My inquiry question, in the beginning of the program, was how the home culture (ethnic culture, family composition, and home atmosphere) of a student impacts his/her motivation in class? However, this question has started to shift due to my practicum experience. My question is now moving in the direction of assessment. I would like to inquiry how to fairly assess students, both lower and higher, and use that to motivate their success in the class. Only trouble I am having is how is the home culture a factor of this question? How do I incorporate or separate the student from their home culture? How do I incorporate my teaching philosophy in my journey of inquiry.

Before starting this new quest of inquiry it was important for me to have a concise teaching philosophy. It took me a while, but, I was able to come with…

Through our Thursday visits I have come to know of a couple of students whose home environment has changed drastically, hence, their change in behaviour in the class and with their peers. I have one student who has been an only child for ten years and now her mom has just had twin boys. The attention she was getting at home it now divided between her and the twins. There is one student who has just met her dad and dad’s family for the very first time. I have one student who is constantly moving back and forth between his dad’s home and his mom’s home, especially, when the mom has a new born. These students have different home environments, yet, their behaviour in class is very similar. At times they are challenging and at times they are lovely. Every day is a different day.

Looking at these students I am aware I need to create a classroom in which learning is optimal. I feel I need to create a classroom climate in which their personal and home environments have a minimal toll.

I am going to implement strategies suggested by Kasurkari, Croiset and Olle Ten Cate in order to support these students learning because they are very bright. They just need the correct support and guidance.

• Tip 2: Have students’ internal states guide their behaviour: I will be encourage these students to provide an input in either class or group discussions as they have a new and different perspective due to home environment. There home environment will not be discussed in front of the class. That will be a discussion between the student and myself. I want to portray to the student that these new changes can be a good thing for them. They just need to new outlook on the matter.
• Tip 5: Provide structured guidance:  I want the students to understand that they have huge role and responsibility when it comes to learning. I want the students to understand by dwelling on changes in their lives only hinders their learning, thus, I will allow an open means of communication between the student and myself or someone else in the school so they can express their emotions and then try to self-regulate in order to move on through the day. Self-Regulation is a tool to help these students cope with their emotions.
• Tip 9: Acknowledge students’ expressions of negative effect: If I feel my students are not starting their day on a good note. I would like a few minutes or give them a few minutes to get to their happy place before beginning the day. This may involve having the student do an errand for me or a classroom task rather than pushing them to do the routine classwork. 

I do not want to over whelm myself with goals I may not be able to attain, thus, I would like to work on these and then move forward. Is this my attempt to having an inclusive classroom? I am not sure.

Barker, Frederik’s, and Farrelly indicate that teacher reflections is a key component for an educator in order to critically analyze their approach to an inclusive classroom.  They provided a range of question educators an reflect on. However, I question this notion of reflection. In my process of becoming an educator reflecting on my strategies, work and approaches becomes like a checklist.

For example, what do I know about the cultural, linguistic, religious and educational backgrounds of my students and other staff? To be completely honest, looking at the time constraint and the number of students in my class I would feel very over whelmed to make such an effort, hence the idea of a checklist. I know this is very important connection I have to make with my students as this is a key component of my classroom climate. Instead of getting this information through a conversation I would somehow do it in an activity or in a creative way. Once I do make such a connection with my student who will tell me if I have done it properly. My self-evaluation would be excellent as I would have some tangible work that shows I know the culture views of my students. How do I know I got this information the correct way? How do I know the information I got is authentic?

Since I am not able to answer these questions I do not know if self reflection would be a sufficient way for me to know to assess my approach.

A strategy, which is suggested by Barker, Frederik’s, and Farrelly for teachers to create an inclusive classroom and being culturally aware, is to pronounce a students name correctly. By doing this it shows the student that the teacher respects his or her culture. I agree a student name should be produced properly, however, does that mean a teacher is not culturally aware? If a teacher can pronounce a name does that mean he or she has to be any other effort into inquiring?

For example, sometimes when I observe my SA there are certain things that I would approach differently, however, in her learning process this is the best approach for her. Is it appropriate to criticize a colleague? Is there a structured body of individuals that can monitor this?

There has been ample discussion on how a teacher should create an inclusive classroom in which all students feel safe and secure to learn. Scholars, such as Beatrice Schindler Rangvid, suggests that the notion of inclusion extends to the home. The parents and the home environment play a prominent role in motivating their children to take the risk and participate. Scholars have analyzed the language, participation in mother-tongue lessons, leisure-time activities, help with schoolwork, missing school and the student composition at school (Schindler Rangvid, 2009). In my opinion these factors do not take into consideration the position of parents in society. For example, not every parent is going to be native to Canada, not every parent is going to be have a stable employment and not every parent is going to have a stable personal life.

