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Equity pedagogy plays an enormous role in theeducation, not just to students in the racial or ethnic minority, but for all students. As a teacher in a culturally diverse district, it is essential to understand the many characteristics of students, including race, religion, socioeconomic status, or heritage. If a teacher can find ways to connect their everyday culture to the classroom, rapport with students is built and trust is gained through caring. By creating culturally relevant lesson plans, student achievement increases while also allowing students to become more culturally aware of their world. Through his research, J.Q. Adams (1994) states there are three traditional methods that have
According to World Economic Forum, top 3 skills that our students need in 2020 are Complex Problem Solving, Critical Thinking, and Creativity. Mathematics is not just finding an answer or calculating number but developing those three skills. As a mathematics educator, I believe how students learn the skills not only depends on a mathematic classroom but also an entire school community which include a parent. The school community should provide that all students are expected to learn through active participation, and teachers provide support to engage all students in mathematical tasks. The environment should be one wherestudents are actively involved in doing mathematics. In this blog, I wa
Schools are comprised of many essential professional staff including: teachers, principals, school counselors, nurses, etc. It is a crucial time to implement school counseling elements in the classroom to create competent members of society both educationally and as humans. House and Sears (2002) focus on the specific ways school counselors can input themselves in the rigorous academic efforts to promote success for students of all backgrounds. A few common themes among implementing school counseling curriculum is self-reflection and being confident in who the educator is themselves. House and Sears encourage all school counselors to examine their own beliefs, the need for change in their ow
Special educators exist in complex and nuanced spaces within public schools. Our roles simultaneously require us to be lead instructors of standards-based curriculum, interventionists focused on addressing gaps in knowledge and skills, relationship counselors between school administrators and parents, and compliance officers responsible for meeting the regulatory requirements of state and federal special education laws. However, I contend that our most vital role may be to combat the prejudicial attitudes toward disability that are manifested in the content of classroom curriculum itself. In order to encourage future special educators to address issues of disability bias in academic curricul
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