(Re)imagined Classroom

After taking this multicultural education class, I have learned a lot about having an inclusive classroom, so this post takes those things into consideration. The changes I want to make to my original imagined classroom design are in italics.
http://lessonswithlaughter.com/when-you-enter-this-classroom-door-decor/
I love how this door is decorated to remind the students each time they enter of everything they are capable of doing and becoming. I want my classroom to be like this to inspire my students to try and do their best, and to help them feel comfortable in my class. I still really like this poster and I would not change it, but I need to make sure to help my students understand the challenges they will face in reaching their goals. I want to inspire them to be what they want to be, but be realistic at the same time.
   
http://simplysecondgrade.blogspot.com/search/label/water%20cycle   https://www.amazon.com/Spanish-Language-School-Poster-Classroom/dp/B00KSIIG5K
I want my classroom to have posters like this so that kids will learn different things wtihout even realizing it, like this water cycle poster. I like how visual it is, so the kids can see exactly how it works. Something I could change in this poster would be having the words in multiple languages, so any bilingual students I have will understand what it says. 
   
http://mrsosterman.blogspot.ca/   https://www.amazon.com/Spanish-Language-School-Poster-Classroom/dp/B00LEU07KI
I remember having boards like this in my elementary school classroom, and I want to have one in my future classroom where the kids can learn about the days of the week, months of the year, date, numbers, weather, and more. It makes it fun and interactive, because the students can move things around and learn hands-on. This is another thing that I could change to be inclusive to bilingual students. I should include the numbers, days, and months of the year in other languages, especially Spanish, to help all students feel included and feel like they can participate in the classroom and understand what's going on. Also, I want to make sure that nothing is too high up in case I have students in wheelchairs. They should be able to reach the different things so they can also participate in every aspect of class.
 
http://www.teachercreated.com/decorative/paper-lanterns https://www.teacherspayteachers.com/Browse/Search:stick%20kids%20decor
I want to decorate my future classroom with cute things, like this very hungry caterpillar, that are from children's books. I think it would motivate them to read more and to use their imaginations and be creative. Something I would want to make sure to do with this is include diverse characters in my classroom decor. I will not include only characters that are familiar to children like me and my family, but I will seek out children's books with diversity and incorporate those characters in my classroom. I will also read all of those books so that all my students know who they are and do not feel left out or behind because they have never read "The Very Hungry Caterpillar." I want all of the decorations in my classroom to be inclusive.
     
http://sharingkindergarten.com/new-year-new-ideas/ http://yorktown.dailyvoice.com/schools/crompond-elementary-school-classroom-offers-flexible-seating/728024/
I like how this classroom is set up with small groups of students at round tables, so they can work together and make friends. I want my classroom to be neat and organized, but also feel comfortable and happy for the students. I would change this setup to have more variety of seating. If students want to sit on the floor or on exercise balls or stand, they should be able to. Also, I want to make sure that there is space in my classroom for wheelchairs and that everything is easily accessible. Students should have some say in their groups, like if I have students who do not speak English very well, I will ask them if they want to sit with other children that speak their language or if they would rather be spread out in order to be exposed to more English. I want my students to feel comfortable where they are sitting, and I want the students to be integrated and sit with students who are different from them so they can learn about other cultures and ideas. 

2. My future classroom is well-organized and clean, and the students sit in small groups of about 5 or 6 at circular tables. The room is colorful, but not too filled with decorations. There are posters on the wall that help kids learn, and there is a board with a calendar, the alphabet, the numbers 0 through 10, and more. There are many books, and the students can read them if they finish their work early or if there is a break. There are also art supplies, which we will use to help the kids learn certain things, such as the water cycle. There are different manipulatives, like blocks, which we will use for learning math. I think these things are good, but I would add that the posters would be diverse, and would depict students with disabilities and students of other races. There could also be black students in wheelchairs; it shouldn't be just the token kid in a wheelchair and the token black kid, it should be a variety and make every student feel like they belong. Also, I want things to be labeled in different languages, depending on where the students are from. My classroom library will include books about all kinds of families and people; families with gay parents, biracial families, families from other countries; I also want some books in other languages. Even if I don't have students whose families look like these, I will still read these books in my classroom so my students are aware of, are respectful of, and can celebrate differences. 

