My Culture

Cultural Artifacts Explanation (by row from left to right):

Row One: 

• The culture of my church has taught me to always hold a current temple recommend
• A cultural norm in my family is to ALWAYS wear gloves while touching raw meat. This has impacted how I interact with others, I have a hard time not getting grossed-out when I saw others touch raw meet. 
• As a tennis player I am expected to own court shoes and not to wear them off the court. 

Row One Imagine Credits: https://askgramps.org/how-do-i-get-a-temple-recommend-if-i-cant-afford-to-pay-tithing/, https://www.dhgate.com/product/disposable-nitrile-latex-gloves-5-kinds-of/401640342.html, http://www.complex.com/sneakers/2013/06/the-10-best-grass-court-tennis-shoes-available-today

Row Two:

• As a women I have been taught to look nice and presentable. I almost always at least wear mascara. If I am not wearing mascara or makeup I change my interactions with others and I am not as confident. 
• As a member of the LDS Church I have learned to take meals to others- usually in Tupperware containers! 
• My great-parents were farmers. Hard work has always been very important in my family. Because of this, I have a hard time in my interactions with those who are not as hardworking. I know I have a tendency to treat them like they are less because they don't work hard. 

Row Two Image Credits: https://www.superdrug.com/Maybelline/Maybelline-Great-Lash-Waterproof-Mascara-Very-Black-12-5ml/p/838663, https://universityhealthnews.com/daily/nutrition/is-tupperware-bpa-free/, https://www.colourbox.com/image/pitchfork-shot-over-white-background-for-you-image-2221750

Row Three:

• Board games are important and not optional in my family! "Ticket to Ride" stresses me out but I always play it because it is such an important part of my family culture. 
• Sports are important to my family, friends and the US culture. I swam and played tennis in high school. This could lead me to the tendency to judge others who do not participate in sports. 
• As the oldest of four, I have always been expected to be a nurturer.  Babysitting and taking care of my younger siblings is an important part of my family culture. 

Row Three Images:  https://www.amazon.com/Days-of-Wonder-DOW-7201/dp/0975277324, https://dolphinswimware.co.uk/product/ladies-athena-googles, personal photo

Row Four:  

• As a tennis player, I am expected to understand not only the tennis court, but the rules associated with it. There are also many social norms associated with tennis (for example, NEVER walk behind a server when they are serving). 
• I have been expected by my family and by my church to make marriage a priority.  Marriage and family are important values that shape my interactions with others.  
• I have been expected by my family, church and to some degree society to get an education and attend college.  Because of this, students without college aspirations might be difficult for me to connect with.  

Row Four Images: http://www.tennistips.org/tennis-scoring.html, personal photo, https://www.rochester.k12.mi.us/stoney-creek-high-school/pages/13231/world-history

Row Five: 

• As an American it is important to have a good understanding of popular movies and TV shows. This may lead me to believe everyone knows the latest pop culture, even though there might be students who do not and feel left out. 
• Though I never felt expected to serve an LDS mission, many aspects of my culture sanction that choice. 
• I have been expected by my family to be self-sufficient and avoid going into debt.

Row Five Images: https://en.wikipedia.org/wiki/The_Greatest_Showman, personal photo, http://economia.culturamix.com/moedas/dolar-americano

Row Six: 

• As someone who studies history I am supposed to be patriotic, vote and love America! This could lead to me forcing my students to be the same way. 
• My LDS faith emphasizes the importance of reading scriptures and praying. 
• American culture emphasizes the importance of exercise and being physically fit. This has become important in my life.  

Row Six Images: https://feedyeti.com/hashtag.php?q=LowerHealthcareCosts, https://flipagram.com/mikkelstover, https://www.thefitnessoutlet.com/life-fitness-f3-treadmill-with-go-console/?utm_source=google&utm_medium=cse&utm_term=F3-XX00-0103&gclid=Cj0KCQjw1q3VBRCFARIsAPHJXrH60T0NmaT-ufR1Ths8y0Y5kEXJyA5CTLYZksrahT0CNRkz6oD6uQwaAum3EALw_wcB

Row Seven: 

• I have been taught to strive for good grades as I gain an education. It might be hard for me to relate to students that do not make good grades a priority as a result of this. 

Row Seven Images: http://burrellbuzz.com/?cat=9

Assignment Reflections: 

I realized new things about my culture as I completed this assignment. I learned that my family and religion impact so many aspects of my life. The culture found within those two categories really impacts the choices that I make. I also was surprised to discover that American culture has also influenced who I am and the choices that I make.  As I brainstormed which artifacts to include I learned what is important to me. 

I couldn't help but think about what this assignment might look like for someone that comes from a completely different cultural background than I do! What would it look like for someone living in Italy? Africa? Mexico? This assignment may look very different for someone who lives in those places. This helps me realize how important culture is to defining who someone is and how they see themselves. 

I know that culture can be a helpful in school settings. Shared beliefs can help students feel closer together. Even something as simple as being able to discuss a movie that just came out could help develop friendships. My culture could be helpful if it is similar to my students OR if it is different but I use that to learn from my students. However, my culture can also be a hindrance in school settings. Many aspects of my life, including in my religion and within my family, could seem completely normal to me (social norms), but could be very abnormal for my students.  I could make very ignorant comments or treat people unfairly if I do not realize that their cultural background could be very different then mine, despite the fact we live in the same country/city.

