Signature Assignment Donis 1

Signature Assignment

Sarah Donis

Doctor Inman

Cal State Dominguez Hills

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The past couple months, I’ve had the pleasure to be around a wonderful fourth-grade

class at Grape St. Elementary school. In the classroom, there are 25 students, primarily African

American, and Hispanics with strong characters and big hearts. Most of the students during the

lessons are very engaging and involved. They are active learners and always participating when

she asked them too. They all have different learning styles but the teacher does a good job of

trying to make the lessons verbal, visual, and hands on. Since they all have different academic

levels, some are above and others are below. She tries to incorporate group work, one-on-ones

and other things to help every student. I’ve been working closely with three students. The first

student is Ricky; every day another teacher takes him out of class to work with him alone; also

helps him take assessments. He loves football and hanging out with his sister. The second

student is Maria, she is reading at a kindergarten level and sometimes speaks Spanish to me. She

is very funny and outgoing. Last but not least, Calvin loves to draw and is amazing at it. He tries

really hard at math and reading but prefers drawing. One thing she does is pull them aside to

further explain the lesson. The classroom is filled with the students’ work, formulas, vocabulary,

and other fun things. On the classroom management spectrum, she falls under positive behavior

and rewards with a bit of engagement.

After being apart of a classroom with different cultures and learning styles and also,

learning how to be culturally responsive has helped me overcome so many challenges.

Therefore, under the hierarchy of cultural competence, Pinto (2013) introduced to us; I believe I

am under cultural proficiency. Pinto (2013) tells us cultural proficiency is adapting and changing

the lesson and material to fit the needs of every student. In order to do this, the teacher must be

aware of every student’s background experiences, culture, and learning style to be able to
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provide a fair and equal success. I have the proper skills, dedication, and knowledge to be able to

modify my lesson for the students.

I admire and respect the way the teacher has her classroom laid out, rules, and style of

teaching but I think I would do a few things different. Under the classroom management

spectrum, I am under engagement and some of the positive rewards and routine focus. According

to Pinto (2013), engagement is going beyond discipline and control, it's about getting to the root

of the situation, giving them options and giving them the chance to have a voice in the classroom

because they have rights just as much as anyone. It is important to know the students and their

situations at home and community, so we could know why they are acting out or why they are

not feeling well. I would also have some rewards, so they could look forward to something or so

they know I am listening and aware of all the things they do.

Routines and Procedures

The first two weeks of school, together as a class we would come up with routines and

procedures for the whole year and work on them consistently until we all remember them. We

would come up with routines and procedures together, so they feel like they have a voice in the

class and they know this is our classroom, not just mine. Pinto (2013) strategy 4, Establishing

routines and rituals, tells us that routines and procedures help the classroom run smoothly and it

encourages them to collaborate together. Therefore, the first routine and procedure we would do

is figure out what signal or chant we would use to get everyone attention. For example, I’ll say:

hocus-pocus and the students would say: let’s focus. Second, we would figure out the classroom

jobs: what are the jobs and when do we switch. We would have jobs so they learn about

responsibility. Third, what should we do when finishes our assignment or task early, so they have

something productive to do. Also, if needed we could add a few more.

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Discipline and Rules

Along with routines and procedures, we would come up with disciplines and rules for the

classroom. To implement rules about behavior, classwork, and relationships with others; I would

use strategy six called “Setting classroom rules” from the book by Pinto (2013) on page 81. I

would consistently remind them about the rules we came up with, so they are always aware of

the classroom rules and discipline. I would manage it by making sure I enforce them every day

and asking them if they understand or have any questions about them.

Student Autonomy

Student autonomy is giving students the opportunity to take responsibility for their

learning and actions. In my classroom, we would come up with topics they would want to learn

about, by doing this it would give them the opportunity make choices of their learning. Instead of

me teaching the classroom, they would get in groups and come up with some information about

the subject and share it with the classroom. They are taking responsibility for learning and

reciprocating to the class. Also, I will give them the opportunity to be the teacher, while I’m the

student for a change. This gives them the chance to be engaged, work with other students and

allows them to make an educated decision. This is culturally responsive because it allows

students to pick topics that they are concerned about, things they are dealing with on a daily

bases or topics about their communities or society. Another thing I would do is have them set

personal short-term and long-term goals. Every two-week we will check our status on achieving

the goal. Also, I’m giving them a chance to make a choice for themselves by giving them the

opportunity to decide what they are going to do after they are done with there work. It is a time

for them to decide if they are going to read, do something productive, or are they going to just sit

there.
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Use of Time

Time is probably the hardest thing to manage, one thing I would do is make sure I have

everyone’s attention by using one of the signals or chants, so they are focused and ready to

listen. If everyone is paying attention I don’t have to repeat myself. Another thing, I would do is

have everything prepared and organized. I do not want to be scrambling around, and wasting

time. Last, I would do my best to have smooth transitions to go on to the next subject. Smooth

transitions can make this process faster and easier for everyone.

