Teaching as a multifaceted activity requires instructors to coordinate multiple resources in developing learners’ knowledge. The KEEPS claim of knowledge expands teachers’ understanding on supporting and guiding students with diverse abilities, interests, and experiences. Common perceptions downplay teacher knowledge as inaccessible and obscure. However, educators teaching in urban settings commit to acquiring knowledge in multiple ranges of disciplines. New technology continuously challenges teachers to develop new literacies in meeting the needs of a growing multicultural society. Through my ideas, understanding, research, and manifestations of knowledge as a KEEPS domain, I have identified productive ways of engaging students and fostering my professional development.
The idea of knowledge as a form of self-understanding is intriguing. A teacher’s self-identity has tremendous impact on the way they perceive others, their motivations, aspirations, and self-confidence (Traugh, 2009). Traugh (2009) contends, “Humans have the capacity to generate knowledge and enact theory on how the world works.” The quote resonates with me because I perceive education to be an opportunity to clarify my identity, raise questions, and test it based on what others know. Having experienced a challenging childhood, the idea of self-knowledge guides me in understanding how personal experiences can strengthen my teaching pedagogy. Urban settings affect urban education by influencing the perceptions of people living in it, both socially and culturally (Kellner, 2005). Teaching in urban settings and multicultural classrooms makes it imperative for teachers to understand their audience and implement a curriculum that addresses learners’ interests extensively.
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Knowledge as a KEEPS domain relates to utilizing available resources to facilitate an intellectual classroom environment. Society expects teachers to develop student interests while still teaching curriculum content (Kennedy, 2006). Indeed, teachers must utilize different methods in striking a balance between societal ambitions and personal goals. Kennedy (2006) indicates, “Teachers must incorporate multidimensional solutions in the moment as events unfold.” The quote resonates with me because teaching in a high needs urban community prompted me to reconstruct my inspirations of being a teacher. I concluded that learning environments are social communities that use strengths of urban families, communities, and classrooms to enhance the learning process. It is crucial that teachers identify the correlation between self-knowledge and consistency to pedagogical beliefs (Shevin, 2004). The afore-mentioned means that teachers have to clarify their own identity and ensure it does not affect their interactions with learners.
Knowledge manifests in my teaching practice when engaging students in class, creating a classroom community and addressing emotional needs of students. Using knowledge of self, theory, practice and child development involves more than imparting intellect but also caring for cognitive and emotional needs of students (Kennedy, 2006). I establish working relationships with my students on the first day of class to identify and address any issues at an early stage. As a child, the school community was my family. I use knowledge gained within this community to ensure students facing family struggles access the same community support I received after my mother died. Kennedy (2006) indicates that teachers are more interested in their students’ vision and sense of purpose than their own knowledge base. In addition, knowledge claim manifests through my desire to learn from my colleagues. Working with other educators to develop creative accounts of experience contributes to personal development (Shevin, 2004). I accomplish this by being reflective and contrasting my personal teaching pedagogy with that of others.
Ideas on the knowledge claim have changed throughout my teaching practice. My interactions with students and other instructors influenced the previously mentioned changes. Working in a high needs urban community helped me guide students from diverse cultures in identifying their potential. Leonardo and Hunter (2007) argue that most Americans believe funding urban schools is a “waste.” Notably, funding schools in multicultural settings is not a waste but rather, abandoning talents and potential of people of color is the “real waste” (Shevin, 2004). I prioritize on establishing a classroom community that values each person regardless of race, religion, culture, or gender. By doing so, I contribute to the continuous eradication of discriminative notions in future societies established by my current students. My ideas have changed by understanding the need to recognize the differences that exist in classroom contexts.
Despite delving deep in self-reflection on knowledge KEEPS claim, various questions persist. One of these issues includes how the knowledge claim allows educators to facilitate better learning environments for students with diverse learning capabilities. Shevin (2004) indicates, “Peer tutoring can provide an opportunity to address different skill levels of understanding.” An inclusive heterogeneous classroom involves delegating power to other students to become the teacher or leader (Shevin, 2004). Notably, classroom community creates a health environment in which children with learning disabilities can catch up with peers and gain essential knowledge. The classroom climate must foster an environment where no child feels secluded (Kellner, 2005). Another issue is how the knowledge claim enables educators to learn from their students. Students are more engaged in media culture compared to their teachers. Instructors gain knowledge by paying attention to learner’s ideas, perceptions, and insights.
Most teaching institutions are designed specifically for transmission of knowledge, which comes at the expense of other strategies of development. Significantly, I have overcome such issues through my ideas, understanding, research, and manifestations of knowledge as a KEEPS domain. I identified productive ways of engaging students and fostering my professional development. Relying only on teacher education can significantly undermine teaching practice. Student’s gain more from an instructor who incorporates their knowledge on diversity and urban contexts into classroom communities. In that sense, instructors must identify alternative ways of enriching their teaching pedagogy and creating appropriate learning environments that recognize the needs of every learner.
References
Kellner, D. (2005). Multiple Literacies and Critical Pedagogy in a Multicultural Society. Graduate School of Education , 1-15.
Kennedy, M. (2006). Knowledge and Vision in Teaching. Journal of Teacher Education , 57(3), 205-211. https://doi.org/10.1177/0022487105285639
Leonardo, Z., & Hunter, M. (2007). Imagining the Urban: The Politics of Race, Class, and Schooling. In W. Pink, & G. Noblit (Eds.), International Handbook of Urban Education (pp. 779-802). Springer.
Shevin, M. S. (2004). Thinking Inclusively about Inclusive Education. In K. Kesson, & W. Ross (Eds.), Defending Public Schools: Teaching for a Democratic Society (pp. 161-172). Praeger.
Traugh, C. (2009). Taking a Democratic Stance toward Knowledge. Teacher Education and Practice , 22(4), 485-487.
