Personal Culture Artifacts

As I think about my culture, it is easy to see how different sub-cultures come together to. The college culture, work culture, family culture, etc, combine to determine how I interact within the social systems. In my preparation to become a teacher, I have begun to ponder how my personal experiences will add or take away from the social setting of my future classroom. Not everything from my culture will create a ripple effect in the school system; however, I was able to brainstorm some of the effects, both to the benefit and the hindrance of my future classroom.

Although my purpose as a teacher at the MTC is different from that of a school teacher, connections can be made. My desire to work alongside students has been fostered. Through experience, I have learned that working alongside is much more effective than giving a student all the answers. In my classroom, the culture will be one of discovery. This is to help in the process of understanding and learning. I'm not sure how to incorporate my culture of learning in regards to my perspectives on grades (refer to note below under A+), neither do I know whether it would be beneficial to my students or not. However, I plan to study and understand whether this would be effective for students and the cultures they come from.

I have incorporated in my culture the need for seclusion or alone time. I have become dependent on "silent time" for the processing of thoughts. If I maintain this idea or belief that I can only focus in moments of silence, I will not be effective at thinking on the spot during class time. I can almost guarantee that there will not be many moments (if any at all) of silence in the class time. I can work on coping strategies and accustom to settings similar to those of a classroom to avoid becoming a hindrance to the culture of the classroom. My ability to do this will also give me the correct perspective to work with children who have different habits and needs for their culture of learning.

Bicycle- As a representation of my transportation, a bicycle is my way of navigating the roads of the city. By seeing my bicycle, others on the road know how to respond. I wait to cross at the appropriate times and follow the lines on the street indicating where I can be. I have realized that Provo is busier than my home town. As a result, riding a bike in Provo requires me to be familiar with a language communicated through hand signals. By riding my bike, others can assume that I know the signaling necessary to communicate where I am going. (https://www.statebicycle.com/products/matte-black-6)

A+ - This grade represents not only my responsibilities as a student, but also my desire to go against the social norm of fighting for an "A". From my perception, many students fight for the A and sacrifice true learning as a result. I have been one of those students. However, my perspective has changed through conversations with college professors. Now my educational culture is one of learning instead of good grades. The students in the BYU culture have created the idea that grades are factors that determine whether you are a good student or not. By not achieving the best grades, in this case an A, you may feel you are not good enough to be here or that others will think less of you. This is because of the BYU culture. I feel I am expected to maintain high "A" grades.  (Image retrieved from (http://w4wn.com/want-an-a-2013-health-report-be-the-1st-on-the-1st-to-get-started/)


Book - How to Win Friends and Influence People is a book I read which taught me the importance of focusing on others. Specifically, I learned from this book how to make others feel important. I expound on the principles taught as I learn others names and make it a goal to say hi to all I meet. Whether it's an individual I pass on my way to class or someone next to me in the grocery store check-out line, I have the opportunity to interact with many people and they have the right to feel important.  (Image retrieved https://www.goodreads.com/book/show/4865.How_to_Win_Friends_and_Influence_People ) 

Round Table - In my religious culture, I participate in weekly counsels. These counsels are focused on helping individuals in our religious community. Ideas are discussed of how to be more effective in our duties which in turn will impact those within the LDS culture. I am expected to attend weekly meetings and must be informed on the language such as "calling", "Relief Society" "Elder's Quorum". As a ward counsel we also help establish and maintain the culture for our ward. (Image retrieved from http://hfmahudsonvalleyny.org/event/series-revenue-cycle-roundtable/)

Stop Light - This represents the value of an individual in the community. On the corner of my street, a stoplight was recently put up. Many ideas have been presented as the reasoning behind the stoplight, one of them being the desire to protect pedestrians. Accidents have occurred at this intersection. As a pedestrian, my life along with those in my community is valued and efforts are made to protect citizens. I abide by the laws and follow the signals which tell me how I should act in relation to cars. Image retrieved from https://www.pinterest.com/picpng/traffic-light/?lp=true)

FaceTime - Although I am many miles from my family, technology allows me to stay connected with the culture of my home. Weekly, I make FaceTime calls to my family. I enjoy sharing about my experiences, my beliefs and my social interactions with them. 
As a daughter, I feel the need to include my parents in my life even though distance separates us. This bridges the gap of physical distance and allows the strengthening of family relations. Forgetting to FaceTime my parents one week may send the signal to my family that something was wrong. (Image retrieved from •http://www.cbronline.com/what-is/what-is-facetime-4929369/)


