1. Teaching Diverse Students

The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.

Artifact 1

The Problem in History Classes

i. This artifact is an opinion piece discussing Critical Race Theory and its place in public school history classes. I argue that race plays a significant role in history and should be taught in classrooms, but that it must be taught correctly and without pushing a radical agenda. The article discusses the origins of Critical Race Theory, which began as a law study in the 1970s by black legal scholars who researched the privilege that white people have in the courtroom compared to people of color. The article also addresses how Critical Race Theory has been twisted and turned into a controversial topic, with news outlets pushing their own agendas and making people believe that there is a hidden agenda in the history classroom. The article argues that the true meaning of Critical Race Theory needs to be revealed to parents so they can be involved in their child's education and that social justice is an important aspect of teaching it correctly. I acknowledge the opposing views on Critical Race Theory, which include the idea that it is pushing radical views onto students and leading them into forced indoctrination. I conclude by stating that in order to learn about our history, we must understand the role of race and how it has been used against racialized minority groups, and that Critical Race Theory can be acceptable if taught in the correct way.

ii. This artifact discusses Critical Race Theory, which is an important topic in the IPTS standard. This artifact shows an understanding of the standard as it discusses the importance of teaching students about the role of race in history, while also acknowledging the need to teach it correctly to avoid potential indoctrination. I demonstrate an understanding of Standard 1F) understands his or her personal perspectives and biases and their effects on one’s teaching; and 1G) understands how to identify individual needs and how to locate and access technology, services, and resources to address those needs.

This artifact also highlights the misconception surrounding Critical Race Theory, as it has been twisted by news outlets to mean something that it is not. It cites Lani Guinier, a professor at the University of Pennsylvania Law School, who stated that race is an important factor in the construction of voting districts, the outcome of elections, and ultimately political influence, including the control of educational systems. This highlights the importance of teaching Critical Race Theory in classrooms to help students understand the impact of race in society.

iii. Based on what I've written, I have learned about the history and misconceptions surrounding Critical Race Theory, and have formed my own opinions on how it should be taught in the classroom. I recognize that while race plays an important role in history, it is important to teach it in a way that is not divisive and does not demonize any particular group of people.

As a teacher, my understanding of Critical Race Theory and how to approach the topic in the classroom is important for creating an inclusive and respectful learning environment. By being knowledgeable about the history of race in America and the role it plays in shaping our society today, I can better equip my students to think critically about these issues and engage in constructive discussions.

I may consider incorporating lessons or activities that address social justice issues and explore the impact of race on American history. By doing so, I can help my students develop a deeper understanding of the complex issues surrounding race and empower them to become agents of change in their communities.

Artifact 2

Contextual Factors Paper

i. This artifact is a description of the Hamlin Upper Grade Center, a school in Alsip, Illinois. I describe the school's demographics, technology, classroom rules, and routines, and classroom features. This artifact also contains observations about the students, their behaviors, and their interests. I note that the school has a 23% rate of students with IEPs, which is higher than the district average. Additionally, I comment that the teacher has been teaching for 20 years, has a strong personality, and uses discipline aloud, which is something that I disagree with during a few specific moments. I also note that many students rely on technology to complete their work and have been plagiarizing. Overall, this artifact provides information about the school's community, classroom, and students. The purpose of producing this artifact was to provide an understanding of the school and its context, which could be used to make informed decisions about teaching and learning in the school.

ii. This artifact provided is a detailed description of the placement school, Hamlin Upper Grade Center in Alsip, Illinois, including information about the community, classroom, and students. The artifact is important because it demonstrates my understanding of the IPTS standard related to contextual factors, learning differences, and diversity. The knowledge indicator from the IPTS standard that this artifact addresses is Standard 1A) understands the spectrum of student diversity (e.g., race and ethnicity, socioeconomic status, special education, gifted, English language learners (ELL), sexual orientation, gender, gender identity) and the assets that each student brings to learning across the curriculum.

iii. From this artifact, it's learned that the placement school of where I was at has a diverse student population, with a significant number of students having Individualized Education Plans (IEPs). The community is supportive of education, which can be beneficial to student success. The classroom has standard features, with all students having access to Chromebooks, and the teacher has been teaching for 20 years, and his approach to discipline and grouping patterns have worked for him. The teacher also sets up the room appropriately for history class, with historical flags, military uniforms, and civil war figurines. The students have diverse personalities and learning styles, and many of them rely on technology, leading to issues with plagiarism. The contextual factors of the community, classroom, and students suggest ways to improve the classroom environment, such as being mindful of the students with IEPs when creating lessons and considering alternative ways to take notes other than using Chromebooks.

In the future classroom, I can apply what was learned by being mindful of the diverse student population and adapting teaching methods to cater to each student's needs. I can also consider alternative ways of teaching, such as providing notebooks and pencils, to accommodate students who are not comfortable using Chromebooks. Finally, I can set up the classroom appropriately for each subject to create an immersive and engaging learning environment.