Student conversation

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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.

Student Conversation

EDUC 331

November 10, 2020

Introduction

I interviewed a Black girl who is the only child raised by her mother and father in the city. I decided to interview this student to get to different family backgrounds of this young girl as I am an Asian woman with a very outgoing character. I was raised with my two siblings by my grandmother in the suburbs.

Teacher: Good morning?

Student: Good morning.

Teacher: I am Ms. Maria.

Teacher: what is your name?

Student: I am Becky Richard

Teacher: where are you from, Becky?

Student: My parents are from South Africa, but currently, we live in Baltimore as my parents work here. I have been to South Africa to visit grandmother and grandpa several.

Teacher: Wow, exciting, so you where have you spend most of your time Becky?

Student: well, I would say Baltimore.

Teacher: How does is it feel like traveling to meet your grandparents?

Student: I am always excited to see them. I have forever missed staying with my parents and grandparents, as I am very lonely here.

Teacher: would you like to stay with your grandparents from now hence you are entirely a grown-up?

Student: (observes a moment of silence) no. I want to stay with mummy and daddy.

Teacher: why don’t you want to stay with them? I am sure they would like to stay with you as well.

Student: my grandfather retired, and he does not have money to buy me the things I need. My parents are working.

Teacher: But Becky, there are people brought up by their grandparents and had a good life.

Student: maybe their grandparents were working.

Teacher: What do you like to do for fun?

Student: I like drawing when I am free.

Teacher: Tell me about it.

Student: I love drawing cartoons. When I am free, I watch out several cartoons and remove them from my drawing book. My phone has a paint-free app which helps me to draw. I draw using a pen, pencil, ink, and watercolor.

Teacher: I am impressed you have the right way of spending your fun time. I hope I will get one of the drawings.

Student: thank you. I will bring you the one I drew for the hedgehog.

Teacher: What are you good at?

Student: I am good at singing. I love singing so much.

Teacher: Tell me about it, Becky.

Student: singing brings me a lot of joy. It is not for fame or money I have a connection with singing. I get to express myself through singing, and when I am upset at school or home, I get calm through singing, which is why I love singing.

Teacher: (acting surprised) you don’t want to be famous like Rihanna?

Student: not that I want to sing for money or fame but bring happiness and peace to people when they are distressed.

Teacher: that is a good passion, but money will come automatically if you work hard on your passion. And do Becky, Do you like school?

Student: yes, I like my school so much now, but when I joined my new school, I was not too fond of it at first.

Teacher: I am sorry, what happened? What makes you like school currently?

Student: thank you. I like my school because it has some cool teachers who make the lessons exciting and make me want to work hard. I wouldn’t say I liked it. After all, I bullied last year because I was black. I liked the school because it did things about it and gave me support. I have made friends that I interact with here at school, unlike at home, where only my parents and I are. At school, I have a company, and I get to do things that I cannot do at home.

Teacher: I am sorry you got bullied, and it will never again to you so that you will love school more. What is your favorite subject?

Student: I like science, and I pass well in it.

Teacher: why science and not any other subject?

Student: science explains nature. It makes me realize I know nothing, and It makes me attentive in class because it gives me the why. It makes me interact with my science teacher very well because I ask her more questions and answer them. I want to understand life and the universe, and science will help me in this much.

Teacher: you love science, Becky. That is wonderful. What is your least favorite subject?

Student: I don’t enjoy learning about history.

Teacher: What are you good at in school?

Student: I am good at making new friends. They say I sing well. My friend gets to enjoy it when I am singing to them.

Teacher: (jokingly) I also want to be your friend. Will you sing for me?

Student: yes, I will.

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

Student: my best friend is Rita. She likes to sing too and mostly we sing during our free time together and visit each other.

Teacher: What do you hope to do this summer?

Student: I hope to visit a new place that I have not been to before.

Teacher: what are you going to do this weekend?

Student: I am planning to do my homework and watch a movie.

Teacher: Tell me about some fun days at school this year.

Student: the first day in school was one of the best days as I joined a new grade, and the beginnings were so enjoyable.

Teacher: What is your family like? Friends?

Student: my parents are the best, and my friends are loving and caring.

Teacher: What do you like to read about?

Student: Anything related to science.

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

Student: I would promote the change of respect for all subjects.

Teacher: How do you feel today?

Student: I am feeling happy today.

Teacher: thank you for your time, Becky.

Student: you are welcome, Ms. Maria.

Reflection

I learned that the student was a victim of racism. She was bullied, and she assumed it happened because of her skin color. This challenged my assumption that the education system has an established method of ensuring diversity. The student has a unique mindset on money and fame. Although she has a great passion for singing, she does not intend to do it for fame but to impact humanity. I have noticed her unique talent and outgoing character in music and will offer her the necessary support to realize and achieve her dreams. In connection with our class discussion, it is the educators’ sole duty to support learners’ unique talents.

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.

It is good that you included the interview, but that is not what was needed from this assignment. Did you review the rubric prior to submission? The paper is supposed to be your insights on the actual interview, not the back and forth on the interview itself. I would advise you to resubmit this assignment. You can resubmit it by Tuesday, November 24th 11:59 p.m. If not resubmitted by then, you will receive a failing grade. You have a great start with the interview, now please go and address the components of the rubric and write a paper about the interview including – your perspective of the student, your outcomes of the conversation, and content connections made with our course readings. Also, make sure you use APA formatting. See

Purdue OWL

for assistance.