Dinner Date Table - As a single individual, I am given the opportunity to branch out among others in the community through dating. On dates, I understand that I am allowing another individual to get a glimpse of my culture. By going on a date, my date and I should both be aware of social boundaries as to what is acceptable: for example, it is expected that physical touch on the first dates is kept to a minimum.  I open up and give others the opportunity to understand a little of my culture and my process to get to where I currently am. I also have the opportunity to understand the social systems within which my date participates (Image retrieved from http://blog.pof.com/2014/11/always-pay-dinner-date/)

Preach My Gospel - I work at the MTC as a teacher, preparing missionaries to go to places all over the world. Through teachings and principles learned in the religious community, I discover with the missionaries how they can be most effective in sharing our religious culture with different cultures all around the world. Not only am I familiar with the language of the LDS culture, I am also required to understand this language in Portuguese.  If you are a teacher, it means you have served a mission for your church and have gained experiences in helping others learn the culture of the LDS faith.  (Image retrieved from https://deseretbook.com/p/preach-my-gospel-guide-missionary-service-spiral-bound-lds-distribution-center-6578?variant_id=102867-paperback)

Planner - In my planner are written my daily responsibilities: responsibilities to myself, my teachers, my community, and my friends. This planner helps me to be prepared to be in the right place at the right time through key words or phrases that will remind me of where I need to be, when I need to be there, and what I need to be doing.  Failure to do so may result in complications not only for me, but for those around me or to whom I have responsibility. . (Image retrieved from https://inkandvolt.com/product/volt-planner/)

CTR ring - I have made promises to uphold religious principles and values. This ring reminds me to keep those promises, whether it be in actions or thoughts. Those in this religious culture understand that a CTR ring stands for "Choose the Right". We feel responsible because of promises we have made to avoid bad consequences by choosing a better choice. This ring is a reminder. My actions affect those around me. Therefore, I must not only think to protect myself spiritually, but protect those around me as well. (Image retrieved from https://ldsbookstore.com/ctr-rings)

Manners Quote - Taught in my home was the importance of manners. With my daily participation in the community, this culture or respect developed in my home is instilled in the culture of society. I need to understand situations that are appropriate to use these manners so as not to let the feeling of kindess/gratitude/respect be diminished.  (Image retrieved from http://www.inspiremykids.com/2017/great-quotes-for-kids-about-good-manners-for-kids/).

"No Talking" sign -  Within the day, I need time to draw back and seclude myself. No roommates, no friends, no distractions. I need the time to think and focus on important decisions, school assignments,  and ideas for further personal progression. I withdraw temporarily from the social systems. Though I would consider this a personal culture, my roommates and close friends would understand when it is appropriate to converse with me and when I need my own space. Body language is a greater communicator, so one must understand my body language to tell when I needed my own quiet time. (Image retrieved from https://cliparts.zone/talking-back-cliparts).

Running Number Bib - Activities or events are put on by the community to increase social interactions and provide means for much good to be done. As a runner, I enjoy participating in the races put on within the community. Although little social interaction occurs during the race, I support the community in its effort to be a benefactor (Image retrieved from https://muchmoremuchier.com/2011/03/12/my-first-5k/).

Gardening - With spare time, I participate in local service projects. They may not be as regular as I desire, but they provide me with the opportunity to branch out and reach others in the community who are in need. By volunteering my time, I am seen as a kind soul. Those also participating in service activities generally have pure motives as well to have more unity and care between one another. This brings smiles to service activities. It would be abnormal for someone to be angry and frowning while serving someone else. (Image retrieved from http://destroybmx.com/gardening.html

Frisbee Game - I participate in intramural sports. These games allow me to apply teamwork skills and also give me the opportunity to participate in community activities. I know the rules of the game and act in sportsmanship. I am viewed as "athletic" by friends to whom I tell I play frisbee. They assume I am a fast runner, even though this may not be accurate. I have picked up on terms such as "cut ",  "pull", and "handler" to know how to interact with teammates while playing.  (Image retrieved from https://www.pinterest.com/greene4ever/ultimate-frisbee/?lp=true).

