a teaching practice that helps students achieve academic and cultural excellence! culturally...

A Teaching Practice that helps students achieve Academic and Cultural Excellence!

Culturally Relevant Teaching:

Focusing on Teaching Minority and Economically DisadvantagedStudents

Created by Marlene Bryan Smith and Robin Ambrosini

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DRUGGED BY MY PARENTS...


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Why Are we Here? We are here because we have a

strong personality and passion for working to improve education.

We believe in Educating ALL: students, parents, teachers, the community, and school leaders.

We continue to worked to bridge the gap among and between parents and the schools.


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Why are we here? We are committed to a quality

and equitable education for all.

We are here because students’ needs come first. “We are not here to make ourselves look good. We know we have work to do and many students to reach.

“It is not about you, it is not about me, it is all about the students!”


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Today’s PurposeTo help teachers and others to

successfully work with All students in a manner that is fair, equitable, respectful and rewarding


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Econ. Dis.

4-5Classroom

Regular Ed 6-95041

EC 3-4

ESL

1-2AIG 2

Close the Gap!

Typical Heterogeneous Classroom


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What is shared here today is important to ALL students learning, but essential for working with minority and economically disadvantaged students!


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“Education, like electricity, needs a conduit, a teacher, through which to transmit its power….”

Rev. Jesse Jackson


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Group Activity Each participant should have 5 small

cards with numbers 1-5. As a question is asked each

participant will choose a card to identify where they fit on the knowledge line.

After identifying where they fall ask participants to stand for each number called out.

All participants are asked to look around the room and reflect on the results.


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DestructivenessCauses intentional harmIncapacityCauses unintentional harmEvasiveness (denial)“I don’t see differences”Pre-competenceSeeks to learn about self and othersCompetenceActions consistently reflect stated valuesProficiencyAdvocates for change

Cultural Competence Continuum


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Cultural Competence


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What does it mean to be white? Race identity is like oxygen: It’s

taken for granted when plentiful and frighteningly apparent when deprived.

White people are taught that our lives are morally neutral, average, and ideal (D.W. Sue 2004)


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Racial Identity ModelsIdentity models explain the stages we

are at in terms with our connectedness with our race. When we discuss, for example, the Black, Latino, or Asian identity models, we look at assimilation and acculturation within and around the White Euro-American culture. When we look at the White Identity Model, we look at how Whites deal with being the majority and acknowledgment of their privilege vs. others’ disadvantage.


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White Identity Model Naiveté phase: It lasts the first 3

years of life. Social meanings are absent. The child is innocent, open, and spontaneous regarding differences.


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Conformity phase: The white person’s attitudes and beliefs are very ethnocentric as there is minimal awareness of the self as a racial being. There is a strong belief in the universality of values and norms governing behavior. They know very little about other ethnic groups and rely on stereotypes as the main source of information.

White Identity Model


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Dissonance phase: “Movement into the dissonance stage occurs when the White person is forced to deal with the inconsistencies that have been compartmentalized or encounters information/experiences at odds with denial. In most cases, a person is forced to acknowledge Whiteness at some level, to examine their own cultural values, and to see the conflict between upholding humanistic nonracist values and their contradictory behavior.” “Dissonance may result in feelings of guilt, shame, anger, and depression.”


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Resistance and Immersion phase: “The white person who progresses to this stage will begin to question and challenge his or her own racism. For the first time, the person begins to realize what racism is all about, and his or her eyes are suddenly open. Racism is seen everywhere (advertising, television, educational materials, interpersonal interactions, etc.). This phase of development is marked by a major questioning of one’s own racism and that of others in society. ” “Realities of oppression are realized as well as “the advantages being white grants”.


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Integrative awareness phase: “Characterized by 1) understanding the self as a racial/cultural being, 2) being aware of sociopolitical influences regarding racism, 3) appreciating racial/cultural diversity, and 4) becoming more committed toward eradicating oppression.The person values multiculturalism, is comfortable around members of culturally different groups, and feels a strong connectedness with members of many groups.”


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Commitment to antiracist action phase: “This phase is most characterized by social action. There is likely to be a consequent change in behavior and an increased commitment toward eradicating oppression. Seeing ‘wrong’ and actively working to ‘right’ it requires moral fortitude and direct action.” “Objecting to racist jokes, trying to educate family, friends, neighbors, and coworkers… are examples of individuals who achieve this status.”


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“When someone pushes racism into my awareness, I feel guilty (that I could be doing so much more); angry (I don’t like to feel like I’m wrong); defensive (I already have two black friends… I worry more about racism than most whites do – isn’t that enough); turned off (I have other priorities in my life with guilt about that thought); helpless (the problem is so big – what can I do?). I HATE TO FEEL THIS WAY. That is why I minimize race issues and let them fade from my awareness whenever possible.”


