Classroom Cultural Diversity

Formal Observation #2

EDTE 255

Jazmine Loaiza
 Observation #2 Jazmine Loaiza 1

For my second classroom observation in Ms. Whipples first grade class, at Citrus

Elementary School, I focussed on the classrooms cultural diversity. Taking a closer look at the

children in room two, I noticed plenty of differences going beyond their race and ethnicity. The

students I observed were not just different basing them off of their skin color, but they were

distinctly different with the way they learn best, their socioeconomic levels, languages spoken,

and even their personalities.

Picturing a spectrum that refers to the socioeconomic levels, the students within Ms.

Whipples class, have personally been categorized in a lower level, students who were placed in

the middle, and a couple students that I was able to observe that were categorized at the highest

level of that spectrum (in this spectrum, when referring to the highest, I mean students who seem

to be economically better off than others). With socioeconomic levels in mind, I would like to

point out one, specific, observation that I encountered that also goes hand-in-hand with the

difference in personalities I mentioned earlier. During my teacher interview, the teacher

mentioned how a certain student in her class is always one who tends to defend her misbehavior

by throwing the word bully against every issue she has with a classmate. Now, most of these

instances, this student has always been found to be equally, if not, more responsible behind

whatever issue had occurred. The teacher also mentioned how her parents have been a huge help

and contributors to the schools success. Personally, I found this very interesting and came to the

conclusion that students and their socioeconomic level influences who and how they act in their

classroom. For instance, with this particular student, I believe that she acts like the victim in a

classroom simply because she knows her parents are aware of her schooling environment and are

always willing to provide her with whatever is best for her and her education. On the other hand,
 Observation #2 Jazmine Loaiza 2

I understand this can be a very controversial topic, and would love to add that this particular

student is also very bright, who has the capability to succeed and move on to the next grade on

her own. Equally important, there were some students who fell in the middle of the

socioeconomic spectrum that spoke different languages. This classroom has plenty of students

who speak more than one language and are bilingual in the languages of Spanish and Hmong.

Besides the fact that these students English is being taught as a second language, they have their

own personal way of learning that has helped them succeed, whether that includes them keeping

to themselves and focussing on their own work, or actively participating and asking questions.

Furthermore, I observed one particular student whose range of ability is not the easiest, but his

motivated and high spirited attitude helps him stay focussed and continuously works hard.

Continuing with my observation, I would like to discuss how Ms. Whipple engages all

the students in a lesson. Keeping in mind the grade level, with every lesson, Ms. Whipple

encourages all students to raise their hands, volunteer, and walk up to the board whenever they

want to answer and/or solve a problem. The lesson I observed gave the students the task of

becoming an investigator while having to research with their partners a planet from the solar

system. This activity joined more than one learning style together in order to engage the

childrens full potential. These learning styles included visual, aural, and verbal styles because

the lesson incorporated verbal explaining and communicating between partners, visual reading

and understanding from books, and aural when broadening their research to YouTube and having

to view/ listen to the information being given. While all styles were constructive, the verbal

learning style was the most effective. The kids were surprisingly productive and intrigued when

watching videos about their planet. Because of the visual style of learning, these students were

able to acquire new information independently. They first were able to read and identify facts
 Observation #2 Jazmine Loaiza 3

about their plant. Then, they had the opportunity to explore a different source of information and

watched astronomical videos pertaining to their topic. Visuals allowed them afterwards, to reflect

about their capability of learning all on their own.

When working with the diversity aspect of the students, culturally and educationally, Ms.

Whipple uses the partner method. I noticed that the students who tend to be the more distracted

kids, were paired with the students who were either the accelerated silent learners or the

accelerated, outspoken learners. Pairing two accelerated learners constantly brought disruption in

the class when students would finish the work and distract those who hadnt finished yet.

Although, when dealing with the emotionally and academically challenged students, Ms.

Whipple is very considerate about their lack of motivation at times. Students at the verge of

giving up are given their own time to reflect back to their main objective; to be the best they can

be by staying focused and working their hardest.

I think that for Ms. Whipple, being a first grade educator, finding ways to modify

instruction to better serve the needs of culturally diverse students should appear. At this young

age, students who are considered culturally diverse should feel comfortable in their classroom

and with their teacher. As a teacher, with simply making a small modification, like, making hand

gestures to every emotion or making sound effects on every mood change, can go a long way

with teaching small-aged children who are currently struggling with differentiating between

cultures and languages.

In hopes of becoming a bilingual teacher, I personally feel that my biggest challenge will

be implementing a language as a whole and teaching the classroom as whole. By that, I mean,

teaching the gap between native-spanish speakers and students who are not native-spanish

speakers who see it as a foreign language. Although, broadening my experience and knowledge
 Observation #2 Jazmine Loaiza 4

about diversity in a classroom through this observation, is the start of plenty more strategies that

I can refer back to. When finally reaching a classroom of your own, I learned that embracing

their capabilities and achievements through their diversity will help them learn from one another

while also becoming a better, accepting person. I would love to take all ideas I observed with me

when becoming a teacher. I loved Ms. Whipples partner strategy and her continuous motivation

for their maturity and achievement acknowledgements.