3. The students in my classroom come from all different backgrounds, and each table has diverse students, so they will not be prejudiced or stereotype others. There are black, Hispanic, Asian, and white students all learning together. They love to learn, do art, sing, play, and read, all of which will be incorporated in our lessons. This keeps them interested and willing to listen and participate. I did not consider before the economic status of the students, but there will likely be some students who are well-off and some who live in poverty. There may be students in my classroom who are learning English as a second language. There may be students who identify as LGBT or who have family members that do. I will do my best to get to know each student and their situation so I can help them and give them the attention they need. I will also pay attention to their learning styles and whether or not they feel comfortable doing things like reading aloud in front of the class, and I will accommodate those needs.

4. My class rules are to listen when the teacher is talking, to be respectful of others, to raise your hand when you want to say something, and to follow instructions. I will have a board with a green light, a yellow light, and a red light, and all the students' names will be on it with magnets. If they don't follow the rules, their name will get moved down to the yellow (warning zone), and if they disobey again, it will go to the red and I will contact their parents. Homework needs to be turned in on time, but if they turn it in late I will accept it for 10% less each day it is late. Thinking about it, some parents may have a lot more things to worry about than if their child's name is "in the red zone," so I think that I will just have the discipline in the classroom or if misbehavior becomes a big problem in the principal's office. Also, I have thought a lot about students' home situations; students might turn work in late because they are forgetful or irresponsible, but it may be because they were taking care of their siblings all night while their parents were at work or because the electricity in their house got shut off. I want to be aware of these things and be more lenient with homework assignments if necessary. 

5. Something I will be teaching is math. I will teach lessons about addition, because it is very important and they will use it all their lives. First, I will give them manipulatives, like blocks, and word problems for them to try to figure out. Then, they can talk to their groups and see if they got the same answer as the other kids, and if not, try to work it out. Then, I will have the students volunteer to share how they solved the problem. I want students to learn that they are intelligent and can figure things out on their own, and also the importance of sharing with others and listening to their ideas.

6. During the lesson, I will be walking around, observing the students. Then, when they're done and they think they have figured it out, I will call them up to the board and tell them if they got the correct answer or not; even if they didn't I will congratulate them and remind them that it's good to make mistakes sometimes because it helps us learn. Then, I will discuss different strategies for solving the problems. I think this is an inclusive lesson for lots of different students, so I wouldn't change it.

7. My students are focused and intent during the lesson. They try different strategies, like counting on their fingers, drawing pictures, and using objects to represent numbers. They listen to each other and respect one another's ideas. They participate and share their ideas without embarrassment or shame, because they know that they're trying, which is what's most important. I think it was a bit naive of me to expect all students to be focused and intent for the whole lesson; I need to be aware of children who have a hard time paying attention or who need to be moving around and allow them to do what they need to in order to be engaged in the lesson. 

8. I will give completion grades on most assignments, because I have been learning about how making mistakes makes our brains spark and grow more than getting everything right the first time. I will have few tests, and I will have a lot of participation in class, which will help me see how the students are growing and learning. I think it will be very important for me to observe my students and use many different methods to judge how much they have learned and what they are confused about; written tests are not the best way for each child to show what they are learning. I will ask many questions and make sure my students know that if they do not understand something they can speak up without being embarrassed. 

After taking this class, I feel like I understand how to have a multicultural, diverse, inclusive classroom much better than I did before. I don't think my ideas from the original imagined classroom assignment were bad or that I needed to eliminate anything I had said before, but there are so many extra things I can do to make sure my classroom is a safe and comfortable place for students from all backgrounds. Before, I was just thinking about what I liked from my classrooms when I was in elementary school, but now I am thinking about how I can make positive changes and be more progressive. I never realized just how much schools were designed to help me, a middle-class white student, succeed, and I don't want my classroom to be the same way. I want to help all my students feel important and appreciated and give them the best opportunities to be successful. That is the reason I made most of the changes I did; I wanted to include books and posters and seating arrangements that would accommodate students whose needs I hadn't really considered before. 

Book Club

For this assignment, I read the book New Kids: Big Dreams and Brave Journeys at a High School for Immigrant Teens by Brooke Hauser. It was an incredible book that taught me so much about how to be a good teacher and really broadened my perspective of the world.