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If anything can help ease the conscience of an unintentional suppressor, it is that all races, including White, are victims of racism. We have all been programmed by society to be racist

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Not only is everyone a victim of racism, everyone is RACISTRACISTOnly when we accept it can we do something about it


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What can we do? Realize that all cultures are valid

and valuable. Begin appreciating other cultures. Ask others about their cultures. Take field trips to cultural centers. Point out the elephant in the room

“We are not from the same culture, do you feel comfortable discussing this with me?”


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Multiculturalism “Refers to the process of recognizing, understanding and appreciating cultures other than one’s own. It stresses an appreciation of the impact of differences…”

Cultures are more than racial, they include class, age, physical, sexual/affectional orientation, and religions.

If you struggle with how to proceed, ask yourself: What does it feel like to be older, a woman, of a different religion? (We can feel the other side when we look at differences in this light)

Multiculturalism


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Research and Resource

Culturally Diverse Counseling

D.W. Sue, 2004


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Latino/Hispanic

Native America

African American

Asian

EuropeanAmerican


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European American

Latino/Hispanic

American Native

African American

Asian


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So what…..?

I must know;

Myself in order to understand others

My values, my beliefs, my opinions and how they impact my decisions and others.

The impact of my power to influence.


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Topics of Discussion Why Culturally focus teaching? Being conscious of what you do

unconsciously. Building Relationships with All

students. Build relationships with parents and

the community Shift in Thinking How we work with

students Culturally Relevant Teaching what

does it look like?


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What do we know?

Minority students continue to lag behind their counterparts on all standard measures of achievement.

Minority students are three times more likely to drop out and twice as likely to suspended from school.

These same statistics correlate to minority students coming from harsh social and economical realities.


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What do we know? Most minority students are already

segregated in “community schools” usually in the inner city area.

African Americans and other minorities who attend private or independent schools consistently show higher levels of achievement than those who attend public schools.


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What do we know?“Although the 1960s produced a large body

of literature on teaching the disadvantaged and the 1970s produced a body of literature about effective schools none of it was aimed at specifically preparing teachers to meet the needs of minority and disadvantaged students. Even today some of the more popular educational innovations, such as cooperative learning and whole language approaches to literacy, were developed and refined to improve achievement among disadvantaged students. Unfortunately the relationship of these practices to minority learners is rarely made clear.”


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What do we know? Society fails to recognize African

Americans as a distinct cultural group. Society tends to relate minority low

performance and achievement to environmental and social factors (poverty and lack of opportunity).

One in three Latino children live in poverty.

Poor children are much more likely than non-poor children to suffer developmental delay and damage to drop out of high school, and give birth during the teen years.

Children from poverty are more likely to be raised by a single parent.


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What do we know? Poor youth living in the inner

city are more likely to be victims of child abuse or neglect than are other children.

Poverty is caused by parental employment status, earnings, family structure, and a parental education.


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HMMMMMMMM???

“It is not that we don’t want to change; it’s that we often don’t

realize there’s a need for change or how to go about making the

change.”

Megan Milani


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Think of a time when someone’s

message, tone, body language or actions affected your feelings or your thinking.

1. Describe what the person did?

2. How did this action make you feel?

3. Were you able to determine if it was intentional or a perception created by yourself?

4. How do you know?

Group Activity

Stop, Think and Discuss it!


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Be Conscious of what you do unconsciously!

“If we were to look closely at even the simple things we subconsciously do each day, we would probably be stunned by the implications and the impact on our students.”

Sometimes what we do unintentionally: our actions, tone, words, and body language may imply a wrong perception to others.


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Scenarios/Role Play Scenarios/Role Play Act out or read the scene. Discuss what the issue is. Explain how you would handle

this. What could have been done

differently? Are there any hidden innuendos? What other factors might we

need to consider?


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Be Conscious of what you do unconsciously!The teachers who communicate to

children through words and actions what they believed to be their true potential, empower students to begin to believe in themselves.


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Shift in Thinking

We have to believe that every student in our classroom can reach their full potential and will learn.

We must observe students through a new lens, and refrain from making judgments that put limits on kids.


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Shift in Thinking

Change your thinking from “there is something wrong with this kid, to perhaps there is something wrong with the way we are teaching or approaching this child.

Hmmmmmm?


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Shift in ThinkingBring your assumptions

down to where you can challenge them.

“Assumptions have a truth status that are uncertain.”


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Shift in ThinkingThink of different way to

approach the child.

Every day is a new day, forget what happen previously and rethink your approach.

Find a mentor to work with your students.

