SETON HILL UNIVERSITY

MULTICULTURAL PRACTICUM FIELD REPORT

Observer Zach Odenthal School McKeesport High School

9th Pre-AP, 9th grade Reg,

Grade 9th Special Edu/Behavior Subject English
(SAME TEACHER)

Part 1

Demographic # Demographic #

Male Students 7/7/6 Female Students 11/6/2

White Students 14/4/3 Black Students 3/7/4

Hispanic Students 1/0/0 Asian Students 0/0/0

Middle Eastern Students 0/0/0 [Insert Representation]

Biracial 2/2/1 [Insert Representation]

Environment Y, N, N/A

Do classroom images, such as posters, appear to represent all of the major

n/a
racial/ethnic groups in the classroom?

Justification The posters were all literary elements without portrayal of humans.

If the classroom population is homogenous, are there representations of the

y
major racial/ethnic groups in the community?

Justification Throughout the day, there was a mix of white, black, Hispanic, and biracial
students. Though the students are diverse, the classroom walls are not.

Do the images of important individuals displayed, such as historical figures,

n
reflect a diversity of race, ethnicity, gender, and ability?

Justification The only poster of relevance to this question is Shakespeare. Guess what,
Shakespeare is an old dead white guy, so he is not reflective of this community.
Is there a fair balance of images of men and women engaged in a variety of
n--n/a
activities, both at home and at work?

Justification There was one poster of relevance to this, which was Shakespeare. Well, he’s a
man. The educator needs more posters that represent women, and individuals
that the students can see themselves in.

Are there images of people with different abilities from various backgrounds
n—n/a
shown at work and with their families?

Justification There are not enough images to reflect upon. I would recommend adding more
posters to represent the entire community.

Instruction Y, N, N/A

Does the teacher pick up on nonverbal cues and verbal expressions of interest at
y
the same time for all students?

Justification Bias was not displayed. To her, students are students regardless of what they
look like.

Does the teacher allow both girls and boys of all represented groups the
y
freedom to express their feelings?

Justification Bias was not displayed. To her, students are students regardless of what they
look like.

Does the teacher create opportunities for children with physical or cognitive
y
limitations to interact actively and independently?

Justification This was obvious in her special education class, but it was interesting to see it
in her typical classes. The students who were on a lower level were given a
lower reading level of Romeo and Juliet. They still participated, and all
students received the understanding they needed.

For children who speak languages other than English, is there an attempt by the
n/a
teacher to learn and use key phrases from their language?

Justification There were not ELLs present or any interaction with other languages. There
was a lot of Shakespeare speak though. 

Does the teacher respond to an aggressive act in the same way regardless of
y
race, ethnicity, gender, or ability?
 Justification Bias was not displayed. To her, students are students regardless of what they
look like.

Reflection #

On a scale from 1 to 10, with 1 being “Multicultural” and 10 being

5
“Monocultural,” how would you rate the classroom’s environment?

Justification Though there was not bias noted in the environment, that does not mean the
class room environment is a good set up. There are no representations of any
students on the wall in the subject. However, there is a poster of the football
team which highlights part of their community.

On a scale from 1 to 10, with 1 being “Inclusive” and 10 being “Exclusionary,”

9
how would you rate the classroom’s instructional practices?

Justification Bias was not displayed. To her, students are students regardless
of what they look like. The educator taught three levels of the
same course, so I was able to see her with a wide range of
students, and she used a lot of research-based inclusive
techniques.

Part 2

Participation Y, N, N/A

Whole Group Instruction Y

Description - Led reading of Romeo & Juliet and guided discussion.

- Contributed to review of the carousel activity, pointing out positive
notions the students made.

Small Group Instruction Y

Description Worked on Tableau’s with student groups for them to perform.

-
- Guided small groups in an escape room activity to review Romeo &
Juliet
- Carousel activity: guided anticipatory questions based on The Odyssey

One-on-One Tutoring n/a

 Description - Sat with individuals to get their gears moving during a review game of
Romeo & Juliet.

[Insert Role]

Description

[Insert Role]

Description

Part 3

Multicultural Specialization 

Social Justice Pedagogy

Critical Pedagogy y

Culturally Relevant Pedagogy

Describe how your multicultural specialization contributed to your understanding of what you
observed in the classroom during the practicum:

Description As pre-service teachers, we spend a lot of time talking about theory, and go
over and around the actual act of teaching. This was one of the ideas of crucial
pedagogy. I got to see the balance between superficial theory and the actual
action.

Describe how your specialization will inform your future practice:

Description My specialization in critical pedagogy allows me to strive to implement social

skill acquirement (weird wording) into my lessons. Though the observed
educator was great at differentiation, I felt that the “why does this matter to me”
was missing. This is the most important part!! As an educator, my goal is to
make “stuff” matter. I want them to see the relevance in what we study.