My belief affected how i fostered designed and

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understand, respect and value individual differences.
My belief affected how I fostered designed and implemented culturally responsive teaching practices in many ways. To begin with, I am a very positive and determined individual, and my strong belief that every child can learn keeps me focused on finding ways and means to make it happen for each child. I do lots of research on my population and how to reach them, and I use the many strategies learned in my MSED courses in my lessons. I will incorporate CRT in my practice to meet the needs of my identified population by engaging in collaborative teaching. In this approach I would engage other teachers, students and community personnel to assist in my lessons and to serve as resource person where appropriate. I will also use modeling as a strategy and be the model or have models including teachers, students, and parents (using the most suitable models according to the lesson and topic in the process). I will also and role play as a teaching strategy especially as it relates to the hot issues in social studies, social justice and diversity. I will also incorporate problem-solving in as many lessons as possible and organize my instructions to ensure that they are Child-Centered. From my experience, Problem-solving Approach and Child-Centered Instruction are very effective strategies to teach issue s on diversity, and according to Aceves and Orosco (2014), these two practices are recommended CRT approaches and considerations (p. 9) . One action I will take is to involve the students in a social developmental group where they can be supported by outstanding members of the community and resource persons. In addition they can make contributions to their community and be recognized for their positive impact. The highlighting of their actions and achievements would be an integral part of the process to help build a positive spirit and improve their confidence and maturity.
Another action I would take is to engage the students in what I term “community and life skill classes.” Classes termed as meetings would be organized out of the normal school settings and would be conducted in community centers, churches, and parks. The facilitators would not be teachers but rather community members like religious leaders, bankers, police officers, etc. The programs would include diversity and other life skills that society and the workplace is lamenting is missing in our education system today (Steven Johnson (2002). The program would be organized by educators and facilitators and would include interactive and engaging activities. One technology-based action or strategy I can provide to families or other community members to enhance the learning of the students in my identified population is to set them up with an online program. I can conduct training for parents and community members to help them to help their children (John Cradler, et al.2002). This would involve how to use any gadget to access educational programs to assist students at their level. Examples of these programs could be ixl.com, abcteach.com. or a similar online program.

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