Learning How to Become an Effective Teacher: Creating a Space to Belong

<p>Qualitative observational research, interviews, and student samples explain the complex social structure in my math classroom and my effectiveness as a teacher. The ethnographic narrative will be divided into four major sections. The major sections are Part A, Part B, Part C, and Part D. Part A discusses how my personal and professional identity affect my performance in the classroom. Part B highlights action plans that support an English learner, a student with an IEP, and a student with a significant life experience. Part C explores how the demographics of the community and school site affect my classroom environment. Lastly, Part D presents my professional reflections and professional development plan. Together, these studies suggest skills needed to be an effective teacher involve more than expertise in mathematics. Effective teachers use critical self-analysis and their students’ funds of knowledge to create an inclusive and purposeful classroom.</p> <p><em>Keywords</em>: identity, educator, social capital, purpose, effective</p>

Name thesis:degree_name

Education, MA

Level thesis:degree_level

Restricted to Claremont Colleges Master's Thesis

Discipline thesis:degree_discipline

School of Educational Studies

Year dc:date.available

2019

Author dc:creator

• Nemo, Nioami

• Social Capital
• Effective
• Purpose
• Belong
• Education
• Secondary Education

Repository record dc:identifier

https://scholarship.claremont.edu/cgu_etd/127

OAI identifier oai:identifier

oai:scholarship.claremont.edu:cgu_etd-1146