Synthesis 14 – Culturally Responsive Teaching Practices

Synthesis 14 – Culturally Responsive Teaching Practices

This chapter addresses and describes instructional strategies designed to promote and ensure successful achievement for students who are diverse learners - whose values, beliefs, customs, traditions, and celebrations differ from those who are peers in the classroom and those who are teaching these diverse students schools of America. The text was designed to encourage expression, argument, and achievement among the learning community of educators.  Donna Ford and Gilman Whiting’s chapter is about teachers, their classroom children, and the fruitful research that has addressed the educational needs of students who are affected economically, ethnically, and culturally. Effective principles and instructional strategies which incorporate the needs and abilities of the diverse learner are addressed and discussed. Concrete teaching techniques in the classrooms of America reach students, but today’s educators must expand their instructional tool base to unite the needs of students from diverse backgrounds with the needs of the dominant group students.  I do this on a daily basis in my classroom and this is one aspect of my teaching that I do well. I try to maintain an environment that encompasses all cultures represented in the class. The students love to talk about their native land and everyone in the class has the opportunity to learn and discover a new world.

In a culturally responsive classroom, however, the curriculum and materials should incorporate all cultures. I am still in the learning and discovery stage of culturally responsive teaching techniques and have few materials or texts in my classroom which address other cultures. This week, I am in the process of cleaning the clutter from my classroom. Yes, it is true – I HOARD school materials! I am cleaning the junk and making room for more insightful, thought provoking, enriching literary materials. One thing my students and I have in common is that we love to eat – Cookbooks may be a great place to begin….

One thing I would really love to address is foreign language. When I have completed my master’s program, I intend to begin taking classes in Spanish! Wish me luck!

Synthesis 9 - Mathematics

Synthesis 9 – Mathematics

Since I do not teach math, this synthesis is going to be addressed differently from my previous entries. Observing my students in our CAT homerooms, allows me the opportunity to view progress reports and report cards. I do have some insight on the students who are learning disabled and who struggle with their mathematics. I can easily see how the rigor of mathematical concepts would confuse students with learning disabilities and behavioral problems. I see the importance of math teachers becoming familiar with concepts which would obstruct the mathematical progression of these students. Behavior problems such as impulsivity and inattention are concerns I deal with in my classroom on a daily basis. These characteristics would definitely cause students to be unable to follow directions, stay on task, and make careless errors in their mathematical calculations. These students are also frequently unmotivated and the practice of mathematical equations/problems would have the potential to cause confusion and frustration. The inability to recall multiplication tables would generate continuous problems.  I have spoken with several of my students and asked them how they compensate when they are unable to recall multiplication tables. They count on their fingers, they add in their heads, and often times need to repeat the process because they feel they have made a mistake in their calculations. I became frustrated just listening to how they compensated for the lack of recall skills. The bottom line is that students with disabilities suffer academically if they do not have a caring, involved teacher who is well versed on up to date research.

Two approaches to instruction in the math classroom are direct instruction and cognitive strategy instruction. Direct instruction focuses on drill and practice. Students also self-monitor in addition to the direct instruction.  Holding the student accountable for their work is vital if this approach is to have merit. The text discusses four research examples which illustrate how cognitive strategy instruction unfolds. Cassel and Reid’s 1996 research used the SRSD method to enforce the mathematical concepts. FAST DRAW was the mnemonic expression to FIND, ASK, SET UP, TIE DOWN, DISCOVER, READ, ANSWER, and WRITE. Steps of the strategy included the following: Read the problem, find and highlight the question, ask what the important parts of the problem are, set up the problem by writing and labeling the numbers, reread the problem and tie down the sign, discover the sign, recheck, read the number problem, answer the problem, and write the answer. The solution to finding the correct answer was followed with a series of questions designed to remind the students of varying elements of the problem that would help them to be successful. This process, once learned, would have worked for me as a challenged math student.

I encourage math instructors to be fortified with all the ammunition they can muster! Use any creative and innovative means possible to help math students excel!

Synthesis 13 - Assistive Technology

Synthesis 13 – Assistive Technology

            Assistive Technology (AT) supports all types of learners and is structured by two fundamental principles – the enhancement of an individual’s strengths to compensate for the disability, and the provision of an alternative way to perform a task. The foundation of AT is to strengthen the well being of students with disabilities in order to enhance classroom performance and success in the school environment. Through the use of assistive tools, the educator has the capability to offer academic success by simply providing alternate methods to reach the desired goal.  Students have the ability to be successful when they interact with concrete tools which provide varying avenues of stimulation.  The text lists problems struggling readers and writers encounter and even though I do not teach students who require this form of intervention, I find a number of these elements to be typical of my students’ academic struggles.  One aspect of the chapter which caught my attention is the ability to provide essentials/experiences which connect the learner to the environments where they live, learn, work, and play. Authentic learning environments stimulate the learner and provide enrichment. These students bring to the table issues that have the ability to be destructive in the learning process. Through the creation of authentic learning environments, the individual has the capability to learn and avoid educational pitfalls through self-selected materials which parallel with the environments they know and understand. By choosing literary works that are interesting and relevant to their lives, the learning becomes “real” and then the writing after the reading, allow the students to express their specific connections to the real world. The exposure and intervention of the authentic learning environment diminishes the academic struggle when the learner is “ready to learn,” “ready to read,” and “ready to write.” This critical aspect of the authentic learning environment needs to be in place for all general education curriculums and environments.

