Touchstone 6: Interact meaningfully with every student

I begin every class period with the same ritual. The other entrance to my classroom is always locked, students must enter in the front entrance where I am waiting, doing my best to be excited for the day at hand, and greeting every student individually with a handshake or some other form of greeting. Some students are outgoing and immediately ask how I am doing, while others are introverted and I know that a simple head not in return to my greeting is the sign of a good day. In addition, I have begun to implement the strategies of Emdin (2017) in my classroom. The concept of a cogenerative dialogue has been especially important for my classroom culture. I invite 4-5 students from each class period to have a small intimate discussion about improvements to the classroom. The conversation is controlled through norms, but the students are the primary drivers of topics and suggestions for change. I can never fully understand the classroom as my students do, which makes the suggestions I receive from students all the more valuable. The final point I wish to end on is the concept of culturally responsive pedagogy. Mathematics has historically been viewed as a racially and culturally neutral subject. I was taught mathematics in a way that is culturally appropriate to my upbringing. I quietly took notes from the lecture and then did my homework individually. I never collaborated with other students in a meaningful way and never interacted with my teacher or communicated about my learning. Ukpokodu (2011) first establish the non-culturally neutral foundations of mathematics, but then outlines the fact that simply valuing students’ differences in modes of communication and collaboration, can help students feel validated.  As a student my teachers were usually distant, but those that left a lasting impression, were genuinely interested in me as a person and my personal growth. In my classroom, I always seek to create that sense for every student.

References:

Emdin, C. (2017). For White Folks Who Teach in the Hood... and the Rest of Yall Too: Reality Pedagogy and Urban Education. Random House.

Ukpokodu, Omiunota N. (2011) How Do I Teach Mathematics in a Culturally Responsive Way? (2011). Retrieved October 7, 2018, from https://files.eric.ed.gov/fulltext/EJ955945.pdf