This is the last version I promise

Final Where I am From Video

Double Journal Entry 5

The article clearly states there is a strong relationship between a teachers attitudes and the performance of a student. If the student interprets the teachers attitudes as negative the student tends to perform at a lower level than if the teacher has a positive attitude toward them. We have all been there; if we are encouraged by a teacher or they acknowledge our efforts we work harder which leads to better results, and when a teacher gives you the "cold shoulder" one tends to do enough to barley get through if that.

Assessment pitfalls could occur because a teacher looks at a child and assumes they may speak a language other than non-standard just because of their appearance or because the assessment given doesn't consider the culture the student is raised in. Some things are more important in one culture than they are in another.

The awareness approach allows a student to look at their native language and use it, then compare it with standard English. Critical pedagogy is when a student studies why one language is considered the standard. This is done by looking at which people hold prestigious positions that control the social order. This model declares if you accept to the language you are then accepting the culture too. The critical awareness approaches combines the awareness approach and critical pedagogy here a student is allowed to use their native language, but they also are taught to examine why standard English is the accepted language in the United States. These three approaches allow the students to see their native language as a resource rather than a detriment.

The thought of teaching in a classroom that has students with different dialects doesn't bother me, but I don't feel prepared to teach students who don't speak a form of English. This is because I didn't grow up with any language other than English and don't know any other language. I do believe every child can learn just don't think I'm prepared to teach students that speak Spanish or another foreign language. I am ready and able to teach at a school where the students are diverse concerning their home life and accents or pronunciations of English.

Where I'm from

My Poem

I am from the cabin full of memories from rocky boots and hard work.
I am from the house on a hill with the smell of woods.
I am from the taste of ramps, the white tail buck deer munching on clover.
I am from family reunions at the ole Mobley School and strong values.
I am from the hardworking Harrison’s, stubborn Norris’s, and loving Dulaneys.
I am from never giving up, going to the little white church, and hunting not just for animals but opportunities.
From can‘t died in the poor house and you get out of it what you put into it.
I am from the old rugged cross and prayer without ceasing
I'm from New Martinsville with roots in Ireland, sauerkraut and coleslaw.
I’m from live and learn, work hard, play harder, show love receive law.
I am from my brain injury on May 25, 2005, the love and support of my family and friends through it all.
I am from the brown photo album, my pap’s remarkable journal, and love without end amen.

Double Journal Entry 4: Cultural Capital

References:
Bolima, D. (n.d.). Contexts for understanding: Educational learning theories. Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm

Lester, D. (2008, May 01). Hunters aim for military service. Retrieved from http://www.dailyyonder.com/hunters-aim-military-service

Double Journal Entry 4: Cultural Deficit

References:
Bolima, D. (n.d.). Contexts for understanding: Educational learning theories. Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm

Mellon, E. (2011, December 03). Whats the real graduation rate in our schools?. Retrieved from http://blog.chron.com/k12zone/2011/12/whats-the-real-graduation-rate-in-our-schools/