CAP-Caring Adult Program

Contact outside agency


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Milani’s Research from “The 3 Habits of Highly Successful Reading Teachers”

Students have a good sense of what we think of them, if we believe in them, and what we expect of them.

Teachers indicate true feelings all the time. Expressions on our faces may be fleeting, but they are there and others are easily able to pick them up and ascertain what they mean.

It is vital to know how much you can affect the students you teach, and how well they do.


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“Students don’t think like adults think, but they feel like adults feel.”

Lee Jenkins


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Building Relationships with Students Think about the message you send to

students, by your tone, your words, your body language

Convey positive messages to All students

In your classroom, remind students everyday that you know they are smart, and that sometimes learning is hard work but that you’re there for them.

Try something new


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Building Relationships with Students Observe your students to see

how they learn best Make sure the classroom

environment is one where students feel comfortable, appreciated, and safe.

Look at your students in a new way


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Building Relationships with Students Don’t assume you already know what to do

for a child look for the truth. It is imperative that you tell each child that

she or he is capable and is making progress. Celebrate every step toward the goal.

Culturally Relevant TeachingCulturally Relevant

Knowledge is continuously recreated, recycling and shared by teachers and students. It is not static or unchanging.

Knowledge is viewed critically

Teacher is passionate about content

Teacher helps students develop necessary skills

Teacher sees excellence as a complex standard that may involve some postulates but takes student diversity and individual differences into account

Assimilations Knowledge is static and is

passed in one direction, from teacher to student.

Knowledge is viewed as infallible

Teacher is detached, neutral about content

Teacher expects students to demonstrate prerequisite skills.

Teachers sees excellence as a postulate that exists independently from student diversity or individual differences.

Research from Successfully Teaching African-American Students, Gloria Ladson-Billings, pg. 81


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Create the Optimal

Environment by

intentionally

Purposefully make students feel comfortable

Making students feel appreciated

Making students feel safeListen, listen,

listen

Purposefully, help students feel valued

Connecting reading and learning to culture and environment

Looking at students in new ways

Giving students opportunities

Holding students accountable

Intentionally building rapport with parents


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Purposefully include opportunities for learning about different cultures.

Go to community events where your students are.

Invite Parents to your classroom to view student presentation.

Determine with the class what will be your symbol for respect of diversity.

Connect reading and learning to culture.

Do community service in surrounding neighborhoods and in your classroom.

Host Parent nights specifically showcasing student work/project.

Cultural Relevant Focus

Don’t assume you can relate to other cultures.


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What factors influence brain development and academic achievement?

Genes

Love

Positive reinforce-ment and FeedbackExercise

Nutrition

Challenge and the Arts

Social

Emotional

Psychological

Physical


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Resources

•Billings-Ladson, Gloria, Successful Teachers of African-American Children.•Clark, Ron, The Essential 55.•Covey, Stephen, R. The 7 Habits of Highly Effective People and The 7 Habits of Highly Effective Teens.•Garner, Betty, Getting to Got it!•Pavik, Robert and Ramsey, Richard, Reading and Writing Sourcebook.•Jensen, Eric, Teaching with the brain in mind.•Peters, Stephen, Do You Know Enough About Me to Teach Me?•Teaching Tolerance (magazine subscription)•Educational Leadership (magazine subscription)

Educate yourself and be in the know!


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“It is well-known that when we are in an environment where we feel comfortable, appreciated, and safe, we thrive. If we know that our opinions matter, that we are listened to and valued, it’s a place where we want to be. When we know what the expectations are and that much is expected of us, and we are given the tools, time, and guidance to reach our goals, we surpass what we think we’re capable of.”


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1. Be conscious of what we do unconsciously?

2. Shift in our thinking about how we approach and work with minority learners.

3. Intentionally, genuinely build relationships with students.

4. Intentionally, genuinely embed opportunities for cultural learning into instruction.

5. Intentionally, build relationships with parents and be involved in the community.

What did we learn? What will we do?


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The world is a rainbow

With Many Kinds of People


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It takes all kinds of people,

To make the world go round!


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“Kids only have one chance for an education---and we need to have the courage to stand up for them.”

Anne Duncan

“Gods little flowers, that’s what I call them. Every one a little different but every one so sweet. And just like a garden, the classroom has got to be a place that nurtures them. They don’t all need the same thing. One might need a little pruning and some might need to roam free. They’re just so precious and it breaks my heart to see the hurtful way they are treated. Some teachers think they are hard because they live tough lives but they are just as fragile as hothouse orchids.”

Elizabeth Harris

God’s little flowers….


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Contact Information

Marlene Bryan Smith

(704)-253-3188

[email protected]

Robin Ambrosini

(704)-528-5137

[email protected]

a teaching practice that helps students achieve academic and cultural excellence! culturally...

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