I realized by doing this assignment that many of my cultural values may lead to me judging those who do not hold the same cultural understandings that I do.  Especially students who don't want good grades and who do not work hard could be particularly hard for me to connect with and understand. Understanding that part of my desire for good grades and hard work comes from my cultural background can help me to be more patient with students who do not hold the same cultural values and beliefs that I do.

Imagined Classroom

1. Imagine the surrounding in your classroom. What does the room look like? What resources are available for students? How are the resources used during the lesson?

My classroom will have desks and chairs the students sit in. The room will not be perfectly decorated, but it will be a comfortable and happy place to be. There will be an inspirational quote that is on a central wall in the room about using your education to help others. One wall of the room will have a bookshelf with many different types of books. Historical fiction, autobiographies, etc.  These books will be available for students to check out and to read when they finish their assignments early. The room will be VERY organized and not cluttered. 

This is a good example of a classroom that is organized and not cluttered
Source: Shaver, Lauren. Bless'er House. 23 February, 2014. https://www.blesserhouse.com/2014/02/creating-cozy-classroom-on-budget.html

Places to turn in assignments will be labeled clearly and in an easily accessible place.  Classroom policies will be clearly posted on a wall. Resources for students will include chrome books that they can use during lessons to do historical research or to do learning as a group (watching videos, doing research, etc.) There will be a projector and a computer. I will use the computer to project PowerPoints that will help lead our discussion. I also hope to have pencils available as resources for students who don't have any. Another resource I hope to have are some snacks in my desk. When students are falling asleep or seem disengaged, I may offer them a snack as a resource to help them pay attention.

An example of what my book shelf might look like in my classroom.
Source: Holland, Mary. Creating a Classroom Library.  https://www.tips-for-teachers.com/classroom_library1.html

2. Describe the students in your classroom. What are their backgrounds? What are their interests? What are they doing during the lesson?

The students come from diverse backgrounds. Many come from low-income homes and are dealing with the problems that come from poverty (lack of food, arguments, a non-ideal housing situation, disengaged parents etc.). Some of their homes may be high-income but they also may struggle with issues (parents fighting, disengaged parents, etc.)  High school students may come from diverse backgrounds and have different ideas about life but they do normally have common interests that can help to bring them together. Many of them have interests in pop culture, sports, music, or art. Many like playing the same video games and watching similar TV shows. All of them have people they care about in their lives. I hope to use their interests to connect my material to their lives. During the lesson they are active! They are discussing, participating, writing and thinking. My classroom will NOT be a place where the students number one job is to listen. Listening to me talk will for 50 minutes straight will not help them pay attention or learn.

An example of students working together to learn!
Source: Grabau, Christopher. Incorporating Principles in Cognitive Psychology...2nd October, 2017. https://www.facultyfocus.com/articles/teaching-and-learning/incorporating-principles-in-cognitive-psychology-to-improve-student-learning/

3. Describe your classroom policies. What are your classroom rules? What is your discipline plan? What are your homework policies?

My plan for discipline is to have my classroom policies clearly posted in the room and to makes sure my students are familiar with those policies. Policies will be consistent, though there may be times where I can adjust policies based on the situation (students with illnesses or who need extra help may turn in assignments later than the deadline for late work, etc.). For classroom rules a main rule will be respecting others. I also will only allow cell phones during certain times. I hope that one of the most important parts of my discipline plan will be prevention. I hope that class will be interesting enough and organized enough that it will prevent most behavior problems. I hope to have good relationships with my students in order to help resolve behavior issues.  Late work will be excepted for two weeks after an assignment is due but deductions will be given. After two weeks the late work will not be excepted unless there are extenuating circumstances.

4. Describe a typical lesson you will teach in your classroom. What will you teach? What is the topic? Why did you choose this topic? How will you teach it? What is the main thing you want students to learn during this lesson?

During a typical lesson I will present some material in a lecture-style for a brief time to give background. The subject will be history, and the topic will probably come from the common core. I hope to center my lecture around interesting, opinion-based questions that the students will discuss throughout each lecture. I hope that students will learn how to articulate their ideas, debate respectfully, and that by discussing and interacting with the material they will understand it and remember it better.

5. Imagine your work as a teacher during this lesson. What are you doing during the lesson?

I see myself as leading a discussion. During the lesson I will present content but will let the students debate about and discuss the content. I am therefore a mediator, facilitator and a source to look to for help.

6. Imagine your students again, what are they doing during the lesson?

The students are talking, debating, and working together. They are also listening while I am giving some context to the material and the historical question we are discussing. They are engaged and having a good time.  They are smiling and laughing! 

I hope to make my classroom a place where students smile!
Source: Elias, Maurice. Helping Your Students Identify Their Values. 3rd July, 2017. https://www.edutopia.org/blog/helping-your-students-identify-their-values-maurice-elias

7. Imagine how you will assess your students' learning and achievement. How will you know they have learned?

I imagine I will use some common assessment tools like multiple choice and short-answer tests. However, I also hope to use other tools. For example I will have students read historical documents and give them written exams that test their ability to go through a historical-thinking process.  I also hope to include self-chosen projects as assessments so students can have a chance to express themselves in the way that they choose. I will know students have learned when I see improvements in not only their test scores, but their ability to participate with their peers in class. 

Students may choose to present information as a form of assessment.
Source:  British Council. Teaching English. October 2006. https://www.teachingenglish.org.uk/article/student-presentations