1.

Identify and discuss one (or two) disposition(s) in which you believe you've made the
most personal growth this semester:
Sociocultural Consciousness
Affirming Attitude Toward Difference
Value and Affirming Student Background Knowledge
Constructivist Approach to Learning
Responsibility and Capacity to be Culturally Responsive
Studying abroad was probably the best choice Ive ever made. I came back thinking I had
a broader outlook on life and that everyone around me also could see the differences in
cultures and they were aware that there were other people out there that were not exactly
like them. Yes, there are people aware of those things. But, after this class I realized that
although they are aware of various cultures and beliefs, they do not know how to accept
them or identify them. Through our articles and sharing of experiences in the class, I
learned how to have more of an affirming attitude toward difference. But, more
importantly, I learned how to accept the fact that I personally may already have an
affirming attitude toward difference of other cultures and I needed to have an affirming
attitude toward difference of others beliefs about different cultures. While I listened to
other peers opinions on things as simple as inclusion in the classroom or privileged kids
vs. unprivileged, I learned one thing: although my feelings about the topics may feel just
and fair, to others they do not. I came to the realized that maybe my ideas and thoughts
were sugarcoated and I thought ignorance was bliss so only happy things happened in
classrooms and students just learned to respect each others differences because thats
how I was in school. I loved everyone and I never judged, or at least I thought I didnt.
Then I got in here and it hit me: I just wasnt aware of these thoughts I had because I
knew it was something difficult and awkward to admit to. Like stated in Racial
Microaggressions and Difficult Dialogues on Race in the Classroom, students make these
errors in saying racial and judgmental things but are entirely oblivious to them (Sue). I
would say and think things that were completely inappropriate and didnt even realize it,
because deep down I knew I meant no hard. Now, I am able to definitely identify these
thoughts and suspend them, because I am actually aware now.
Sue, D., Lin, A., Torino, G., Capodilupo, C., & Rivera, D. (n.d.). Racial
microaggressions and difficult dialogues on race in the classroom.Cultural Diversity
and Ethnic Minority Psychology, 183-190. Retrieved November 24, 2015, from
https://myasucourses.asu.edu/webapps/portal/frameset.jsp?
tab_tab_group_id=_2_1&url=/webapps/blackboard/execute/launcher?
type=Course&id=_311976_1
2. What will culturally responsive teaching look like in my classroom? How will I
embody at least one of the principles from CRT (Academic achievement, Cultural

competence, Critical consciousness)?

Spanish classrooms make Culturally Responsive Teaching much easier because it itself is
a culture that is being learned by most of the kids in the classroom. Because of this, I plan
to incorporate thematic units that root from several different cultures and doing Project
Based Learning with them. We will study the various types of Spanish culture and how
Spanish is used in other countries culture as well. For example, the use of Spanish in
America and Japan is a strong representation of our culture as well. Lastly, as explained
in Villegas, our schools in America level the playing field and make promises to students
who show higher intelligence in the merit aspect of school. This automatically devalues
the importance of being sociocultural conscious because we are tending to one type of
learner and that is all. I will make sure my classroom encourages all students to be the
best they can be, even if the best of them isnt what the best of his peer may look like.

3. How will I use professional competencies to drive the relationships that I have with
students, parents, and colleagues? (Please discuss all)
These professional competencies helped me get in touch with who I am and who I would
like to be. As for suspending judgement, this is something that I think everyone should
use inside the classroom and out. Instead of automatically assuming that I know the
student who threw his backpack on the ground is just a trouble kid, I need to evaluate
where hes coming from and what hes going home to after class. This is something that is
so important with any relationship because we are so quick to jump to an assumption as
opposed to taking a minute and suspending our thoughts and beliefs on the situation. For
Archetypes and Biases, this will help me think logically and rationally about any situation
that may arise with my students and especially parents. When a student is cheating on
tests, I need to rationally think about the reasoning as to why he didnt study or as to why
he finds it so incredibly important to pass. Again, we do not know what home life is like
or what they are going through. Talking with the parent and being respectful and
understanding while trying to remember past experiences is going to make the outcome
much more positive. Which then leads to a more positive relationship with the student
and that in the end, is what is most important. That touches on Asset Based thinking,
making sure that everything is being touched on and emotions are not just being thrown
around without thinking about the negative consequences they may have. On the other
hand, Locus of Control means that we must take control of our actions and think about
how they will help the student be successful. Like I mentioned before, this can include
colleagues because we have to learn to respect one another and think about what we can
control and what we cannot control before throwing a fit and then realizing there is
nothing I can do about the situation. Lastly, which is also intertwined with the
competencies already listed, is Interpersonal Awareness. Being able to understand why I
feel that way and what MY actions will do and what I can and cannot do for the situation
is going to help me make rational and reasonable decisions with my administration and
students actions.

4. Identify two examples within your content where you can create
learning opportunities consistent with Culturally Responsive Teaching.
In Spanish, after going over the thematic unit discussing and doing activities that relate to
that diverse culture in Spanish, we will take a test the way students in that country take
test. For example, in Argentina, all tests in the universities are group tests. They are
graded together and they complete everything together. We will do that for one unit
assessment.
Secondly, learning songs and dances that have to do with the culture- can be from Peru.
Have a week where we practice and dissect a native song that is from Peru and have
students learn native dances from that region as well. Because there are so many different
Spanish cultures throughout the world, Peru is an excellent place to start since it is closer
to home as opposed to Spain and further than Mexico, so all students are able to try
something new.