According to motivation research by Roeser, the learning environment that I observed in was

(relatively) supportive for many reasons. The reason why I state relatively supportive is because

Roesoer’s research touches on the fact that students in this transition period (middle to high

school) tend to experience trouble finding the right support or fit to maximize their growth both

emotionally and academically. The student I observed was a freshman and the majority of the

students in the class were freshmen or sophomores. Although this student has only been at this

school for a few months, it is a good environmental fit for him because these students are around

his age and maturity.

One issue on the contrary that makes this not a good environmental fit for him is that he and his

family moved to this school from out of the district, so he did have to make new friends. The

student I observed was of Hispanic descent and was a redesignated fluent English Learner. This

environment was supportive to him and students alike because of the way the class was set up to

cater to their linguistic needs. There were many diagrams on the wall used for explanations and

vocabulary terms that were accompanied by pictures. The school I observed at has a large

majority that is Hispanic with a tremendous proportion being English Learners or Redesignated

English Learners. The teacher also was of Hispanic descent and had the ability to speak and

teach in Spanish. She also had translated materials for students who found that helpful.

When considering whether or not the instruction I observed was culturally relevant, I consider

whether or not the lesson examples and applications are relatable through the lens of the student.

The lesson itself was concerned with geometric rigid transformations: translations, reflections,

and rotations. Although the content itself may not find a strong footing with the student, the

teacher used examples that incorporated cartoon characters most students were familiar with. I
picked up on the recognition when the students were saying the characters’ names as they saw

them. The teacher conscientiously worked to keep students interested in the material but more

importantly made the instruction culturally relevant through the use of diagrams and visuals to

ensure all students could understand.

The teacher also made the instruction culturally relevant by working to include all of her students

and keeping high expectations for her ethnic students. Geneva Gay speaks on the importance of

having not only high expectations, but also using different strategies to ensure academic success

for ethnically diverse students. The classroom had mobile desks separated into different sections

of the class. During the lesson after she had explained a transformation, she would have them

practice the transformation themselves. She went from section to section to check on the

different groups and made sure each student was working on their own response. She wouldn’t

take “I don’t know” as a response and instead gave them time and came back for a response

again.

There were many similarities to Moises in characteristics between he and the student. The first

similarity was their race. Moises and the student of interest are both of Mexican descent and both

students also speak Spanish. My student of interest however had a much larger verbal command

of the English language. My observed student had already become a Redesignated English

Learner. Another point of contrast was the students’ teacher. Moises’ teacher is a Caucasian

woman who has virtually no understanding of the Spanish language. My student of interest’s

teacher is a woman of Hispanic descent who has mastery of the Spanish language.

After analyzing the articles and videos as well as interviewing and observing a student different

than I, I do not believe my ideas about equity and fairness have changed. Growing up ethnically
diverse and having friends who had little command of the English language, I think I always

believed that students of all backgrounds and races deserve what I would describe as an equitable

education. Students like Moises who are in a system that is rooted in a language different than

theirs, will continue to be marginalized. It is up to all the teachers, staff, faculty, and

administrators to go out of their comfort zones – to find and enact ways that will cater to every

diverse need. Without the effort of the village, the child will not be raised.