            The software examples listed in the text provide an abundance of tools for the educator who is teaching students with disabilities. Two of the software programs caught my interest during the reading of chapter 13. Picture It is an educational tool consisting of over 6000 symbols which allow picture-supported learning materials. Students are able to manipulate icons to create pictures which support their learning. PixWriter is a writing program which incorporates pictures, text, and voice input, allowing the student to create writing with pictures and voice. Curious about the software, I visited the Slater Software website. Although there is a substantial cost to the programs, students with disabilities are sure to gain confidence in their reading and writing abilities while using these softwares.

                School districts that have the financial means to support funding of these programs are sure to see academic growth in the areas of reading, writing, and arithmetic. It seems the educational world is back to the foundation of the 3R’s – Reading, Writing, and Arithmetic.

Synthesis 8 - Written Expression

Synthesis 8 – Written Expression

            Writing is an art form. With every “t” that is crossed and every “i” that is dotted, the flow of words on a page becomes a literary creation, exemplifying the writer’s thoughts and personality. Writing with teenagers is an experience. The classroom is filled with personality, loaded with contradictory opinions, a smorgasbord of ideas, and often a resistance to placing words on a page. Teachers of writing teach the process of planning, drafting, and revising, but the manifestation of written words is a daunting task at best for teenagers who have no desire to put their thoughts and emotions on a sheet of paper. Conquering a high school student’s resistance to writing is an undertaking.  This week, my ninth grade hybrid students are in the media center doing a two page research project on aspects of Julius Caesar’s Roman Empire.  The freshmen benchmark test for this nine week period is on research, and my job is to ensure that the students understand the varying aspects of MLA formatting and the elements required to search for information on a specific topic. This week has been difficult. We have ventured to the media center numerous times throughout the school year, but the casual observer would think we had never darted the doors of the library. I have questioned myself repeatedly about the assignment, discussed the process with numerous knowledgeable peers, and still feel inadequate. On Thursday, I decided to work independently with pairs of students and explain the formatting procedures, two at a time. As I made my way around the computer tables, I began to see progress. I was able to instruct, the students listened, and responded to my direction.

            Creating a desire in the students to read varying genres of the written word takes skill. Most of my students have no literature of any form in their homes. It is a generational issue. Newspapers, magazines, and books are nonexistent on the home front. It is what they know. The absence of the written word. When stomachs are growling and concerns about the next meal are priority, teachers wanting students exposed to literature and writing, take the back burner. The dilemma is finding balance between what the students know and their ability to write what they know. Thinking strategically about their message, and getting it on paper, is frustrating. I have found simplicity to be beneficial. By simplifying the writing, assigning tasks in increments, and allowing for success, step by step, the students excel.  My job is to increase exposure to varying texts, because if an individual does not read, it is almost impossible to write.

            Teaching the writing process begins with the foundations of language - handwriting, proper grammar, punctuation rules, sentences structure, and spelling. A child must have the confidence to write a sentence before they can even begin to assimilate their thoughts into effective writing assignments. The models discussed in this chapter of the text provide writing strategies that can easily be adapted into the classroom environment. I especially like the SRSD model discussed on pages 210 and 202. I plan to implement the time-based instructional strategy, focus on creating positive attitudes in my students toward writing, and provide step by step mastery of the writing skills to promote success.     

           

             

Synthesis 7 - Reading Comprehension

Synthesis 7 – Reading Comprehension

My favorite section of this chapter discussed effective reading comprehension strategies. After reading the material, I reread to establish some mental guidelines that will allow me to improve the comprehension of my students as we read together. Mnemonic strategies work in my classroom.  The students and I are constantly creating words for retention. After we have discussed various elements of a piece of literature, we create parallels to enhance their memorization and learning skills. It has been proven through research that using graphic organizers strengthens students’ reading comprehension. My Special Education inclusion teacher loves to incorporate graphic organizers into the lesson of the day, and she proves to be one of my greatest assets in locating or creating the organizers.  Teaching together brings out the strengths in both of us. I have the material ready to teach and she creates the added bonus, which allows the new found knowledge to cement in their minds. Effective teaching strategies often take more than one mind collaborating!  When graphic organizers are used effectively, there is a process .

3steps to achieve retention:

·         Step 1 - Present the material and model the steps of the day on a projected graphic organizer.

·         Step 2 - Review the content of the first day. Complete organizers using a variety of educational tools.

·         Step 3 - Divide the class into pairs and have the partners study their organizers while monitoring their progress.

Questioning students about the material read takes talent. At times I struggle with knowing just the right question to ask in order to ensure comprehension of the material.  Teaching the students to find the main idea of the literary work, whether it is fiction or nonfiction, often proves difficult for my students. One of the major factors of this deficiency in their academics is that the students do not read outside of the classroom. Their reading primarily consists of text messages and internet social networking sites. It is imperative to be well read and versed on the reading material available for our students today. Both of our media specialists are current on effective reading materials and I call on them regularly. Their eagerness to help creates excitement within me and this heightened awareness is catching. The students respond!

