Teach All Children

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by Teegan Engel1 view·Updated Feb 10, 2021
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  1. Hello there.
  2. My name is student Angle.
  3. This is my submission for the Teach all Children assignment.
  4. So my chosen principle is its flooring.
  5. Multiple identities.
  6. Um, in short, this principle discusses ways to make sure
  7. that the students within our classroom knows that their identity,
  8. whether it be religious, cultural, racial or sexual identity is
  9. valid and welcomed within the classroom.
  10. Affirming a student's identity allows them to become more comfortable
  11. as to who they are, is a person and allows
  12. them to advance their own understanding as who they are.
  13. And on the flip side, it allows them to become
  14. more understanding of other individuals and their identities.
  15. So the importance of this principle I chose this principle
  16. because I think it's something that's very important to remember
  17. in every single school district or specifically coming from an
  18. individual who grew up in a very rural section of
  19. Minnesota. Like myself, I think it's incredibly important to its.
  20. It's for different identities there as well.
  21. Eso take, for example, a small school in rule of
  22. Minnesota, the school's very homogeneous group, with many individuals sharing
  23. identities with one or another due to there being very
  24. few identities throughout the school.
  25. It isn't very important for us as educators to inform
  26. and teach the students all about the other identities throughout
  27. the world.
  28. Um, I personally, I'm a firm believer in being able
  29. to take what you learn in school and use it
  30. in the outside world because I think in school it
  31. can be mistaken.
  32. That school and the quote unquote real world are two
  33. very separate areas, and you can't, like, take information from
  34. one into the other.
  35. But I don't like that idea.
  36. I think there needs to be a lot of like
  37. crossover. You need to learn things in school that you
  38. can use outside of school, and you need to learn
  39. things outside of school that you can use in school.
  40. Um, and moving on.
  41. If a student from that small rural school hadn't known
  42. about the different identities the world holds, once they go
  43. out into the quote unquote real school real world, it
  44. is very real possibility that they will experience culture shock.
  45. Um, well, I think it's just very important for individuals
  46. to feel validated and for it to be generally known
  47. that their identity is validated without that validation and their
  48. identity. They could feel bad about their differences when in
  49. reality, they should be feeling great about their uniqueness.
  50. Okay, and moving on into some points within the principle.
  51. The first one is individual strengths and weaknesses.
  52. Each individual, it's general.
  53. It's very known that each individual has their own strengths
  54. and weaknesses.
  55. For example, I am pretty good throughout the entire academic
  56. domain, like Pretty average, I would say.
  57. But mathematics is my absolute downfall.
  58. And then on the flip side, well, I'm pretty good
  59. with that.
  60. I cannot do anything athletic for the life of me.
  61. If you were asked me to run a mile, I
  62. would say no, because I can't do that for every
  63. person. It could be the exact same thing, but typically
  64. with a variety of different domains.
  65. And it's important for us as educators to recognize each
  66. student's strengths and weaknesses, and then with that information when
  67. you build upon their strengths to find ways that they
  68. can advance and use their strength to illustrate.
  69. If you were to have a project that needed to
  70. be done for an assignment, giving multiple ways for the
  71. project to be done, um can help the students achieve,
  72. and it is more likely for the students to actually
  73. be interested in the project.
  74. Um did.
  75. For example, some students would rather write an essay for
  76. the project, but others might not be good at writing
  77. essays, and they would much prefer to do an artistic
  78. foundation for the project instead.
  79. And moving on to the next point is respectful environment.
  80. Um, this one is incredibly important because I think it
  81. needs to be accentuated in each and every classroom, not
  82. only because it's important for the school to have that
  83. respectful environment, but it also be transferred into the real
  84. world. Creating a respectful environment allows the students to continuously
  85. learn and teach.
  86. So it's a to weigh two way relationship where the
  87. teacher teaches the students.
  88. But the students also teaches with teachers.
  89. Um, I also believes it gives I also believe it
  90. gives the students a set of tools that they can
  91. use within their adult life to continue to create a
  92. respectable environment wherever they may go on.
  93. The last point is engaging students having the content, content
  94. and information coming from one individual like the teacher can
  95. not only get boring But it can also be redundant
  96. when the teacher does not have a personal connection to
  97. the information, such as different identities.
  98. Although allowing the students to speak upon their own identities
  99. and to inform and teach a class using their own
  100. experiences can allow for a different type of connection to
  101. be made, one that's meaningful and one that the students
  102. will actually remember.
  103. So that was my submission.
  104. I hope you enjoyed it.