Running Head: EDUCATION 1

Critical thinking

Name

Institution
EDUCATION 2

Introduction

Learners background: Black Americans

Language: English

Geographical location: Michigan

Hot button: Police discrimination

Goal: Be an advocate for the students

Part 1: Educators impact

Section 1: Personal reflection

Growing up in a foreign country that is Vietnam was fun despite coming from a poor

background. Learning different languages apart from English was fascinating. However,

interacting with other students was challenging due to language barrier. Exposure to many

cultural experiences gave me culture shock. The schools were different from those in united

states in terms of resources and teachers. Inadequate teachers and resources lagged education

behind. This motivated me to become a teacher to help such students who cannot afford good

institutions.

Section 2: Strengths and challenges

The teaching strength that I hold includes creativity, perspective, and open-mindedness.

Concerning creativity, I have always been thinking of new and fascinating ways to intellectualize
EDUCATION 3

ideas in a class. Creative thinking is crucial in creating various sources into a brilliant idea for

students. Areas I would like to improve on model creative thinking that allows students to

become idea creators. Curiosity should also be a strength I would like to have to explore new

ideas that would help students. Open-mindedness involves thinking and readiness to adopt new

ideas. This strength allows students to believe and discuss a concept from various angles.

Following perspective, I can make sense out of complicated situations as well as offer beneficial

advice. This allows students to view a situation from all aspects and solve it accordingly.

The challenges faced include helping the students and teachers accomplish their long

term and short-term goals. As a teacher, it is critical to understand the society in which the

students belongs to. Therefore, it is essential to involve parents, members of the community, and

students in the learning process. Balancing and identifying distinct learning requirements

concerning the students has also been a challenge. Each student in my class is different from the

other, whereby they struggle with different subjects. Personalized instructional learning strategy

should be used to handle the students to manage their specific weak points.

Part 2: Education Norms

Communication is an essential aspect of the classroom, especially for a language teacher.

Respect is the groundwork for efficient communication in a school. Students and teachers should

demonstrate communication that is honest and delicate, whereby the words used should suit the

situation at hand. Listening, making eye contact, and emphasizing on what the communicator is

saying is a basic norm. One should not interrupt the person speaking whereby students should

speak in turns. Communication using non-verbal communication expresses an idea more

effectively in a classroom. The use of pictures, charts, and graphs promotes understanding in

students.

Part 3: Peer-to-Peer Relationships

Teachers should use strategies related to peer-to-peer relationships intended to reinforce

relationships that are both responsive and accepting of their diversity. Nurturing an esteemed and

secure expressive setting enhances a deep understanding among the students (Rees et al, 2016).

This involves the use of names, democratic mode of discipline. Identification of mutual interest

and discussions. It helps student acknowledge their differences and similarities. The learning

place and space should be accommodating and suitable for the students. The learning equipment

should be sufficient such as chairs, tables, internet, and books. Materials that can support outdoor

activities should be accessible. For teenage students, sports gears and equipment should be

provided. Teachers should set a timeline that allows free time for different social activities. Help

resolve crisis among students whereby a teacher should only guide them through it.

Part 4: Family/Student Support

To foster from the parents and community at large, the following should be focused on:

 Establish positive learning environments. This will help parents discover an environment

that works for their children. Reading at home and community should be encouraged

based on the student's needs.

 Frequent communication. The school administration, including teachers, should

communicate with the parents frequently and on time (Coleman, 2018). The school and
EDUCATION 5

class programs and students' progress should be delivered. This will help parents to keep

track of their children performances. Parents and society will also appreciate efforts made

by teachers.

 Increase outdoor school activities. Families should be encouraged to participate in school

activities that involve their children. Fundraising, sports, and meetings should include

families related to the student. Creation of parent-teacher association will help make

proper decisions concerning such activities.

Part 5: Identifying Your Role as an Educational Advocate for Students

Teachers, in most cases, act as advocates of their students. As a teacher, I choose to make

decisions that are grounded on what is best for my students. As a language teacher, the

curriculum and the schedule should favor the students in the course of the learning program.

Viewing things from my students' perspective should be the number one priority as an advocate.

Looking at things from their angles will help me identify what is best for them and their

requirements. Standing up for the students is crucial, which includes their concerns and rights

(McLeskey, Rosenberg & Westling, 2017). Gathering knowledge concerning the rights of such

students will be beneficial. Develop a comfortable learning environment whereby the students

can focus on their strengths, interests, and improve their weak points. Listening and being

sensitive to students assures them of that the teacher is interested in the dreams and needs.
EDUCATION 6

References

Coleman, J. S. (2018). Parents, their children, and schools. Routledge.

McLeskey, J. L., Rosenberg, M. S., & Westling, D. L. (2017). Inclusion: Effective practices for

all students. Pearson.

Rees, E. L., Quinn, P. J., Davies, B., & Fotheringham, V. (2016). How does peer teaching

compare to faculty teaching? A systematic review and meta-analysis. Medical teacher,

38(8), 829-837.