Cultural Snapshot

Trailer: https://www.youtube.com/watch?v=BB5ag2hswmo

An underprivileged group that I feel has been misrepresented in our society is the Deaf population and community.

The cultural snapshots I have collected illustrate that there is SO much that is still misunderstood about this community, how inaccurate the representations are of Deaf people in main stream culture and in the media, and how Deaf people are still constantly having to find ways to educate the public.

What message(s) (consistent or conflicting) are being sent about this cultural group through these artifacts? Illustrate how the artifacts convey the message(s).

The artifacts represent a lot of misconceptions such as cochlear implants being the way to 'fixing' Deaf people, why/how people are Deaf, how they feel, and what they are capable of. These various artifacts show that people still think that Deaf people are deaf because/only because of loud noises, that they miss being able to hear or rather, they wish they were able to hear, and finally, people think they aren't as intelligent or competent as others owing to their inability to hear.

The film artifact featured is particularly terrible. Though made only fairly recently in a time where you'd think people were already be more informed and less ignorant, the trailer itself perpetuates a lot of the stereotypes that Deaf people are 'less than' and act differently even though the ONLY thing different about them is that they can't hear.

How might this message(s) impact how a child from this cultural group is viewed and treated in the classroom? 

So some of the messages collected from these artifacts are more negative, and some more positive than others. Regarding the negative messages, a lot of students might wonder why a fellow deaf or hard-of-hearing student does not have/did not want to get a cochlear implant. They may also think that the student is not smart as them because he/she may have speech difficulties or sound different. Regarding the positive messages, a child may hopefully be treated as an equal in the classroom.

Why is it important for teachers to examine how cultural groups are represented in the media, curriculum and policy?

I feel it is important for teachers to examine how these cultural groups are represented in the media, curriculum, and policy because it enables them to be aware of how their students of various demographics are perceived by their peers in the classroom. In doing so, they can then take steps to ensure that their classroom is one that is inclusive, and that their students become educated and informed in the kind and respectful ways they ought to treat their peers.

Imagined Classroom

1. Five images (you can take them or they can come from the Internet [provide proper credit]). These images should reflect, in some way, what you imagine your classroom will look like once you are a teacher. Please annotate your images by providing a description of the image and how it relates to your future classroom.

Picture 1: Classroom has many windows. Each student has a computer so they can easily see and refer to what the teaching is saying. The desk is also big enough for them to write notes for any thoughts and ideas they might have during instruction.

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Picture 2:  There is sufficient space in between the grouped tables and chairs for the teacher to walk around and work with the students freely. The grouped spaces allow students to also collaborate with ease.

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Picture 3: The teacher can easily see everyone. The small teacher to student ratio allows me to know each of my students more personally and allows me to reach out to them.

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Picture 4: I love the image of the globe on the floor. The open space and chalk boards creates a welcoming place for young energetic students to walk about freely to discuss ideas. This space would be used as a discussion haven. Many young students think with more clarity when they are able to move about.

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Picture 5: I would love to have an outdoor section of my classroom where students can also just go outside on good-weathered days to continue learning. Nature is also another ‘culture’ which students can learn more about. When student can become more aware of nature and see what is at stake, it helps them become more aware of what they are doing day to day that impacts nature. The fresh air from the outdoors can also help students to focus better because very often young people just want to be outside moving around and not just stuck indoors for long periods of time.

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2. Imagine the surrounding in your classroom. What does the room look like? What resources are available for students? How are the resources used during the lesson?

The room has many windows. There are computers and learning tablets. They are used for looking up additional information that will enhance the lesson, or empowering students to share things they have already come across that are relevant to what is being taught. The room has walls with special whiteboard texture/paint that students can write on. There is something marvelous and magical about being able to draw and write on walls.

3. Describe the students in your classroom. What are their backgrounds? What are their interests? What are they doing during the lesson?

The students in my class are happy and enthusiastic. They come from a diverse combination of race, language, religion, economic status, family backgrounds and cultural traditions. They are interested in a unique combination of things arts, science, language, technology, sports, and play. They are learning how to express their thoughts, ideas, and dreams during my lesson, while doing so in a kind and respectable manner towards their peers.

4. Describe your classroom policies. What are you classroom rules? What is your discipline plan? What are your homework policies?

Students will be patient, kind, and respectful to each other.

Students will participate and contribute to class discussions.

Students will gather and return materials to the right places, and clean up after themselves.

Students will be focused when in the classroom, speak only when appropriate, and show sincere effort in completing their own work.

Students will be punctual to class.

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If a student is late more than three times, he/she will stay after school for 15 minutes to help the teacher clean and organize the classroom. Ten minutes will be added to each additional tardiness.

Verbal warnings will first be given for excessive talking or disrupting the class. After three times, a student’s seat will be changed, followed by a timeout in the classroom, and then in an alternate classroom.

If bullying is detected, a verbal warning will be given. If it happens again, a visit to the Principle’s office and possible contact with the student’s parents will result.

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Homework can be turned in late but at a 50% deduction penalty for everything up till a week before the last day of class. Homework can also be redone for a single letter upgrade.

5. Describe a typical lesson you will teach in your classroom. What will you teach? What is the topic? Why did you choose this topic? How will you teach it? What is the main thing you want students to learn during this lesson?

Ideally I will teach film. I will teach my students how to make documentaries. The topic is telling stories about social issues or stories that are important/personal to them. I chose this topic because stories about misunderstood, marginalized, and minority groups need to be told. I want students to give voice to the voiceless and this can either be themselves or someone they know, or even some part of life they didn’t even know they could talk about. I will teach it using examples of past documentary films, then getting students to hash out their ideas, draw storyboards, learn how to use a camera, and finally learn how to edit their footage. I want students to learn that everybody has a story, and to also learn that if you’re going to make something, you might as well make something good because that is why we are given the tools and talents that we have.

6. Imagine your work as a teacher during this lesson. What are you doing during the lesson?

I am constantly engaged with my students. I ensure that I am speaking loudly, and clearly enough, and always in a respectful manner. I also ensure that I make myself as readily as possible during the time that students are working on their films.

7. Imagine your students again, what are they doing during the lesson?

My students are listening. They may be writing, or doodling but they are tuned in and listening. They are coming to me with questions. They are working on their stories. They are learning. They are smiling. They are interested.

8. Imagine how you will assess your students' learning and achievement. How will you know they have learned?

I think one of the best ways is to have students talk about the work they have done - that way you can gain a pretty good idea about how invested they were in it. I would like them to talk about what they loved, what worked for them, and what they did not like about the assignment. I would also like them to share with the class one thing they were surprised to learn.