Teacher Reflection: A Perspective From the Trenches

This article describes an English teacher's practice of reflection in a suburban, predominantly White, middle-class high school and the implications of the changing demographics in a suburban setting. This teacher's praxis is based on the assumption that (a) culture influences how students learn, and (b) culturally and linguistically diverse students will experience greater academic success when teachers choose to consciously and consistently adapt their instructional methods in an effort to create a learning environment that is responsive to these students' learning styles. Given the changing demographics in all schools, teachers in predominantly White, middle-class, suburban high school contexts will need to become more cognizant that culture influences how students learn. Instructional delivery, therefore, can neither be haphazard or monolithic. Moreover, thoughtful consideration must be given to the various ways instruction is presented to culturally and linguistically diverse learners to generate academic success.