Problem Posing Questions

The following questions will help you assess your learning of the concepts in this chapter.

This activity contains 2 questions.

	A caring teacher attends a panel discussion at a national conference on what students want from teachers. The students said that they wanted teachers to "care" through the "amount of time they dedicated to the students, their patience, how well they prepared their classes and how they made classes interesting" but most importantly, they wanted teachers to get to know them and their cultures (p. 338). Where should this teacher begin to understand and learn about the cultures and communities that his students come from?   He can make a KWL for two students that he doesn't know much about. Read books and articles about two cultural groups you know little about, as well as take at least one fieldtrip in those student's communities All of the above. First, he could study the list of students currently in his class and choose two students who may represent groups of which he has little knowledge to conduct research.

	A group of diverse urban high school students engage their European American teacher (who lives in a suburb outside of the city) to consider what life would be like through the eyes of her students' experiences as members of nondominant and often marginalized groups. What would be the most effective strategy for this teacher to experience the cross-cultural boundaries and the negotiation of multiple worlds that her students' regularly engage in to fit into "American" culture?   She can watch a film about the experiences of oppressed peoples within her students' cultural groups. She can expand her "comfort zone" by engaging in a two-week activity that explores her daily routines and then disrupts them to help her imagine how students may feel when their identities are negated or ignored. She can read a book about the oppression of certain groups in the comfort of her own home.

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