In my practicum class we had two international students come from Hong Kong for a new learning experience. I thought this was quite interesting as two ELLs were coming into a classroom. I was very interested to see how they could integrate into the class and how the notion of inclusion would play out. These students come from very stable, wealthy, traditional and educated families so it is assumed their academic performance and motivation to exceed would be high. In reality this assumption proved to be false. When I interacted with the students they were fully able to hold a english conversation, however they were disengaged in the class. There were times the students would simply sit there doing nothing or participating in the class discussion.  At first I thought since they were unaware of the context could be why they are not doing the task, but they did not participate in the art lessons. I found this to be very strange. Then I started to think maybe there disengagement may be the result of the lack of effort put into integrating them into the class. I did not get much time to see if that may be the case as the students went on an afternoon field trip.

However, this did get me thinking of parents of my students. These are average/middle class parents that have a set routine, especially parents who are immigrants. Immigrant parents may not have the home support, access to resources, or even time to invest in their child education as they are busy fending for their basic needs. Comparing these factors to the parents of the international students it did not make sense. The parents of these international have invested money in their learning experience. You would think they would try to make the best of their experience? At the same time I do need take into consideration they are still kids. They are going to slack of when they get a chance.

Looking at these international students I do not know if I feel comfortable assessing a students academic performance based on their parents involvement.

There are so many factors to take into consideration. It is very hard to point what is right and what is wrong. I guess not everything is so white or black.

Today I had the opportunity to share my inquiry question with fellow TCs from other cohorts. I was very interested to see what our discussion would be like. We all are such different individuals, with different perspectives and from different cohorts.

I did not get much feedback on my inquiry question. I am not a bit concerned. Does my inquiry question even make sense? It is something that has already been explored?

However, there was an inquiry question which I found very interesting. A fellow colleague is inquiring how to integrate competition into the classroom and motivate a student to perform to his or her capabilities. I started to wonder does competition have anything to do with my inquiry? Is this something I should be exploring too?

This meeting is definitely encouraging me to look at my inquiry question from a new perspective.

It is evident that culture is not a celebration, but a lived experience. Thus, the importance of integrating it into the classroom and using it has a lens to understand our students.

In order to address the notion of cultures in the classroom it is important to first address the cultural assumptions and stereotypes that are brought into the class.

As an educator it is important to look for such assumptions, address them, reflect upon them and then move forward with a new perspective as a class.

In order to complete such a task it is crucial for us, as educators, to ask questions and challenge societal norms. Only such an approach will call for changes to take place or else it will be swept under the rug as something too sensitive to teach or discuss.

In seeking answers this is where the curriculum has a huge part. The curriculum that we teach need to honour culture and differences, thus, being a part of one’s teaching pedagogy.

As an educator in the 21st century, my teaching philosophy is focused around the student. It is vital for students to integrate their community within the classroom, encourage and support differences between their peers and include the those who are a minority of the classroom. Students learning should be a hands on experience which allows them to address social injustices, questions their learning and challenge the norms. This form of education will ensure students to become active and democratic citizens of society.

As I question my own learnings and conduct research on my inquiry my philosophy is changing as I am still learning.

My inquiry is analyzing the academic success of a student. However, now I feel I should rethink my inquiry or maybe even expand the question.

I am coaching the grade seven basketball team. In our first meeting we discussed the wardrobe expectations of the team. They were told that they were expected to wear shorts, which had to be mid thigh. One of the girls asked if there was an exception for her as she does not wear shorts. The other coach discussed that concern with her in private.

I could not help but think how that girls was feeling while addressing the question in front of everyone.I come from a strict family. My wardrobe was approved by my dad. The clothes I wore had to be a specific length. I aways felt uncomfortable when I was the odd girl out at a dance who was not wearing a dress. I wonder if that will motivate the girl to come back or never return again? If she does come back will this impact her performance?

The success I am wanting to measure in my inquiry should I change it from academic success to success in general? There are so many factors to take into consideration.

My inquiry is heavily focused on culture. Culture could with be related to the cultural background of a student or the home environment.

There is a student in my class who is going through a major shift in the home environment.  She has been an only child for ten years, but now she has new born twins as siblings.

She has been away from the class more than normal, thus, difficult to assess how she is coping with the change. The times I have sen her in the class her behaviour does not line up with the type of student she is. At times her reactions to situations are surprising. Her engagement in the class is very limited. She is seeking attention but all in the wrong ways.

As an educator, how do I support this student? Do I address my concern with the parents? Am I overthinking or over analyzing the student’s behaviour? How can I help?

The student as been aware that her mom has been expecting for the last nine months. Was that not enough time to adjust?

I can not help but think if this is a phase or a factor that will take a toll on her academic success.

After weeks of observation in my grade 4/5 class I articulated a question, which has me eager to seek some answers.

My inquiry question:  How does a student’s culture, which is practiced at home, impact a student’s motivation to achieve academic success?

I took it upon myself to have a discussion with my student advisor in regards to my question, since my question originated from her classroom. She has ample years of experience and knows her students really well. Reflecting on our conversation I realized it is essential to define “cultural background”. What do I mean about it? I do not want to simply focus on the ethnic background. I would like to explore the effects of culture practiced at home, meaning the home environment. The views of a family does in some way impact a child’s perspective of what is more important.

I hope my inquiry allows for me to become a better educator.

Let’s see what this journey has in store!