How can teachers maximize engagement among multilingual students? What are some effective ways to integrate multilingual instructional strategies into classrooms?

Maximizing engagement of multilingual students is an important step to having a classroom that is inclusive to all.Using visual aids like pictures, diagrams, and videos can be beneficial in helping students comprehend concepts and instructions. Additionally, incorporating technology in the classroom through translation apps and online resources can support student’s language learning and comprehension.It is crucial to recognize and embrace cultural differences and norms in the classroom to promote a culturally responsive learning environment. This also allows and encouraging multilingual students to research or assignments in their languages for class projects.

How might we begin to address the ways in which the systems that we teach our curriculum in are intrinsically homophobic, transphobic, biphobic and oppressive towards queer and trans people?

There are many way that we can begin to address the ways in which the education systems that we teach our curriculum in are intrinsically homophobic, transphobic, biphobia, and oppressive towards queer and trans people.

I believe that teachers and students should be educated on LBGTQ+ issues, including identities and pronouns. By getting educated on it, it will creat more support for LGBTQ+  students, by creating a safe space, respecting privacy, and standing up against harassment. I 100%  believe that schools should provide gender-neutral bathrooms and change rooms to allow students to dress in comfortable places. Also Schools should have organizations to provide resources, support, and advocacy on LGBTQ+ for students.

Educating teachers and staff and creating inclusive policies, LGBTQ+ organizations, and many more are all effective strategies that can be implemented to create a safe learning envrioment for all stduents.

What is the purpose of teaching Treaty Ed (specifically) or First Nations, Metis, and Inuit (FNMI) Content and Perspectives (generally) where there are few or no First Nations, Metis, Inuit peoples? What does it mean for your understanding of curriculum that “We are all treaty people”?

There are various reasons why Treaty Education and First Nation, Metis, and Inuit Content and Perspectives should be taught even in locations where there are few or no Indigenous peoples.By teaching Treaty Education and First Nation, Metis, and Inuit content and perspective, we also may recognize Indigenous people’s history and contribution to Canada. This teaching can contribute to a deeper understanding and respect for Indigenous people’s traditions and ways of life It is also a step towards reconciliation between Indigenous and non-Indigenous peoples.The purpose of teaching  treaty education is to teach young people about history and to maintain the history of what has happened here alive, as well as to keep them informed about these matters.

According to Chamber, “We are all treaty people,” means that every person living in Canada is impacted by the treaties that exist between Indigenous and non-Indigenous peoples.  Also these treaties are legal agreements that were made between Indigenous nations and the British Crown, and they have ongoing significance for all Canadians. For education the chamber argues that treaty education should be included as an integral part of the curriculum in all Canada schools. This is meaning that teachers should teaches students about the history of treaties, the rights and responsibilities of treaty partners, and the ongoing impact of colonialism on Indigenous peoples. To me the phrase “we are all treaty people, means that these treaties affect everyone, and it is to our knowledge to understand their significance in order to develop respectful and reciprocal relationships between indigenous and non-indigenous people.

References:

Reference:

Chambers, Cynthia. “Chambers We Are All Treaty People.pdf.” Google Drive, Google, https://drive.google.com/file/d/1RpFQAVShNlNLA9u6aXv7udGnzTGk5LNN/view.

In my future classroom, I am hoping to my classroom will be a safe and welcoming for the students that come into my classroom. My walls will be covered in welcoming posters and bright colours for my students to read and to look at.  I am still working on understanding the full meaning and ways of teaching with a culturally relevant pedagogy. I also want my students to make their own posters either for the classroom or for their desk so when they are having a bad day they can look at what they made. This will also help me understand how my students are in my classroom. I also want my classroom to sound like when you walk by that my students are having the best time in my classroom, I want it to be a little noisey but not very loud.

As a future teacher, incorporating a sense of place in my classroom I would start by having my students listen to a member of the community or city  talk about their sense of place in the community. i would also tell my students my feelings of places in the community, and the classrooms that i have been in, I would get my students to brianstorm a place or two of what their feelings were like when they went to that place in the community.

Critical Hip Hop Pedagogy as a Form of Liberatory Praxis: How can hip hop be used as a tool to promote social justice and youth activism in the classroom? What is the relationship between hip-hop culture and the development of critical consciousness among students?

Akom’s “Critical Hip Hop Pedagogy as a Form of Liberatory Praxis” discusses the teaching strategy known as Critical Hip Hop Pedagogy. He says that young children begin to develop meaningful strategies for pursuing social justice, and take increasingly public roles for advocating. Hip hop can be utilized as a tool to get students to get them actively engage in classrooms.