There were many parts of this book that made me feel uncomfortable, sad, and angry. I actually cried a few times while I was reading it; the kids have gone through so much in their relatively short lives, and they have so much yet to face. I was disrupted by the story of Ngawang, a boy who traveled from Tibet to Nepal zipped inside a suitcase when he was 11 years old. I was disrupted by the story of Yasmeen, a girl whose parents both died after moving to the United States, leaving her to apply for guardianship of her two younger siblings when she was only 19. Then, her aunt arranged a marriage between Yasmeen, who was still in high school, and her cousin. I guess these stories disrupted me because these teenagers have so many responsibilities and have faced so many trials that mine seem ridiculously insignificant. Children should not have to go through these things; it motivates me to do everything I can to help and support my future students. Another disruption I experienced was when reading this quote "International students must work much harder to be considered equal to their American-born peers. They have to prepare longer, talk louder, and dress sharper." This is so unfair, but I have to admit that it is true in our society. White, American kids just have things easier, even though these immigrant students are the ones who are already at a disadvantage. There was a story about a boy from Sierra Leone who came to the U.S. to visit but ran away from his host family and stayed instead of returning to his country. He was only 14, and his mom was asking him to send money to their family, assuming that because he was in America, he had resources and opportunities. Sadly, this was not the case. This was disrupting to me because I always have heard about America being a place where dreams come true, but I am realizing just how hard it is for immigrants to be successful here. My last disruption was when the students were applying for college, and some wondered why they even went to school because they believed they were bound to end up working in restaurants and salons like their parents. These kids should not have to work in jobs they don't want; they should be able to accomplish anything if they work hard enough.

There were many things we have discussed in class that were incorporated in this book; obviously, there was a ton of diversity. There were students from a plethora of countries at this school. The teachers allowed them to wear whatever they felt comfortable in and encouraged them to talk about their countries, which is an example of celebratory multicultural education. The teachers and students all learned a lot about each other's cultures, and they were all celebrated. The book also had a lot to do with equity vs. equality; for example, the teachers did not offer to become legal guardians of all their students, but one teacher became the guardian of one certain student who was in a bad situation, living with four adults he was not related to and barely knew who were making him work without being paid. The teachers paid special attention so they would know who needed certain benefits or scholarships, instead of treating everyone exactly the same. Reading this book also made me think a lot about privilege; these kids do not have it. I am so privileged, and I had been pretty ignorant of all the challenges other kids my age face on a daily basis. I have social and cultural capital, which helps me in so many aspects of my life, especially getting into college or getting a job, while some of these students have barely arrived in the U.S. from the Middle East or Africa or Asia and do not speak the language or know how to dress or know a single person in this country. At one point in the book one of the teachers was preparing some students for job interviews, and she had to tell them that it was acceptable and necessary for them to look into the interviewer's eyes, which was shocking to the students whose cultures did not allow that.

I was inspired by the examples of the teachers and school administrators in this book and I know there are many things I want to incorporate in my classroom after reading it. The teachers were like friends to their students; they made them work and taught them, but they supported them, listened to them, gave them advice, and in some cases even became their guardians. I want to get to know each of my students personally so I can understand their home situation and know how to help them. I want to motivate them to try hard and work for what they want, but be realistic and help them understand what they can accomplish. I want to help them outside of the classroom as well; if they need legal help, I want to know how to point them in the right direction. If they need a doctor, I should know who to send them to. I want my students to trust me, and I want each of them to feel loved and protected.

Many of the things I want to incorporate in my classroom are the things I want my classmates to know. I want to share with them the huge impact teachers can have on students' lives. Without the International School and the teachers there, these students would have no hope of a better life. The teachers helped the students dream, and many of them were able to go to college, get jobs, internships, and scholarships, and reach their goals. Another important aspect of this book is the students' desire to learn. The students worked hard to get into this school so that they could be educated and contribute to society, so we have to make sure to nurture that desire. Something else I learned from this book is the importance of honesty. It is important to tell your students the truth and help them set realistic goals. I want to share with my classmates the importance of loving what you do and doing things for the right reasons. These teachers honestly loved and cared for their students. They knew what was going on in their lives and they worked overtime to help them. They did so much more than the bare minimum, and they probably impacted generations. We can do the same.

