2. How do your personal beliefs and your upbringing influence your approach to teaching in the classroom? How does your perspective alter your approach in the classroom?

3.  Cultural/Linguistic  Ethnic  Sexual Orientation  Socioeconomic Status  Religious  Regional  Academic Ability

4.  Understand your perceptions and how you relate or differ from others

5. AmericanSome other countries Egalitarian (open or sibling relationship) Formality (distant or parental relationship) Earned RespectRespect inherent in roles Personal AccountabilityAnonymity of the system Emphasis on originality/Creativity Emphasis on knowledge of material Emphasis on “hands-on experience” Emphasis on Theory Students expected to challenge and engage Students expected to listen and absorb

6.  24 will be White  4 will be African American  1 will be Asian  1 will be American Indian  3 will be Hispanic  1 will be Jewish  1 will be Muslim  6 will be living in poverty  2-3 will have disabilities  3 will identify themselves as gay, lesbian, or bisexual

7.  Learn about your own culture/language and determine how they influence your teaching style, choice of reading materials, and activities  Learn to understand and respect cultural differences  Build relationships with your students  Provide rationale for learning content, skills, dispositions

8.  How would you begin a conversation with Matt about how his use of BEV will affect his grade on this assignment and on other work in your class in the future?  What limits, if any, would you establish with respect to use of non-Standard English in your classroom?  How does the cultural context of the class, school, and community affect how you would respond to Matt?

9.  Do you agree or disagree with the principal’s decision to cover the photos?  What principles should teachers follow in selecting materials for display? Involving students and parents in decisions regarding such issues? Countering stereotype portrayed in other forms of media?

10.  What was effective and ineffective about Ms. Bell’s interaction with students?  Assuming that the reinforcement pattern in these exchanges is typical of Ms. Bell, what effect would you suspect Ms. Bell’s interaction would have on her students?  What, if any, issues of diversity are embedded in this case?

11.  What limits, if any, would you have set on student choice of topic?  What other issues related to religion are likely to arise in the classroom? What religious issues have you observed in a public school? How was the issue handled? How would you address each of the issues identified? How will you use religious references in your classroom?

12.  Recognize any biases or stereotypes you may have absorbed.  Create a friendly environment for dialogue.  Be careful to choose examples and words that can be universally understood.  Ask for periodic feedback. (Davis, 1993)