week 3 day 7 response

Learning Goal: I’m working on a research & summaries question and need guidance to help me learn.

By Day 7 of Week 6

Return to this Discussion to read the responses to your initial posting. Post responses as needed to those colleagues who commented on your post AND post a reflective comment on what you learned in this activity and/or insights you gained this week.

First post

In my first year teaching in a Head Start setting, I encountered something similar to scenario 2. In this case, the parents were also Muslim that pulled their child from my class. In December, we spend time teaching and introducing students to the different holidays that the month has. We always post that if any other holidays are not listed that we should know about, please let us know so we can include that holiday in our lesson plan. During this time, we were still virtual. Well, we go in order from Hanukkah to Kwanzaa. We had finished Hanukkah and were two days into teaching about Christmas and doing an activity when the parent went off online that she did not want her child learning about Christian because they were Muslim. I spent five minutes of my instructional time explaining why we teach about the holidays and not to mention that it was posted what they will learn and if we left a holiday out to let us know. I explained to her that we wanted to include everyone’s holiday celebration. Yes, even in Head Start and PreK programs, we strive to be culturally diverse. In other words, early childhood teachers want to ensure cultural diversity is an enriching experience, hence creating culturally responsive teaching experiences. These teachers are responsible for reflecting the diversity of students’ backgrounds (Özüdoğru, 2018). December is the one time during the holiday season that early childhood teachers are allowed to deviate from the curriculum and be culturally responsive.

The parent ended up pulling her child out of the center because it was said that I was being persuasive and was forcing Christianity on the child by making her do a Christmas activity. Meanwhile, the child had just drawn a Menorah two weeks in the same classroom. No matter what, each culture should value class, and each should be utilized, which makes the class richer (Özüdoğru, 2018). Just as you stated about the parent trying to move their child, parents have to trust the professionals of the teacher. The teacher’s religion and culture do not deter them, even if the parent cannot handle them. Then perhaps they should enroll their child in a Muslim school. There are plenty of them throughout the city.


Özüdoğru, F. (2018). The readiness of prospective teachers for culturally responsive teaching. Acta Didactica Napocensia11(3–4), 1–12. https://doi.org/10.24193/adn.11.3-4.1



Second post

Hello and I hope you are having a great weekend! Regarding scenario 3, the leaders at the school should meet with the harmed group and endeavor to build a healthy relationship with the marginalized students (Gregory & Evans, 2020). The students are at a disadvantage because they are experiencing low socio-economic status. The school should look at the budget again to find ways to reduce the budget without harming students. Though I like the idea of fundraisers to make up for the loss of funds, I feel like it is not fair to ask students to do more work to provide the resources that they need when they are already disadvantaged. I understand that the world is not ideal, and this might be necessary, but I would also like the school to act in the best interest of the students and social justice.


Gregory, A., Evans, K. R., & University of Colorado at Boulder, N. E. P. C. (2020). The starts and stumbles of restorative justice in education: Where do we go from here? In National Education Policy Center. National Education Policy Center.

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