Community Experience

This week, I went to visit Centro Hispano to see what resources they have for families and learn more about my community. 

http://www.centrohispanouc.org/

The people at Centro Hispano were very nice and helpful, and it was a good experience that inspired me to do more to help people in my community. At Centro Hispano, they provide all kinds of services to Spanish speakers and others who need assistance. They help with taxes, translation services, and finding jobs, as well as providing health screenings, citizenship preparation classes, and more. They have all kinds of information about English classes and things like that to point people who need help in the right direction. They also do a variety of activities that are helpful for families, like having photographers volunteer to take family pictures, especially at Christmas time, free of charge. They have finance classes for teenagers and adults.

Something that surprised and disrupted me was the fact that Centro Hispano is not only for Latino immigrants, but that they help low-income people of all races. When I walked in, there was a white man getting help at the front desk, and a Chinese student being helped in the office. Although I think it's nice that the center provides help to people of different backgrounds, I felt like their priority should be Hispanic people who don't speak English, especially since the name of the place is Centro Hispano, but then I felt guilty for thinking that and grateful that they are willing to help people of all races. 

Another disruption I had was when I was talking to a woman who worked there. She told me that there are other places in town that claim to be helping Latinos, but are actually scamming and taking advantage of them. Immigrants go there because the people who work there are bilingual, and they think they will help them, but they really don't. This disturbed me a lot, especially because it is happening in the place where I live, which I have always considered a safe place with good and honest people. It is really sad to me that people would take advantage of others who are in such a vulnerable position. I tend to trust people, so it is hard for me to accept that there are people like that in the world. 

When I told the woman working there that I was studying Elementary Education, she told me that the majority of the parents of any Hispanic immigrants I have in my classroom will likely be undocumented, which was another disruption to me. I believe in obeying the law, but I also consider myself a pretty compassionate and sympathetic person, so it is hard for me to find a balance between helping people no matter what and wanting everything to be legal and proper. I am definitely learning that the most important thing is to love and help everyone, and not judge them on what they have done, since I can't even imagine what their situation is like and all the hard things they have gone through. That was something that impressed me about Centro Hispano; the workers I talked to were so helpful and nice, regardless of anyone's background or situation. 

I think a risk of helping a wider range of people is that we may perpetuate people coming to the country without documents, which makes it hard for them to get jobs or go to school, and creates a risk of them being deported and families being broken up. I think we need to be careful and make sure that we are really helping people have security and peace in the long run. 

I think there are many things I saw in Centro Hispano that I can use in my future classroom. I speak Spanish, so if I have students whose parents speak only Spanish, I can translate any documents or newsletters I send home with them into Spanish. I really liked the idea of having free family photo sessions, which is something I think I could do at school. I could start after school health or finance or even English classes for students and/or parents. An especially important thing I need to do is try to get rid of my biases and love all my students, no matter where they come from or what their situation is. I want to communicate well with my students' parents so I can understand the challenges they may be facing, and I also want to be aware of the resources that are available in my community, wherever I end up,so that I can help my students and their families receive the help they need. One obstacle I may face is that I will likely have students whose parents don't speak English or Spanish, so I don't know how I will be able to effectively communicate with or help them. Also, getting permission to do extra classes could be difficult, and I may have to spend a lot of my free time working on ways to help students, meaning I would have less time to spend with my own family. However, after visiting Centro Hispano, I feel more motivated than ever to make sure every student has the resources they need to be successful and have a great life.t know how I will be able to effectively communicate with or help them. Also, getting permission to do extra classes could be difficult, and I may have to spend a lot of my free time working on ways to help students, meaning I would have less time to spend with my own family. However, after visiting Centro Hispano, I feel more motivated than ever to make sure every student has the resources they need to be successful and have a great life.t know how I will be able to effectively communicate with or help them. Also, getting permission to do extra classes could be difficult, and I may have to spend a lot of my free time working on ways to help students, meaning I would have less time to spend with my own family. However, after visiting Centro Hispano, I feel more motivated than ever to make sure every student has the resources they need to be successful and have a great life.

