Module+Discussion+13

Step 5: Grand Conversation:

1. What does research say about this topic? ZL THe first challenge for teachers working with students of diverse backgrounds is the issue of motivation. I think the topic of the need for Motivation strategies is universal, regardless of the ethnic background of student. BM - Mulitcultural factors effect our schools and classrooms in a variety of ways. As the income levels go down so do the test scores. Low income schools with low test scores aren't not teaching as well or working as hard they are just working with an entirely different set of issues and making progress that is not necessarily reflected on a multiple choice test geared toward a middle class white child. NH- It is also very challenging for teachers in this state because teachers are a majority white women. Teachers need to be dilligent in addressing cultural differences and approach as necessary.

2. Evaluate your approach to multicultural instruction using the terms in the vocabulary. What approach do you use? What approach should you use and what are a couple ways to get to the decision making or transformational levels?

ZL- Cultural Responsive Instruction is instruction that lends information to students with consideration to where a student is coming from in his/her home culture. I teach in a small "town." The town is considered to be the largest small town in Oklahoma. Hope that makes sense to you, kind of crazy I know. However, the school district doesn't have a large ethnic diverse population. Nevertheless, as I was reading this chapter, I understood cultural responsive instruction as what the home culture and background of the student is currently. I believe this to be "where a kid is coming from." We are living in 2010. Technology is around us. I see a greater need to incorporate more technology into the classroom with what our students are already exposed to on a daily basis. Students are on computers, Iphones, laptops, and Ipods outside of school. However, when they enter the school building they are turned off. SOMETIMES! Since they are using technology and often are very proficient at its use, lets move it in to the classroom. BM - I also related to this chapter because I have worked in a low-income high ELL elementary school for the last ten years. I work very hard to be culturally responsive and to make lessons culturally relevant to my students. I struggle with the transformational approach to multicultural understanding (wait time). I am fast paced and run a fast paced day trying to get in all the learning that we can. I struggle with giving wait time and then this is reflected in my students as they don't wait for each other to think. So, this is my goal for the upcoming year - I will pause and give them more time to ponder before providing an answer or moving on. NH- Teachers need to teach according to the different cultures represented in class using culturally responsive instruction. With the approach to instructing different cultures still have inequaties it is important to use culturally relevant pedagogy. I always pick authors to study from culturally different backgrounds. I never try to pick stories or non fiction that represent negative aspects of a culture or the history of a culture. I do not usually celebrate cultural months because I always try to be aware of the different cultures we study in class all year. I not only do that but also through different time periods. I think it is important to portray cultures as strong groups with their uniques qualities that should be celebrated. I feel it is my responsibilty as an educated person in these students lives to teach them what the world has out there outside of Oklahoma and its small population.

3. Your questions from your group. ZL1) With these five challenges in mind, what one do you struggle with mostly and why? BM - Patience in giving children time to express themselves. NH- I feel the opposite. I feel those are the kids I am hurting by not challenging them. I want everyone to be successful but I struggle with my upper level students, this is why I use my pre/mid/post work and shy from worksheets because they are hard to modify but Graphic organizers and expressive work is a lot easier to modify. ZL3) How and what new forms of assessments are utilized in your classroom?
 * ZL2) Do you find yourself challenging only your higher students and if so, why?

NH1-How do you ensure you are being culturally aware in your classroom? ZL I think the textbook companies help educators do that with print. When looking through my textbook (7/8-Literature Book) diversity is seen. Story titles, characters, etc., cover diversity, almost to a fault. By that statement, I mean that ethnic groups are in stories, but sometimes the caucasian student is often no longer apart of stories. BM - I always try to honor their home culture. I ask them to share stories and traditions. I ask them to teach me words in their language. I find books that hopefully mirror their experiences. NH2- Do you feel that the phonics and literacy first programs hurt ELL students? BM - I don't think they hurt them because they will need some basic phonics however they will probably benefit from vocabulary and literature based reading. NH3- Do you think that the whole language approach is more effective with ELL students?

BM1*- Is acceptable to go light on the phonics instruction if ELL students seem more receptive to a whole language approach? BM2- Do you keep portfolios of your student's work throughout the year? NH- I do and then I have my students use it for their student led conference. But only their best work. It is work that they pick out that they want to show their parents. BM3- Have you found the internet to be useful in teaching across cultural and economic boundaries?