Académique Documents
Professionnel Documents
Culture Documents
Reflective Statement
1. Fully state the standard in bold text. Then write a paragraph explaining your knowledge and
understanding of the standard—put the standard into your own words.
This standard is about how I, as a teacher, communicate with and encourage communication
among my classroom of students. This means that I support the conversation through being
sensitive to differences in gender and culture, and being aware of ways that this can affect the
class as a whole. In classroom discussions, I challenge the students and provide them with
constructive criticism on their work. I use many different forms of communication so that I can
effectively lead a diverse student population. I demonstrate for the students effective listening,
conflict resolution, and group collaboration. I use different techniques to foster discussion in
specific instructional situations. The classroom contract demonstrates that I practice effective
democratic classroom by encouraging the students to take control of their own learning
experiences.
Ptasienski 2
2. Explain how the artifact you chose demonstrates your understanding and application of the
standard.
The artifact that I chose for this standard is a discussion that I had with my students about the
hard topic of racism. After hearing that the students had been experiencing racism among their
peers inside and outside of school, I thought it appropriate to discuss, as a class, how to
appropriately handle racism. This artifact fits the standard because in it I realize that differences
in race and culture could affect the conversation, and therefore, I asked specific questions of the
students. In order to provide the students with effective feedback, I had them work in class on a
worksheet, then we worked as a class on a classroom contract, and then, finally, we were ready
to discuss in class. The classroom contract demonstrates that the class set a standard for
listening, conflict resolution, and group-facilitation. The questionnaire was an opportunity for
me to ask questions about a touchy subject in a cautious and confidential way before beginning
3. A If the artifact has been used in your practice, reflect on how your teaching will change in
the future to further meet the standard.
B If the artifact has not been used in your practice, i.e., a class assignment, reflect upon how
your teaching will be impacted by the assignment.
This artifact has been used in my practice. In the future, I would definitely ask the students to
complete the personal questionnaire before discussing in class, because it gave me, as a teacher,
a chance to buffer and monitor the discussion in a responsible way. In the future, I would have
created the classroom contract before even handing out the “Talking About the Hard Things”
worksheet so that the students could not exchange inappropriate stories with one another while
completing it. To further my group-facilitation skills, I would also try to facilitate more of a
student-student interaction rather than a teacher-lead discussion. This is a topic that I think
students could really become a part of if they were given the chance to really do so.
Ptasienski 3
4. Conclude with a paragraph discussing how you are more prepared to Teach and Learn in a
Diverse Society as a result of satisfactorily meeting the standard.
This activity was the perfect way for me to create a democratic classroom that is open and
accepting to different races, sexes, cultures, and statuses. The students recognized the
importance of learning in a diverse classroom while being sure that all students are given an
equal opportunity to perform well and to feel accepted into the community of students as well.
After using this lesson with my 6th grade students, I am more comfortable communicating with
students about hard subjects and subjects that can so easily become heated. I learned a lot about
how to manage a classroom discussion, how to prevent outbursts or frustrations, and how to