Investigating Oppression

For this project, my partner and I researched the history of oppression of black people in America, especially in schools, and made this video. https://www.youtube.com/watch?v=t0AfJ4Bpm94

Being the "Other"

For this project, I went to an Alcoholics Anonymous meeting. I was really nervous because I knew I wouldn't fit in, since I have never even tasted alcohol and none of my family drinks, but I had a great experience there! It was held at a local Methodist church, and there were about 10 people in the meeting. We all sat around a table, and I totally felt like I didn't belong. I was definitely the youngest person there and I am guessing the only LDS person. Everyone was really nice though, and the meeting was interesting. They gave me a pamphlet since it was my first time going to an AA meeting.

At the beginning, we introduced ourselves, and we all said the stereotypical "I'm Alice," "Hi, Alice!" thing, but it felt sincere and genuine. Then, we said the serenity prayer, which I did not have memorized.

I felt out of place then because everyone else was reciting it and I was just sitting there. Then, we read through some of the rules and guidelines of the AA program, and we went over the 12 steps to recovery.
This week was focused on step 2, which is basically coming to believe that a greater power exists and can help us through hard times. This was something I felt I could relate to. We read a chapter about that in a book, and then we had time to write our thoughts. This is what I wrote:

Then, we all had a chance to share our feelings about what we had talked about, kind of like a testimony meeting. I was really nervous and didn't want to say anything, especially since I felt like I couldn't relate to what everyone else was going through, but as other people shared their thoughts, I felt like I should share mine. I just talked for a minute about how I had come to know that there was a higher power, a God, who is really there and is aware of us and wants us to succeed and learn from our trials. Everyone ended up sharing something, so I felt like part of the group, and one of the ladies who spoke after me said that she knew she was there for a reason and that everything everyone had said had really helped her. We finished by holding hands in a circle, which surprised me, and saying the serenity prayer again, which I had memorized by this point. One of the ladies hugged me at the end, and many invited me to come again, which made me feel accepted and welcome.

Overall, this experience was enlightening. At first, I was nervous and didn't know what to do or what the meeting would be like, but as I observed others and listened to them, I learned what was expected and was able to participate and learn from the experience. I feel like I can relate to students who feel like the "other", like they don't belong, and I know that I need to be very warm and welcoming to make them feel comfortable and safe. Something I liked about the meeting was that no one was forced to share their thoughts, but we were all given the opportunity, and it was such a comfortable environment that we all did, even though I don't like talking in front of people. I want my future students to feel comfortable sharing their ideas, but I don't want them to feel pressured or scared to do so. I need to love all of my students equally and see them through God's eyes.

Culture

Culture is an important part of life and makes us what we are. Here are some things that represent my culture:

http://uspartysource.com/product/christmas-crackers/
These are Christmas crackers. My dad is from Wales, and in Britain it is a tradition to put them next to your plate at Christmas dinner, and pull them until they pop open and prizes pop out. There is always a paper crown inside, and my family always wears the crowns during dinner. This is an example of how my dad's heritage has influenced my culture.

https://www.chowhound.com/recipes/buttermilk-biscuits-and-sausage-cream-gravy-30499
These are biscuits and gravy. My mom is from Texas, so she makes us Southern food like this, which is a tradition in her family and something I really love. It shows how my culture has been influenced by the southern United States.

https://twitter.com/Sodalicious/status/896383813210693637
Sodalicious is a place where you can buy drinks and treats, and it is a big part of Mormon culture, especially at BYU. Since we don't drink alcohol, we are really into pop and I go to places like Sodalicious with my friends often.

https://commons.wikimedia.org/wiki/File:LoveSpoons.JPG
These are Welsh love spoons. It is part of Welsh culture for a man to give a carved wooden spoon to the woman he wants to marry, and my mom has two that my dad has given her hanging up in our house. It is a beautiful tradition that I want to carry on and keep as part of my culture.

https://nn.wikipedia.org/wiki/Piano
Music is a big part of my culture. There is a saying that goes "To be born Welsh is to be born privileged; not with a silver spoon in your mouth, but with music in your blood and poetry in your soul." All of my family is musical, and I sing and play the piano, something that my mom taught me to do and that she was taught to do by her family.