Sidewalk Chalk - As a nanny/babysitter, I enter the home environment of a family. I am given the responsibility to act according to the culture of the family to maintain comfort for the children I take care of. Parents entrust me with their children which requires a higher level of maturity on my part. When I am interacting with the children, I must act with exaggerations, implementing my imagination in the activities I create for them. 
 (Image retrieved from http://ourbeautifullymessyhouse.blogspot.com/2015/06/homemade-sidewalk-chalk.html).

Boy and Girl Kissing - Similar to my image of the dinner date, this represents my beliefs  and comfort as a heterosexual individual. I search for opportunities to get to know males, which is an important part of the current stage of life I find myself in. Also, this puts me in the majority group for sexual orientation. I am accepted and am never forced to feel ashamed because of this orientation.  I also am included because of common religious belief being that Utah is predominately LDS. In the LDS culture, it is difficult for individuals to accept or agree with individuals who are not heterosexual. (Image retrieved from http://www.lovesove.com/tag/girl-kissing-boy-on-cheeks-wallpapers/).

Board Game - As a family, we have found that unity is created within our culture through time spent together. Board games is a common activity used to create these social interactions within the family. I have come to learn the strategies of interacting with my family in order to prevent arguments. For example, I know not to point out when my sister has lost a turn or to get too excited when I get something I need because this would only cause jealousy from my brother. I must be a peacemaker. (Image Retrieved from https://www.pexels.com/search/board%20game/).

Cookies - Not only do I need to understand how to read a recipe, It is also accepted that cookies are a great sign of love and care. This may not be understood if someone was not of this culture. As a sister, friend, daughter, I can express love and gratitude by baking treats for those around me. (Image Retrieved from https://www.bettycrocker.com/recipes/ultimate-chocolate-chip-cookies/77c14e03-d8b0-4844-846d-f19304f61c57)



I have realized that these cultural artifacts connect me to a variety of cultures. Before writing out my artifacts, I said that I need to be aware of my culture so I don't become a hindrance in the classroom. However, I am not beginning to see the need to understand the artifacts that are leading my students to act, belief, or think in certain ways. By understanding their artifacts, I feel I will have a greater understanding behind their actions which can lead to patience in helping them learn and progress in the classroom. This will help me avoid seeing students as a deficit. 

Imagined Classroom

This is the type of picture that would be seen on the wall. Encouraging an environment of learning, the students would understand that there is opportunity in each day to learn when desire and effort are put forth. (Image taken from http://www.reallygoodstuff.com/inspire-u-poster-make-today-the-day-to/p/702590/)


As is mentioned later on, students in my classroom will be grouped in fours to encourage group discussion. Students will work on projects with their groups and will have the opportunity to switch groups and interact with all students in the class. (Image retrieved from https://commons.wikimedia.org/wiki/File:Elementary_classroom_in_Alaska.jpg)


This would be similar to the reading center I would like to create in my classroom. This reading corner would be creative, colorful and learning enriching. To encourage reading and literacy, students would be given time each day to spend in the reading center. (Image retrieved from https://www.google.com/search?rlz=1C1CHFX_enUS593US593&biw=1366&bih)


As my focus is Math, students will be able to understand that Math is more than a problem on a worksheet, but that it is seen all around us. This picture shows the application of Math and would help children understand how to search out Math in their day-to-day lives (Image retrieved from http://330207677764321891.weebly.com/class-photos.html#PhotoSwipe1375268085863)


This picture illustrates the concept of group work. Through group work, my students will be able to share understanding and work on problem solving skills (Image retrieved from http://montessoriguide.org/elementary-age-work/)