Accommodations

Before school even starts I will have different homework for different types of levels,

including English language learners. I will make time to accommodate the homework for gifted

students, ELL, and students that are struggling. By doing this, it would be fair for every student

and challenging at the same time. If I have to make things in Spanish and English, I will be able

to because I’m able to write and speak Spanish. National center on UDL (2014) on page 1,

explains “UDL provides a blueprint for creating instructional goals, methods, and assessments

that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that

can be customized for individual needs.” I would accomplish this by making sure I have the

proper material for every student. My class will not be one size fits all; it would culturally

responsive and aware of every individual. Another thing I would do is once I’m done with the

lesson I would give them time to do some problems in pairs or alone; while I take a small group

of kids to the back to explains things more and work on it with them together. I would make time

for each and every one of my students, so they feel like they are improving and hope that they do

not feel lost.

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Peer Interaction

It is very important for the student to interact with others, including diverse learners; so

they get to know each other. Even though it is very difficult to have interactions between diverse

learners because everyone has different ideas, thoughts, and beliefs; therefore we have to

consider what strategies we use. The first strategy, I want to use is from Pinto (2013) on page

152 called “Talking Sticks”, because it gives the opportunity for everyone to speak and I would

give them the opportunity to say “ can you come back to me.” I am aware some students are shy

and do not like speaking out loud. Also, some students like to speak a lot more than others; so it

gives everyone a chance to speak out. The second strategy, I would use is “Boals theatre of the

oppressed” which is strategy 40 from Pinto (2013) on page 162. It gives the students time to

interact, learn about problem-solving, and role-play. It is fun and engaging for the students. The

last strategy I would do is strategy 39 called “Challenging the text” on page 159 from Pinto

(2013). I would put them in groups and ask them certain questions like, “Do you believe what

you just read”, “Is there evidence?” and as a group or pairs, they would work together to answer

the questions. These are some strategies; I would try in my class, so the students are working

together and interacting with each other. These strategies are culturally responsive because it

gives the students the chance to express their own ideas and thoughts.

Fairness, Equity, and Respect

Since there will be students with different backgrounds and cultures, it is important to

have fairness, equity, and respect in the classroom. My goal to provide these three things in my

classroom is by being culturally responsive and knowing everything about my students.

According to Weinstein (2003), “ Being a culturally responsive classroom manager means more
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than learning a few words in a student's native language…It means being willing to reflect on the

way that classroom management decisions promote or obstruct students’ access to learning”

(Page 274). I would know my own bias and try to improve every day by understanding and

learning about the students. Therefore, I would not be assuming or judging any student until I

realize what they are capable and what they are going through. Also, the students will learn and

understand each other’s backgrounds; so they are more accepting and respect each other. By me,

knowing every student cultures, I would understand why they are acting out, why they aren’t

participating or why they are speaking out of turn. Instead of me yelling and getting mad at them,

I will talk to them about it and be fair. By the students learning about each other’s backgrounds,

they would learn how to accept each other and appreciate others. They would learn that there are

different people and cultures out in the world, they do not necessarily need to change to be like

them but they will respect others. We would have lessons, activities, and a cultural wall for every

student. It would be a safe environment for everyone. Also, I would include strategy 35 from

Pinto (2013) called talking sticks. It gives every student an opportunity to speak in the classroom

and participate. It is important to have the talking sticks because some kids speak more than

other or they get chosen more often, so with this, it gives every student the chance to speak about

their ideas and thoughts.

Parent Involvement and Interaction

Making sure everyone is getting along, listening and interacting is essential to have in

class. Another vital thing to have in class is parent involvement. Pinto (2013) explained a few

strategies in her book that I would use to interact with the parents and also inform them. First, I

would send out letters welcoming the parents to come to the classroom whenever they have free

time or have any questions. Second I would use strategy 28 called Newsletters on page 130, I
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will send out information every week so they know everything that is going on in the classroom.

Third I would use strategy 27 called sunshine calls on page 129, I would try to call at least three

parents a day to let them know how their child is doing. Fourth I would use strategy 29 on page

132 called Scheduled Meeting and Open Houses, I would schedule meeting with each parent, I

would try to have three parents come in each week. If I really have to I would do home meetings

or meeting outside of the school, if the parent cannot come it. Fifth, I would try to have a

volunteer schedule so parents could come during the week to help out and be involved. Pinto

(2013), tells us school-based parental involvement is positive and can help students be

academically and socially successful, just by having parents support. This is why I would do my

best to always have the parents involved and updated with everything. It also gives students a

better support system if everyone is working together for the students’ success.

Conclusion

These steps and strategies I believe would make a difference in my classroom because

everyone would be involved and incorporating something into the classroom every day. All my

students would have a say in what we are learning, routines and rules for the classroom. It would

be a safe and open-minded classroom for everyone, so we will grow academically and grow to

respect others. It would help my classroom run smoothly and respectfully. My classroom would

be a safe environment for every child; it would be their second home. I think would impact the

students because they would feel comfortable and want to come to school to learn not just

because they have too but because they want too. They will grow to appreciate and enjoy school.
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Reference

PINTO, LAURA E. FROM DISCIPLINE TO CULTURALLY RESPONSIVE ENGAGEMENT: 45

classroom management strategies. SAGE PUBLICATIONS, 2017.

Q&A. (n.d.). Retrieved November 07, 2017, from http://www.udlcenter.org/

Weinstein, Carol, et al. “Culturally Responsive Classroom Management: Awareness Into

Action.” Theory Into Practice, vol. 42, no. 4, 2003, pp. 269–276.,
doi:10.1353/tip.2003.0053.