https://www.amazon.com/Dress-Your-Own-Snowman-Kit/dp/B001LBTTCM
I lived in Minnesota from when I was a baby until I started high school, so part of my culture has been influenced by Minnesota. It is very cold there and there is a lot of snow, so I grew up playing outside, making snowmen and sledding every winter, and I love the cold. I never want to live somewhere hot.

https://www.amazon.com/Old-Town-Canoes-Kayaks-Recreational/dp/B0124XSXOA
This is a canoe; in Minnesota, there are over 10,000 lakes, and a lot of time is spent on the water. My family has a canoe, and we would go canoeing every summer. It is a great family bonding activity, and I have great memories of it. It is part of our culture.

https://www.pexels.com/search/books/
Part of my culture is education. My grandparents and parents all went to college, and all my family is very educated and literate. Books have been a huge part of my life, and we have a ton of them in my house. I have always been encouraged to read and do well in school.

https://en.wikipedia.org/wiki/Book_of_Mormon
The Book of Mormon is a huge part of who I am. My grandparents all joined the Church of Jesus Christ of Latter-day Saints when they were in their 30's, and since then all my family has been dedicated to the church. The Book of Mormon has always been a part of my life; we read it as a family every night and we learn from it each week at Family Home Evening.

https://www.lds.org/music/resources/using-the-hymnbook
This is a hymn book from the LDS Church. This is also a big part of my culture, because it combines my family's love of music with our love of the gospel. Every Sunday night, we sing hymns together, and my family has always done that.

https://www.bettycrocker.com/recipes/cornbread/8990e15c-fc1d-4a8d-b8b3-4b37f45eca49
This is cornbread, another Southern food. My family always eats cornbread when we have soup, and I don't know many other families where I live who eat it. It is a tradition that my mom brought to our family. I always help her make it.

https://www.lds.org/church/news/a-first-look-inside-the-mormon-temple-in-meridian-idaho?lang=eng
Being Mormon, the temple is very important to me and a huge part of my culture: a place where families can be sealed together forever and everyone can receive all the blessings God has for them. I have been blessed to always live close to a temple, so it has been a big influence on my life and brings me peace and happiness.

https://www.autoblog.com/buy/2004-Volkswagen-Passat/
Part of my culture is having a car. Where I've lived, it has pretty much been necessary to have a car to drive to school, church, work, and everywhere. There isn't much public transportation, and the distances are far to walk. Everyone in my family who has a driver's license has a car, which seems pretty privileged and part of upper-middle-class culture.

https://www.o2.co.uk/shop/phones/apple/iphone-se
Along with having a car, having a smartphone is part of my culture as a young, upper middle class adult. I use my phone basically all day, for everything from checking the weather to sending emails and texts to paying my rent. It is something that seems essential, especially to communicate with my family.

https://commons.wikimedia.org/wiki/File:LDS_stake_center_in_West_Valley_City,_Utah_(cropped).jpg
This is a church building. Part of my culture is attending church for three hours every Sunday. All of my family does this, and we always have. At church, we are taught the gospel of Jesus Christ and we strive to be more like Him.

http://eighthappyhardts.blogspot.com/2010/09/okay-156-in-postage-doesnt-mean.html
Part of my culture as a Mormon is being a missionary. My father and many aunts, uncles, and cousins have served missions in different places around the globe, and although it is not required, it is highly encouraged in my family and church. I served a mission in Chile, and now my brother is on a mission as well. It is a big part of who I am.

https://avocadosfrommexico.com/avocados/
Before my mission, I did not really like avocados, but part of Chilean culture is eating a ton of avocados every day. I learned to love them during the year and a half I spent there, and now I eat them a lot and they have become part of my culture.

http://blog.callingpost.com/blogfamilyreunionstats/
Part of my culture is having a big family with lots of siblings, aunts, uncles, and cousins. It is common for LDS families to be large; my mom comes from a family of 9 and my dad from a family of 8, and I have over 40 first cousins. Every few years, we have big family reunions where we all get together and have fun, which is part of our culture.

http://www.sigmabeauty.com/makeup/c/316
Part of my culture as a 21-year-old female is makeup. It is generally expected that you'll wear makeup, and true to the stereotype, I usually do. I feel better when I'm wearing makeup, and since mostly everyone else does, it's something that becomes a habit and tradition.

https://www.bigoven.com/recipe/texas-sheet-cake/1276938
This is Texas sheet cake. This is part of my family's culture; we have been making this cake for generations, and we use my great-grandma's recipe for every family birthday. It is another part of my culture that comes from the South.

