EDE 4943: Data Analysis Response

Two examples of when I displayed equity in the learning environments was when I allowed the students to do their homework outside and when I allowed the students to talk to each other when doing flash cards. Allowing the students to do their homework outside made the students feel more comfortable and they were able to think better because it was not as loud outside. The fresh air really helped the students wind done because they were not in the middle of the craziness inside the cafeteria. The students are so young, they need to have some quiet time during their homework to be successful and keep their attention.

Allowing the students to talk to each other during end of the day flash cards was something that I was unsure of at first. Usually when the students are doing flash cards, their group leader has them silent because she is afraid that they will get out of hand. Allowing them to talk allowed me to see how much they are willing to help each other and encourage each other. Students will always learn more from each other than they ever will from their teacher. I gave the winner of the flash card challenge a popsicle, but everyone got a cookie as a reward at the end of the week because of how well they worked together. This shows that I completed FEAP 2h by adapting to the learning environment and occasionally altering it to fit the needs of my students.

An example of when I displayed equity towards students in my pedagogical practice is when I incorporated arts into my “would you rather” community building lesson. This allowed them to express themselves artistically and build relationships with each other. I originally wanted the students to answer the questions back and forth with their partner but drawing the object kept them more engaged and the students loved to look at each other pictures. Listening to their explanations was so neat and it really helped me connect with the students of a different level. This shows that I displayed FEAP 3h by recognizing that certain students need extra help and differentiating the lesson to those needs.

An example of when I missed an opportunity for displaying equity in my pedagogical practice was when I made all the students follow a strict guideline when writing a poem and drawing a picture after my read aloud. I did not consider that some students were not cognitively ready for this and I tried stopping them from doing what they were capable of. This had to be degrading to this group of students. It probably made them not feel like they were treated fairly or equally. I should have realized that the students were not ready to write a poem and drawing was all that they could do. All the end of the lesson, the students had free time to draw and one of the students was drawing something interesting. When I asked him what he was drawing, he told me that he was trying to draw a picture explaining what he heard during the read aloud lesson. I did not let him do this during the assignment because I was too busy caught up in the poem aspect of the assignment. I unfortunately missed a vital part of seeing what he and the other students could understand all because I was too busy trying to make them do what I thought they were capable of.

#FEAP2h #FEAP3h