Mod 3 Discussion: Moving Students Into a New Culture

When I think about culture shock, the clearest moment for me was when I started teaching at Alfred DuPont Middle School. Even though I had lived in Jacksonville all my life, the school culture was very different from what I was used to. The diversity of languages, traditions, and student backgrounds was unlike anything I had previously experienced in college or my own K–12 schooling. At first, I felt overwhelmed—simple routines like giving directions or facilitating group work felt harder because I had to be more mindful of language differences, cultural norms, and how students interpreted tone and body language.

To orient myself, I started asking more questions—about students’ cultures, about how they learned best, and even about their home experiences. I also relied on building relationships first; when students felt I respected their background, they were more willing to engage. Over time, I leaned on strategies like scaffolding, visuals, and peer collaboration to create access points for everyone.

The implications for my classroom are ongoing: I’ve learned that culture isn’t just something to “acknowledge” once—it shapes daily teaching. I now intentionally select texts and examples that are culturally relevant, give students opportunities to share their perspectives, and always consider whether my classroom environment reflects respect for multiple cultures. Culture truly has many colors, and honoring those colors makes learning more meaningful for my students.