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Giving my students choices will also create a trusting relationship and increase motivation in the classroom. In ELA, I will allow my students to choose from a few stories to read. This is beneficial because it gives the students responsibility and also allows the class to cover more content because students can share what they learned from their readings with the rest of the class.

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If I foster this reading motivation, I will be able to trust my students to do the readings for ELA, rather than micromanaging them and testing them to see if they actually read.

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When assessing my students comprehension of the novels we read in ELA, I will create discussion questions based on the main ideas rather than testing them with tricky questions about small details. My students will trust and respect me because this will show that everything I am doing is helping them to learn. This will increase their motivation in class, especially when it comes to reading.

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"Just at the age when students seek to be competent and independent, teachers are increasing their controls, constraints, and the regulation of students' lives" (Guthrie 7).

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"If students view the classroom as emphasizing understanding main ideas, they become internally motivated" (Guthrie 6).

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Instead of controlling my students with a strict set of rules, I will introduce the classroom expectations on the first day and allow my students to help in creating a set of classroom rules together that we will write on a poster and hang up.

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If a book we are reading in ELA deals with racial ideologies, I won’t skip over this content. Instead, I will encourage my students to have a class discussion about it.

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As a way to assess my students' comprehension of the novels we are reading in ELA, I will provide them with discussion questions after a few chapters, rather than giving them a big test at the end of the book.

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"Effective instructional decisions are based on ongoing assessment" (Zygouris-Coe 55).

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When using socratic seminars to discuss the novels my class will read, I will lead the discussion in the beginning of the school year. By the end of the school year, the students will be able to lead the discussions on their own.

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"Students gradually progress from situations in which the teacher takes all the responsibility for their successful completion of a task to situations where students take partial and later on total responsibility for learning and transfer of knowledge" (Zygouris-Coe 53).

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Teacher as a Mentor, Student as Apprentice

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Teacher as a Mentor, Student as Apprentice

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"In a community of practice, according to the cognitive apprenticeship model, the apprentice will move from an observer to a fully participating agent over time" (Zygouris-Coe 51).

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"Before teachers can expect students to embrace, read, learn, and apply academic knowledge, they first have to equip them with certain prerequisite types of knowledge" (Zygouris-Coe 38).

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I will incorporate posters with important ELA-related words and specialized vocabulary, such as foreshadowing, personification, expository, and any other words relating to the curriculum so that students can quickly refer to the posters for a definition while reading the textbook or working on an assignment.

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"Many students have difficulty reading and comprehending academic texts because of the technical and specialized vocabulary" (Zygouris-Coe 33).

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It is common for students to have trouble reading informational texts. This hinders their learning and motivation.

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Instead of teaching from a so-called "color-blind" point of view, I will recognize the diversity in my classroom and acknowledge the individual journeys of my students by including books about various cultures in the curriculum so that my students can relate to what they are reading and learning about.

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"Because many teachers adopt color-blind ideologies in their work with students, pretending that they do not “see” or recognize race, they are missing important features and dimensions of students’ identities" (Milner 36).

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At the center of a culturally responsive classroom is a teacher that recognizes and acknowledges the diversity of their students.

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"Gay (2010) explained culturally responsive teaching as using cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them...It allows students to see themselves as central to how the classroom operates, and it provides students opportunities to participate in the learning environment" (Milner 39).