D090 Task One.pdf - 1 The School As A Community of Care...

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The School As A Community of Care Task One
Aijia Allen
Teachers College, Western Governors University
Chris Cipolla
July 8th, 2022

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A.
1. Case #586, “Building Classroom Community Through the Study of Chinese Art &
Culture”
2. Case #163, “Developing Drug Awareness and Resistance Skills”
3. Case #42, “Developing U.S. History Content Vocabulary”
B1.
Cultural Needs
The teacher in Case #586 effectively incorporated her students’ individual cultural needs
into their learning environment during the lesson shown. The main focus of the lesson was
forming analytical discussions about Chinese art and culture. The students used a Venn diagram
to compare and contrast China and the United States, and discussed photos and videos of
Chinese art, writing, and architecture. This allowed them not only to celebrate and learn about
Chinese culture, but also a chance to compare it to their own cultures and create a positive
dialogue about their similarities and differences.
Social Needs
In Case #163, the teacher effectively incorporated her students’ social needs through the use
of whole-group discussions, small-group work, and rotating stations. Throughout almost the
entire video, students were engaged in some form of discussion with the teacher or with one
another. The varied structure and collaborative approach of this lesson promote student
engagement and help develop their social skills.

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Emotional Needs
The teacher in Case #42 effectively incorporated her students’ emotional needs into the
learning environment. While walking around the room to discuss the lesson with small groups,
she made a point of speaking with each child one-on-one. This helps foster positive relationships
and make each child feel recognized. In addition, during one of these one-on-one chats, the
teacher used leading questions to help a student identify the various emotions a patriot might
experience. This type of questioning helps students develop empathy and fosters emotional
growth.