submitted ON TIME· Clearly answers FOCUS QUESTIONS and all items under headings with some details.· Supports some ideas with specific evidence from fieldwork.· Strong and clear writing.· 15 hours fully completed, clearly logged, & verified by teacher’s full signatures and evaluation comments.· Complete packet submitted ON TIME· Somewhat addresses FOCUS QUESTIONS and most items under headings with little detail, or irrelevant information· Limited support of ideas with specific evidence from fieldwork.· Adequate writing, but transitions from one part to the next may not be cohesive, and contains some grammar/usage errors.· Packet submitted on time, but may be missing hours, teacher’s evaluation comments, and/or teacher’s signature· Inadequately addresses FOCUS QUESTIONS and few items under headings, or response may be off topic.· Poor writing, lacks cohesiveness of ideas, and contains many grammar/usage errors· Hours not fully completed, not clearly logged, & verified.· Packet submitted late and incomplete (missing….....

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