EDUC 331

Assignment: Reflections on a Conversation with a Student
Length: 3-5 pages
A culturally responsive teacher knows about his/her students’ lives, and connects his /her teaching to their lives. She/he understands the importance of basing his/her actions upon this relational knowledge, not on stereotypes or other preconceived notions.

As teachers we are very likely to have classrooms full of students whose backgrounds are very different from ours. Too often, many of us unfairly judge such students. We must take the time to learn to respect and care about our students’ diverse identities rather than taking on a “deficit” view of them and their families or shutting ourselves off from their worlds.

In this assignment, you will informally interview (really, have a meaningful conversation with) an elementary school student with a very different life experience from you. Different life experience may mean some of the following: race/ethnicity, gender, family structure, interests, personality, etc. For example, if you are a Black woman with a very outgoing personality who was raised with her two siblings by her grandmother in the suburbs, you might interview a Black girl who is an only child and being raised by her mother and father in the city OR you might interview a Latino boy who is more reserved, growing up with his four siblings being raised by their mother in the suburbs. You may choose a student from a field placement or elsewhere. The main purpose of the conversation is to put yourself in the student’s shoes and try to see the world from his/her perspective. Try to make a connection with the student. You will try to get to know the student; find out about things such as his/her interests, hobbies, viewpoints, feelings, family, home life, strengths, and/or academic experiences.

As you talk with your student, do your best to challenge your assumptions and stereotypes about the student. Try to find out what the students’ strengths are and what might make the student “turn on” to school. As a future teacher, knowing these kinds of things about your students may be the key to your success with them.

After the conversation, write about what you learned about the student. Reflect on your original assumptions and how the conversation may have challenged your assumptions. Reflect on the students’ unique strengths and talents. Consider what you might do to connect with and or motivate the student if you were his/her teacher. Connect your reflection to course topics, readings, or discussions.

The questions below are here as a guide and should NOT be used as a list to go through with the selected student. Really try your best to engage in a conversation, not just asking question after question.

Possible questions (change as necessary)

What is your name?

Where are you from?

What do you like to do for fun? Tell me about it.

What are you good at? Tell me about it.

Do you like school? Why/Why not?

What is your favorite subject? Why?

What is your least favorite subject?

What are you good at in school? Explain.

What kinds of things do you do when you go home?

What is your family like? Friends?

What kinds of books do you like to read? Why?

What do you like to write/read about?

If you could do anything to change your school, what would you change?

How do you feel today?

Who is your best friend? What do you do together?

What do you hope to do this summer?

What are you going to do this weekend?

Tell me about some fun days at school this year.

What do you think about…?

Continue asking additional questions and talking about yourself as well, as relevant.

If you have trouble with the conversation you might try to start talking with the student about something he/she does or is involved in, such as sports, music, etc.

Exceeds Expectations [5 points]

Meets Expectations [4 points]

Needs Improvement [2-3 points]

Does Not Meet Expectations [0-1 point]

Perspective of Student

Reflection reveals a serious attempt to learn about the perspective and life experiences of an adolescent from a very different background than the interviewer.

Reflection reveals a sufficient attempt to learn about the perspective and life experiences of an adolescent from a very different background than the interviewer.

Reflection reveals a minimal attempt to learn about the perspective and life experiences of an adolescent from a very different background than the interviewer.

Reflection does not reveal a serious attempt to learn about the perspective and life experiences of an adolescent from a very different background than the interviewer.

Outcomes of Conversation

Interviewer thoroughly discusses his/her assumptions and how they are changed, reveals a willingness to challenge stereotypes, and takes on a strength-based view of the student interviewed.

Interviewer discusses his/her assumptions and how they are changed, reveals a willingness to challenge stereotypes, and takes on a strength-based view of the student interviewed.

Interviewer minimally discusses his/her assumptions and how they are changed, reveals a willingness to challenge stereotypes, and takes on a strength-based view of the student interviewed.

Interviewer does not discuss his/her assumptions and how they are changed, does not reveal a willingness to challenge stereotypes, and does not take on a strength-based view of the student interviewed.

Content Connections

Thorough connections are made to course readings, themes, and/or discussions. Paper includes 4-5 quotes/citations from the course readings.

Connections are made to course readings, themes, and/or discussions. Paper includes 2-3 quotes/citations from the course readings.

Minimal connections are made to course readings, themes, and/or discussions. Paper includes at least one quote/citation from the course readings.

No connections are made to course readings, themes, and/or discussions. Paper does not include any quotes/citations from the course readings.

Writing Conventions

Uses descriptive language that skillfully communicates meaning to readers with clarity and fluency and is virtually error free. APA citations are correct for both in-text citations and bibliography. Paper meets minimum page requirements.

Uses straightforward language that generally conveys meaning to readers. The language in the paper has minimal errors. APA citations have a few errors.

Uses language that generally conveys meaning to readers with clarity. Writing includes a few usage and spelling errors. APA citations are included with a few errors in citations and/or bibliography.

Uses language that generally conveys meaning to readers with some clarity. Writing includes many usage and spelling errors. APA citations are missing or incorrect for in-text citations and bibliography. Paper lacks quotes/citations from the course readings or citations are irrelevant to argument. Paper does not meet minimum page requirements.