1. 
   2.     Imagine the surrounding in your classroom. What does the room look like? What resources are available for students? How are the resources used during the lesson?
   • Pulling open the door to the classroom, the individual's attention is first drawn to the desk alignment. With space to carefully move around, the desks are grouped in fours with the desks facing inwards. 6 clusters of desks are seen throughout the room, allowing for group work and discussions. Walking closer, name tags the colors of red, yellow, and blue have been carefully taped to align perfectly with the top edge of the desk. Along the back wall are cubbies for the students to store their school supplies. A hook for a backpack has been carefully placed in the center and directly above this is a shelf for the storing of the student's class workbooks along with projects that they have begun. The workbooks are used daily as we examine the principles of math, reading, writing, and science. Assignments can be removed from the workbook and taken home to work on. The wall opposite the door has been created into a reading center. Bean bags, chairs, and pillows lay on the floor waiting for the company of a student. This area is surrounded by a wide selection of books to meet the needs of advanced readers and beginning readers. The books have been worn down over the years of students going to the reading center during their "reading time" or when they have finished their in-class worksheets. Opposite the wall of the reading center is my desk.  
   2. Describe the students in your classroom. What are their backgrounds? What are their interests? What are they doing during the lesson?
   • Students in my classroom are roughly 8-9 years old. Most of them enter in the classroom full of energy with the occasional student who grudgingly drags their backpack into the classroom, only because there exists a greater desire to sleep in. Teaching in the Utah area, a majority of the classroom comes from white American Mormon families. Although there are moments of sass and attitude, most of the students are found reaching out to others and slow to act in bitterness towards classmates. Problem solving is evident and hands are always outstretched to include others. At the age of 8, most students are developing the ability to think abstractly and it can be seen on their faces, heard in their questions, and evident in their imagination. This stage causes many to react in excitement when they understand the new principles or concepts that are being taught. Recess is a highlight. The students raise towards the playgrounds for games such as "Hot Lava", jump rope, tag, and kickball. Energy is expended at recess and tired bodies return to the classroom ready to pull out notebooks and try their best to focus as their minds start to wander, thinking of the snack Mom has waiting for them at home. 
   4.     Describe your classroom policies. What are your classroom rules? What is your discipline plan? What are your homework policies?
   • More than only logical thinking, creative thinking is inspired. Posters hang on the wall encouraging exploration, learning, and diligence. It will be expected of students to complete the assigned worksheets that will be sent home with them. Worksheets will be given a grade for completion and will be reviewed in class so students can understand where they answered incorrectly and why. In situations of students acting up or defiantly disobeying, they will be given a warning privately. I will approach the situation, explain what I am seeing and let them know the consequence if the action continues. If a student causes continual disruptions, an email will be sent home so that I may meet with the parent and student to discuss options of how to solve the situation. 
   4. Describe a typical lesson you will teach in your classroom. What will you teach? What is the topic? Why did you choose this topic? How will you teach it? What is the main thing you want students to learn during this lesson?
   • I would like to focus on Mathematics. Through personal experience, I have found a love for Math and desire to help others understand the concepts and daily application of the topic. I loved that through a process of methods, one could find an answer to a problem. This logical thinking gave me great satisfaction as I learned math over the years. I desire to now not only focus on teaching the methods of math, but also understanding why it works and why we learn it. Although my focus will be on 3rd grade, I would search for opportunities to help the older grades with Math as well. Simple addition and subtraction problems combined with story problems would be seen daily in my classroom. 
   5. Imagine your work as a teacher during this lesson. What are you doing during the lesson?
   • Understanding that muscle memory comes with time, I begin the lesson with a warm-up problem on the board. A problem to review what we have learned in the previous class. Students are invited to discuss possibilities of the solution to the story problem or question that I have posed. I walk around the classroom, listening in on conversations, pausing occasionally to ask students "Okay, so what are we thinking?". A general understanding of where the students are has been gauged and I return to the board. I open it up for students to share their answers and how they arrived at the point. I also give students the opportunity to question what they are hearing and to provide their thoughts. I pose another question that leads the students to ponder or question more advanced concepts. This provides the perfect segue into our new concept for the day. I walk around the room asking questions to help the students consider different options of solving a problem. I don't give the solution or method right away. My questions are given to probe at their understanding. More than giving a lecture, I am acting as a catalyst for their thought process of problem solving. After we have explored the concept, I give a general understanding and clarify any confusion. I lead the students into different forms of practice in hopes of leading them towards mastery and application.  
   6. Imagine your students again, what are they doing during the lesson?
   • Students are actively participating in the warm up. They feel confident in solving the problem because they have learned the concepts and methods in our previous class together. They eagerly share their answers with others in their group and noise fills the air. Their confidence allows them to shoot their hands up to share their strategies in solving the story problem. At times, their conversations about solving problems carry them into other topics, but they are able to refocus easily. 
   7. Imagine how you will assess your students' learning and achievement. How will you know they have learned?
   • As one of my objectives will be to help students master the concepts of mathematics, I will use group projects related to application of the concepts. More than a test or quiz, I would like the students to understand the daily application of what they are learning. Tests will be used to evaluate basic concepts; however, to analyze the process of learning/application, they will do group presentations of how the principle is evident in every day life. Students will show understanding of learning the concept (through worksheets and tests). Application will then be applied as together they think of a real problem that can be solved.