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Embracing Identity as a Future Educator

The document is an assignment submission for an education course. It includes responses to prompts about identifying diversity within oneself, scenarios involving teaching diverse students, and criteria for evaluating candidates for a student election. The responses discuss the submitter's desire to help underprivileged children access education, their identity as a positive but not judgmental Christian, handling religious and disability accommodations in a sensitive manner, and prioritizing inclusion and values-based leadership in student elections.

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Abbygayle Suganob
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2K views2 pages

Embracing Identity as a Future Educator

The document is an assignment submission for an education course. It includes responses to prompts about identifying diversity within oneself, scenarios involving teaching diverse students, and criteria for evaluating candidates for a student election. The responses discuss the submitter's desire to help underprivileged children access education, their identity as a positive but not judgmental Christian, handling religious and disability accommodations in a sensitive manner, and prioritizing inclusion and values-based leadership in student elections.

Uploaded by

Abbygayle Suganob
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
  • Assignment Instructions
  • Scenario Analysis

Abbygayle M.

Suganob (BSED-ENGL 2)

Assignment in Module 1 -Understanding Diversity EDFTC 105 Due Date: Feb. 6, 2021

Individual Assignment

Directions: Do the following tasks in your textbook:

1. Circles of my Multicultural Self-activity (page 9)

1. Share a story about a time you were especially proud to identify yourself with one of the
descriptors you used above.

- It saddens me whenever I see children who are deprived of education. I feel like something big is
taken from them—an opportunity to learn, the path to their dreams, and their wings. When I
encounter instances like this, I feel more of the urge to become an educator. I want to think of ways
to send these children to school as no one should be left behind. Just like us, they have dreams but
they are just too unprivileged to reach them. With this, I am proud to say that I am a future educator
with a purpose and passion. No matter how hard it can be, I will never let the flame in me grow cold.

2. Share a story about a time it was especially painful to be identified with one of your
identifiers or descriptors.

- There are times when being an “optimist” doesn’t bring good impact to others. They might label it as
“fake positivity” because they believe that positivity cannot stop a storm, help the poor, or even make
this country better. It is somehow painful to be positive when some people look at you with something
related to being “fake”. I encountered that when I was just voicing my positive thoughts about the
President. There are some flaws, of course, but it is wrong that people wants him to step down during
a pandemic. I believe that it is alright to have a constructive criticism about their governance but not
totally bring the government down. They are one of the strong foundations of the society, I just cannot
imagine what will happen to the peace of order of this country if they keep on insisting to oust the
President.
Abbygayle M. Suganob (BSED-ENGL 2)

3. Name a stereotype associated with one of the groups with which you identify that is not
consistent with who you are.

- In our world today, being a faithful Christian is not easy especially when you disagree to normalize
the things that is really wrong because they invalidate our moral values and also not pleasing to the
eyes of God. One of the stereotype I know about being Christians is that we are “lordy-lordy but
judgers”. I personally believe that sharing what is in the Bible and voicing out our faith is not being
judgmental. We are not trying to offend the beliefs of other people regarding same sex marriage,
abortion, and such. We just want to enlighten people and it is already up to them if they want to take
it in or just ignore it.

4. Fill in the following sentence: I am (a/an) Christian but I am NOT a/an judgmental person.

2. Scenario Analysis (1 to 3) on page 10

1. A parent asks to see you. He demands that you take out the crucifix inside your classroom
because the religion they belong does not believe in crucifix. He insists that his child is
being taught with wrong values. How will you respond to that parent?

- I will tell the parent nicely and calmly that there is no need to take out the crucifix because every
belief inside the classroom matters and there is no belief that is being invalidated. I will assure him
that everything is under my control and the values that I teach do not take their side to any religion
since my classroom is a place where diversity is valued.

2. You plan a relay game on your class. While you are explaining the mechanics of the game,
one student raises her hand and says she can’t do a particular task in a game because she
has prosthetic leg. How will you respond to the situation?

- I will acknowledge the student’s excuse because it is something that needs to be considered. I will
assure her that it is alright with me and I will think of another game that will not burden her so that
she can joyfully do the task without worrying about her leg.

3. During class election, Gina and Roy are running for the position of Class President. What
criteria will you base your decision on whom to vote for?

- First, I will evaluate both of their platforms if it is attainable and takes into consideration the diverse
cultures and beliefs of their classmates. If one of them possess the attitude of being a leader in a
way that they can be an agent of change, willing to practice effective cross-cultural communication,
and upholding good values, that person has my vote.

Common questions

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Abbygayle suggests addressing the parent's concerns with calmness and reassurance, explaining that the classroom respects all beliefs and religious symbols are not intended to invalidate any particular belief. She emphasizes that the teaching environment values diversity and does not favor any single religion .

Her experiences reveal a societal skepticism towards optimism, where positive attitudes are sometimes dismissed as naive or unrealistic, especially in the context of political discourse. This skepticism can undermine genuine efforts to maintain hope and constructive criticism in challenging times .

Abbygayle Suganob faced skepticism and accusations of 'fake positivity' when she expressed optimistic views, especially regarding the President during a pandemic. This perception made it painful for her as others did not see her positivity as genuine, but rather as dismissive of real issues .

Misconceptions that might arise include viewing all Christians as inherently judgmental or intolerant. Abbygayle indicates that her intent to share Christian beliefs and biblical teachings is often misunderstood as passing judgment rather than offering insight, reflecting a broader societal struggle with religion's role in moral discourse .

Abbygayle demonstrates her commitment by expressing a strong passion for preventing educational deprivation among children. Her narrative reflects a dedicated purpose to aiding students in achieving their dreams and showcases her resolve to maintain passion in the face of challenges .

Abbygayle prioritizes evaluating candidates based on their platforms' inclusivity and ability to address diverse cultural and belief systems. Her decision to vote relies on whether a candidate can act as an agent of change while practicing effective cross-cultural communication and upholding strong values .

Abbygayle's approach to handling religious expression issues in her classroom reflects an inclusive educational philosophy that values diversity and respects individual beliefs. By assuring that no belief is invalidated, she fosters a learning environment where all students can coexist peacefully regardless of their religious backgrounds .

Abbygayle advocates for adaptability and sensitivity by acknowledging the student's limitations and modifying activities to include them without creating discomfort. For example, in the case of a student with a prosthetic leg, she suggests finding alternative tasks that the student can participate in comfortably .

Abbygayle Suganob views education as a fundamental opportunity that equips individuals with the ability to pursue their dreams and become fully realized members of society. She expresses a strong desire to ensure that children are not deprived of education, recognizing it as both a path to achieving dreams and a set of wings enabling children to reach their potential .

Abbygayle describes a stereotype associated with Christians as being judgmental, particularly when discussing controversial topics like same-sex marriage and abortion. She counters this stereotype by emphasizing that Christians share biblical perspectives not out of judgment, but to enlighten, leaving the choice to accept or ignore these views up to others .

Abbygayle M. Suganob (BSED-ENGL 2) Assignment in Module 1 -Understanding Diversity EDFTC 105 Due Date: Feb
Abbygayle M. Suganob (BSED-ENGL 2) 3. Name a stereotype associated with one of the groups with which you identify that is

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