Classroom Ethnography

Ethnography As a new teacher I have not be given the privilege to have my own classroom yet, but I was given the opportunity on two occasions to practice my teaching skills with students. These two experiences have given me so much insight on how a classroom is run, and what I need to do implement to have a successful and smooth running classroom. Growing up from a very diverse back ground has allowed me to be more open and accepting with my students. I feel that I can relate to many of them on many aspects. I believe this trait will allow me to be success with not only my students, but with the student’s parents, administrators, as well as my co-workers. Throughout this semester we have discussed many concepts and topics on education.
Being a military brat I was raised around all different kinds of race, religion, cultures, and so on. I know what it is like to be that one with different views and values. Relating to students is really important to me because I want them to always feel safe and comfortable in my classroom. Multicultural education is education that teaches the value of cultural diversity (Slavin, 2012). There are five dimensions that fall under multicultural education, which are content integration, knowledge construction, prejudice reduction, empowering school culture. These five dimensions are different strategies to implement diversity in the classroom, and using culture examples in our content area. I have learned many things through the five dimensions of multicultural education and will implement it in my classroom. In one of my journal entries I stated “I am really glad that I read up on this and now I can bring this to the table at our first meeting on Thursday “(entry 3). Reading all of this information I was able to bring information to our group meeting, and everyone was very grateful for the information. We have been working on a plan to implement throughout all of the classes, in our “6th Grade
I remember stressing about test throughout school, and then college. My students’ main focus should be learning and fully understanding the information, instead of learning how to master a test. I have seen throughout the years how much emphases are but on these standardized test or test in general. I do feel that assessments are important, but I do feel that formative assessments are more beneficial to me. I want to know that my students understand the information while I am teaching, instead of two weeks later when they are tested on a whole chapter or unit. Most states are given standardized and I will prepare my students for the test, but I want to focus mostly on the content and not stressing them out over a test. Some students aren’t very good test takers, which I wasn’t one when I was growing up either. I can relate to students who know the information but freeze up when they take a test. When I create my syllabus I will rate my summative test as my least percentage for their grade. I want them to know that homework, practice, projects, and participation are really important. If I have students that are really smart, they may not feel the need to participate in class and on projects because they know they will ace the test. On the other hand I may have students trying their best at participating and completing homework assignments, but just perform poorly on test. If my expectations are high of them when