EDUC 606 REFLECTION POINT 1

EDUC 606 Reflection Point

Allieh Kheradmand
George Mason University

The coursework and PBA, the cultural inquiry study, of EDUC 606 touched upon a

number of the ASTL outcomes. The cultural inquiry study particularly focused on outcome 4,

systematic inquiry of practice, outcome 6, diversity, and outcome 7, change agent. In collecting

and analyzing data related to a cultural puzzlement of a group of students, and then creating and

implementing an action plan to solve the puzzlement, I systematically reflected on cultural

influences and mismatches in my teaching practices. This systematic inquiry of my practice

helped me learn to be more culturally responsive, which will strengthen my teaching practices

going forth. It is also especially important considering the diverse demographics of the school I

currently work in.

ASTL outcome 6, teachers attend to the needs of culturally, linguistically, and

cognitively diverse learners was extensively explored through the culture inquiry study. In my

cultural puzzlement, I aimed to understand why Hispanic ELL students do not read at home on a

daily basis and how I can increase at-home reading engagement and motivation. After reviewing
EDUC 606 REFLECTION POINT 2

current literature related to the topic, I learned that at-home routines, parent beliefs, and student

reading motivation are all important factors related to at-home reading engagement in Hispanic

families. By better understanding the lives of my Hispanic ELL students outside of school, and

by better understanding their parents views towards reading, I was able to bridge some cultural

mismatches related to at-home reading. Also, by inviting parents into school for a literacy

breakfast, I was able to strengthen the relationships between parents of Hispanic students and

their school community members. This strengthened bond will support students at-school

learning, and increase their exposure to literacy at home.

Lastly, ASTL outcome 7, change agent, states that teachers are change agents, teacher

leaders, and partners with colleagues. Through studying a puzzlement and implementing an

action plan to solve the puzzlement, I worked as a change agent and teacher leader. Considering

the diverse demographics of most schools in the northern Virginia area, it is important for

teachers to work as change agents in order to equalize learning opportunities for all students.