The relationship between hip hop culture and the development of critical consciousness amongst the students revolves around the ability of hip hop culture being able to engage with non-white cultures and tackle difficult topics.studying hip hop culture allows students to take into account the perspective of various communities. This improves  their education because they gain a better understanding of the world and are able to willingly   identify the inequities in their daily lives.

What is your understanding of citizenship? How can we relate Treaty Education to citizenship?

In my opinion, citizenship is the status of a person recognized by tradition Citizenship is the connection that exists between an individual and a state to which the individual pays loyalty. It also entails the status of freedom, as well as attendant responsibilities. Political rights, including the right to vote.

In terms of Treaty Education, I believe it is our job as citizens to learn about our past and how it affects our future, which includes talking about residential schools and treaties. I also believe that we need to recgonize treaties.

• According to the Levin article, how are school curricula developed and implemented? What new information/perspectives does this reading provide about the development and implementation of school curriculum? Is there anything that surprises you or maybe that concerns you? 
• After reading pages 1-4 of the Treaty Education document, what connections can you make between the article and the implementation of Treaty Education in Saskatchewan? What tensions might you imagine were part of the development of the Treaty Education curriculum?
  

After reading the Levin article, I was quite shocked by how big of a role the government has in developing and implementing the curricula. The idea of so much politics going into the developmental process of the curriculum was shocking in my eyes, I also learned from the article that the government also has to keep in mind the thoughts, feelings, and opinions of the voters. After reading this article my perspective changed on politics, when i vote for a party i vote for the same one i vote for all the time now.

I have always thought learning about treaties is very important to learn about in school and in general, because if you dont learn about it you don’t understand what it is going on with treaties. when i was in elementary school it was’nt talked about much beacause it was  in the curriculum but not tought .

• What does it mean to be a “good” student according to the commonsense?

What good is to individuals to be beacuse soceity has made it the norm to be good, and if you aren’t good or you don’t fit in. There is alot of pressure for kids growing up to be the stereotype “good” that society stresses so much. The good students are the students that don’t get introuble or caused trouble and they are perfect students.

• Which students are privileged by this definition of the good student? 

The perfect good student is not reslistic whatsover. The majority of the students are not going to be the ideal perfect good student. Everyone is different in there own ways, and they shape who they are.

• How is the “good” student shaped by historical factors?

I believe what a “good” student is that you have a high advage,and when you write things you have a better word choice then what the advage student would have. The student also has their work in on time and it is neat and what the teacher wants for the assignment.

Gender and the curriculum

This week, we are to review the first assignement and begin research.The purpouse of this first assignment is to create a critical summary. I have selected to do reasearch about “Gender and the curriculum”. I believe that both genders are not treated the same as they should be treated the same way others treat them it shouldnt matter if you are a girl or a boy you should be treated equally. They should be treated equally in varoius types of the curriculum. Gender inequality it happens more in PE. In the curriculum they dont really talk about gender, in one of my classes i’m taking we watch a video and the little childern were talking about gender but what caught my eye in the video was a little boy who yelled out non bionairy and to me it surprised me beacuse you would think that a little kindergarten would not know what non bionary was.

The Next steps that i will be taking are

• Why are men and women not treated the same way in the curriculum?
• Why is gender important to teach in the curriculum?
• Do others have the same beliefts as others about gender and the curriculum?

Curriculum development from a traditionalist perspective is widely used across schools in Canada and other countries. Think about: (a) The ways in which you may have experienced the Tyler rationale in your own schooling; (b) What are the major limitations of the Tyler rationale/what does it make impossible; and (c) What are some potential benefits/what is made possible.

The Tyler rationale method is examined in the readings from  Smith Curriculum Theory and Practice.This method is described as being very technical. It takes the teachers way of teaching out of the situation and make the teachers focus on the end result. I have had teachers teach this method instead of us learning it at our own pace.

The Smith Curriculum Theory and Practice article examines many limitations from the Tyler rationale. the first of which being that it may take away from the learners. The rationale is too focused on the end result and “turning teachers into technitions” that it does not give the learning process any room to change, the teachers are tole what the children must know and how they will teach them.This rationale majorly impacts the pedagogic practice of teachers.

There are many limitations to this rational as outlines in The Smith Curriculum Theory and Practice readings but, the source also outlines some advantages to the Tyler rationale. This way of approaching the curriculum is very organized, very systematic. It also allows the lesson plans organized and the teachers will know what they need to teach their students.