        Throughout the remainder of the year and in planning for next year, I will incorporate a number of the instructional strategies in Tables 7.3 – 7.8 on pages 163- 173 of our class text. This styling techniques offer variety in reading comprehension for the teacher and for the students as well.  Learning targeted questioning techniques for the main idea, the comprehension of narrative texts, expository texts, the SAIL Program, SQ3R, POSSE, will enhance reading comprehension levels. Reciprocal teaching also opens avenues for students to be successful in their achievement and in the strengthening of their social skills. Students heighten their reading comprehension and monitoring skills through active participation in small group settings. The students work collaboratively to question, summarize, predict, and clarify the material being addressed. Even though I have used grouping in the classroom, I have never taken the material to this level of understanding through the students.  

Students obviously learn through:

·         Writing down their own questions

·         Listing the subheadings of each section they read

·         Highlighting three main points for each section

These steps can quickly be organized into our next lessons.

Nanelle

Synthesis 6 - Reading Instruction

Synthesis 6 – Reading Instruction

At the end of this chapter, the authors leave the reader with a series of questions which allow the teacher to confront oneself with some pretty pointed points. I reviewed the questions and was feeling a certain level of confidence, until the question asked if I taught vocabulary Before, During, and After the reading. I do consistently teach the vocabulary, but I do not utilize the unfamiliar vocabulary in all three places. I teach the material and have felt it is the student’s responsibility to return to the word list and study the vocabulary outside of the classroom setting. Over the past weeks of school, I am coming to the realization that most, if not all of my students do very little preparation for school outside the walls of my classroom. With my Action Research Plan in progress, I am realizing that perhaps vocabulary is the key to students being successful in all aspects of their academic development.  It is my goal to develop or implement proven strategies which allow the students to comprehend the new vocabulary. My goal is for the students to infuse the words into their speaking , reading comprehension, and their writing.

I have been guilty of using the dictionary to enhance vocabulary. During the reading of this chapter, however, I began to realize that knowing how to use a dictionary may not be top priority if I am to achieve success in raising the vocabulary test scores among my students. It is vital that students know how to use a dictionary; this is an element of the 9^th grade End of Course standards, but there are other ways to improve and retain vocabulary. Collecting examples of multimedia, concrete objects, photographs from magazines, newspapers, picture books, charts, graphs, and any visual available, may be the beginning of successful vocabulary retention in my classroom.

I will enhance vocabulary in my classroom by utilizing concrete examples of vocabulary words, inventing games such as hangman, crossword puzzles, word searches, graphic organizers, and spelling contests complete with prizes – paper and pencils!

Synthesis 12 - Assessment

Synthesis 12 – Assessment

Positive outcomes for all students… I have thought about these words all during this week.  I commented on successful assessments in a paper I wrote for Dr. Locy in August. “The targeted vein of successful achievement gaps must be installed through the diligence of teacher accountability through the accurate use of valid assessment. Without this mandatory element of the classroom instructor’s involvement, children will be left behind. It is futile to assume that it is the special educator’s sole responsible to aid the regular educator’s classroom with data and materials to accommodate our children with special needs. Educators must unite in the struggle to promote success for these students. Teaching is an art, an abstract, which must continually be monitored and adjusted to accommodate all levels of ability and styles of learning. The continuous creation of high quality assessment yields dependable information that holds the educator accountable and responsible for implementation within the classroom. Teachers are not only the foundation of success in the public classroom, but in the development of life skills that master proficiency in a student’s existence after public education.”  I firmly believe my students must leave my classroom with academic knowledge and perhaps the most vital tool – useable life skills. It is my job to assess in an unbiased manner and to assess fairly. I assess through reading, writing of various types, tests, quizzes, public speaking exercises, homework, group work, and research papers and projects. Each student is allowed the opportunity to be successful through a wide variety of assessments.

Educators must realize that the first step in rectifying the problems of assessment is to utilize multiple means of assessment to accurately identify and define the problems. Planning with teachers who have the same or similar curriculums would certainly enhance the assessment variety and charge the rigor of the classroom. My weakest link, as well as those of you reading this synthesis and rowing the same course, is time to plan and create appropriate assessments. Strategic planning and making effective assessment tools take time. It is my desire to structure my planning time to incorporate strategic avenues of assessment for my students. With the infusion of the new Common Core State Standards, I hope to revitalize my curriculum. Although this will be a time consuming endeavor, I feel it is in the best interest of my current and future students.

It is my hope and desire to work hand in hand with my inclusion teacher over the next six months to enhance our curriculum and provide efficient and effective assessments for our inclusion and general education students. My goal is to develop interventions and assessments that will reduce the gaps between the student’s performance level and the desired outcome of the school’s expectations. The final result should be an array of assessments which allow the students to reach the desired academic goals successfully. This process is only possible if school teachers, school personnel, parents of the student, and the student, are working together cooperatively to achieve the established goals.