One Teaches, Two Learn: A Multicultural Philosophy

SED 305- Dr. Casebeer

Tessa Swiger

Seton Hill University

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Share similarities, celebrate differences, a quote from Morgan Scott Peck, holds

an importance in my life since starting my educational journey six years ago. With my

start in music therapy, there was a heavy crossover in healthcare, education, and therapy

within this field. My work and practice in a variety of settings has made me become a

more accepting and aware professional. Then moving into a more educational position, I

had been introduced and had the honor of working with students with various special

needs, cultural identities, diverse learners, and socioeconomic statuses. Multicultural

awareness is not just celebrating various holidays from all over the world or singing

songs from different cultures. It is building meaningful relationships, addressing the

academic, social, and emotional needs of the whole child, and fostering a community of

acceptance. It is to create a safe and welcoming space for all students, all types of

learners, and all ability levels. It is to welcome and embrace families for all that they are.

It is to be intentional with our words, our teachings, and our actions.

There will be days that will be incredibly tough. There will be schools with lack

of resources. High stakes testing will still be implemented. We may have to work in less

than favorable conditions. However, as educators we should acknowledge what we do

have the ability to control, to change, and to conquer within the classroom. The act of

advocacy not only shows our love to our profession but is a voice for our students. The

impact we have on our students and the lasting impressions we make will shape the way

students view education and learning.

Students in our classrooms are diverse, in every sense of the word. Not only

culturally, or interest wise, or developmentally. But in how each one learns, processes

and interacts with the world around them. Sonia Nieto describes how educators should

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become a multicultural person rather than just being a multicultural teacher (Nieto, 20).

Not only should I have a strong sense of my own identity, but be aware of others

differences and be accepting of all. Wherever I will be teaching, I want to involve my self

in the community and events. I would further my own professional development through

classes offered by local centers, online trainings, or services provided through the school.

I currently am involved in the Autism Society of Westmoreland County, so wherever I

will be, I will be participating as an advocate for the local societies.

While observing in a Title 1 school, it was evident of the various types of students

and families that were involved in the community. Coming from lower income

backgrounds, students had varying life experiences that some people could not even

imagine. Being aware of family situations, no matter what socioeconomic status the child

comes from, will help as educators decide how and what types of resources to utilize in

the classroom.

While building meaningful and respectful relationships, and addressing content in

the classroom, I would be mindful to also teach ethics and be an advocate of social

justice. For me, I will be keeping this thought in mind in both my personal and

professional life. Social skills is a huge area of development that I take pride in teaching,

as well as modeling. Positive behavior plans would be implemented in my classroom.

Students will also be offered choices throughout their day, to be build good decision

making or to learn how to cope with consequences.

I know that I will forever be a lifetime learner. It is inevitable in this field, and I

look forward to continually growing. Nieto describes it as teaching as a life of service

(Nieto, 97). I hope to instill this attitude in my students, to foster their creativity and

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imagination, to show them that they have the power to be whatever and who ever they

want to be. Nieto also describes teaching as instilling values of empathy and

responsibility and teaching as culturally responsive pedagogy (Nieto,74). By tapping into

student interests and culturally relevant topics/interventions, I want learning to be an

enjoyable and fun experience for students. Not only is academic intelligence crucial, but I

want to tap into all of the students multiple intelligences as Gardner describes. By doing

this, I want to empower my students. There would multiple learning centers in my room

that students could explore and interact with.

Life is hard. My students are important, worthwhile, and matter so much. The

love I have for past, present, and future students are my motivation to keep being my

best, so that they can be their best. Teachers (should) make it clear that no such barriers

should or can exist if we are really to put it into practice the American creed of equality

and fair play (Nieto, 104). Chapter 6 touches upon educators replicating or rewriting

their autobiography. I never thought of it that way but how Nieto describes it in her

book really makes sense. After reading, I reflected upon the teachers Ive had and the

impact they have made on my life. Even though education was not my original field of

study, I was heavily influenced to go into music the way I did because of my music

teacher in middle and high school. Not only do I feel that I am the way because of my

family, environment, and peers, but also because of the teachers Ive had because of all

the time we have spent together. I am fortunate enough to have had more positive

teachers than negative. These educators showed me the importance of dispositions. As an

educator, I am influential member of their life (at any age), which is why we all have our

favorite educators, our most memorable, and ones that maybe werent so great. It is

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crucial that educators must be socially conscious and be aware of how our behaviors

affect our students (Casebeer, 2016). We must believe in our students futures because

we are helping them to shape it. While embracing our students, we must also embrace the

families!

Families are equally as important in my classroom as their child is. By

establishing solid communication and relationships while these families, we become a

team that has the child in mind. Parents and guardians are often making sacrifices for

their children, and I am willing to work with families in any way I can that would work

for them. School is important. Community is important. Family is important. There is no

such thing as a traditional family make up anymore.

One of my favorite quotes that I have held dear to me during my educational

journey is one from Maya Angelou: Ive learned that people will forget what you said,

people will forget what you did, but people will never forget how you made them feel.

Educators make some of the earliest impressions on young learners, as well as learners of

all ages. Not only does the quote apply to students, but also families, collogues, and other

professionals. Teachers are perpetual students. We should always be learning, formally

and informally. By encouraging our students, and as Nieto states, a possibility, we are

creating future leaders of the world. By viewing ourselves as role models for our

students, we must be creative in how we instill values and lessons for our students. By

realizing the impact we have on our students, this will follow them into adulthood, into

the community, and their families. By treating people the way we want to be treating, and

enforcing this in the classroom as well as our professional lives will hopefully be one of

those values that students will remember. We must love collaboration with families, the

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school, and the students all while building and fostering meaningful relationships with

all. No matter anyones cultural background is, no one can take away your education. On

page 146 of Nietos book, Geoffrey expresses how a thriving climate is autonomy,

creativity, innovative curricula, and professional development. Although we are

teaching to curriculum and in some cases, to the test, that does not mean we cannot still

be in the moment with our students, and join them on their journey. We must embrace the

natural teaching moments that the environment and day presents us with. Culturally

relevant teachers connect learning to the students lives with enthusiasm to facilitate and

scaffold development from personal schema, knowledge, and skills to more difficult and

bigger ideas (Bennett, 382).

In another article written by Nieto, she describes the following traits that should

be present in any school: tolerance, acceptance, and respect (Nieto, 1994). She states, If

students are to transcend their own cultural experience in order to understand the

differences of others, they need to go through a process of reflection and critique of their

cultures and those of others. This process of critique, however, begins with a solid core of

solidarity with others who are different from themselves (Nieto, 1994). Not only do

students go through this process, but educators and professionals as well! The only thing

that all of us share at the core, is that we are all human beings. By recognizing this,

accepting the differences in the world, we can all better work together towards the greater

good. Share similarities, celebrate differences.

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Bennett, S. (2012). Effective facets of a field experience that contributed to eight

preservice teachers developing understanding. Urban Ed

Casebeer, D. (2016). Mapping dispositions for social justice: towards a cartography

of reflection, Reflective Practice, 17:3, 357-368, DOI:

10.1080/14623943.2016.1164685.

Nieto, S. (1994). Affirmation, solidarity, and critique: moving beyond tolerance in

multicultural education. PDF. Retrieved from

http://www.sonianieto.com/OLD/PDF/Moving%20beyond%20tolerance%2

0Mult%20Ed%201994.pdf.

Nieto, S. (2013). Finding joy in teaching students of diverse backgrounds: culturally

responsive and socially just practices in u.s. classrooms. Portsmouth,NH:

Heinemann.