While I was thinking about my culture, I realized just how many things have influenced me. I am grateful for all the experiences I've had and the places I've lived and visited, as well as my family's heritage. I also realized how blessed I am to have all of the privileges I have, because there are a lot of people who consider the things I consider necessities to be luxuries. I have done well in school because of my culture of being educated and having things like phones and computers, and I have never felt stereotyped against, since I am white and middle class. The problem with this is that I have never completely understood what it must be like to feel like a minority or to feel like schools are unfair toward you.

Imagined Classroom

http://lessonswithlaughter.com/when-you-enter-this-classroom-door-decor/
I love how this door is decorated to remind the students each time they enter of everything they are capable of doing and becoming. I want my classroom to be like this to inspire my students to try and do their best, and to help them feel comfortable in my class.

http://simplysecondgrade.blogspot.com/search/label/water%20cycle
I want my classroom to have posters like this so that kids will learn different things wtihout even realizing it, like this water cycle poster. I like how visual it is, so the kids can see exactly how it works.

http://mrsosterman.blogspot.ca/
I remember having boards like this in my elementary school classroom, and I want to have one in my future classroom where the kids can learn about the days of the week, months of the year, date, numbers, weather, and more. It makes it fun and interactive, because the students can move things around and learn hands-on.

http://www.teachercreated.com/decorative/paper-lanterns
I want to decorate my future classroom with cute things, like this very hungry caterpillar, that are from children's books. I think it would motivate them to read more and to use their imaginations and be creative.

http://sharingkindergarten.com/new-year-new-ideas/
I like how this classroom is set up with small groups of students at round tables, so they can work together and make friends. I want my classroom to be neat and organized, but also feel comfortable and happy for the students.

2. My future classroom is well-organized and clean, and the students sit in small groups of about 5 or 6 at circular tables. The room is colorful, but not too filled with decorations. There are posters on the wall that help kids learn, and there is a board with a calendar, the alphabet, the numbers 0 through 10, and more. There are many books, and the students can read them if they finish their work early or if there is a break. There are also art supplies, which we will use to help the kids learn certain things, such as the water cycle. There are different manipulatives, like blocks, which we will use for learning math.

3. The students in my classroom come from all different backgrounds, and each table has diverse students, so they will not be prejudiced or stereotype others. There are black, Hispanic, Asian, and white students all learning together. They love to learn, do art, sing, play, and read, all of which will be incorporated in our lessons. This keeps them interested and willing to listen and participate.

4. My class rules are to listen when the teacher is talking, to be respectful of others, to raise your hand when you want to say something, and to follow instructions. I will have a board with a green light, a yellow light, and a red light, and all the students' names will be on it with magnets. If they don't follow the rules, their name will get moved down to the yellow (warning zone), and if they disobey again, it will go to the red and I will contact their parents. Homework needs to be turned in on time, but if they turn it in late I will accept it for 10% less each day it is late.

5. Something I will be teaching is math. I will teach lessons about addition, because it is very important and they will use it all their lives. First, I will give them manipulatives, like blocks, and word problems for them to try to figure out. Then, they can talk to their groups and see if they got the same answer as the other kids, and if not, try to work it out. Then, I will have the students volunteer to share how they solved the problem. I want students to learn that they are intelligent and can figure things out on their own, and also the importance of sharing with others and listening to their ideas.

6. During the lesson, I will be walking around, observing the students. Then, when they're done and they think they have figured it out, I will call them up to the board and tell them if they got the correct answer or not; even if they didn't I will congratulate them and remind them that it's good to make mistakes sometimes because it helps us learn. Then, I will discuss different strategies for solving the problems.

7. My students are focused and intent during the lesson. They try different strategies, like counting on their fingers, drawing pictures, and using objects to represent numbers. They listen to each other and respect one another's ideas. They participate and share their ideas without embarrassment or shame, because they know that they're trying, which is what's most important.

8. I will give completion grades on most assignments, because I have been learning about how making mistakes makes our brains spark and grow more than getting everything right the first time. I will have few tests, and I will have a lot of participation in class, which will help me see how the students are growing and learning.