What's this blog about?

I teach several courses under the broad topic of "Multicultural Education," prioritizing social justice issues of access, power/privilege, & narrowing the academic achievement gap. I am a person of color and I almost always have a white co-teacher. We include topics, such as: racism, sexism, heterosexism, ableism, ethnocentrism, deculturalization, transforming curriculum, etc. This is a place where I post information that we teach; lesson plans for activities; and resources we use and/or which are shared with me by my adult students.
Showing posts with label Culturally Responsive Teaching. Show all posts
Showing posts with label Culturally Responsive Teaching. Show all posts

Monday, July 4, 2016

Carol Ann Tomlinson and Edwin Lou Javius - Teach Up For Excellence

In a course, Strategies to Close the Achievement Gap, that my colleagues, Elli Stern/Jennifer Wolfrum, and I teach, we ask participants (teachers, counselors, administrators, tutors, nurses, etc.) to get into a group and "become the expert" on an article that we have assigned for homework.  To this end, we then ask the group to construct a graphic organizer, mnemonic, or other visual aid to help "teach" the other groups about the article.  


An important strategy for teachers is to have a growth mind set for their students so that they will adjust their instruction and practices to meet the students needs as they grow.  The greatest barrier to learning is often not what the student knows, but what the teacher expects of the students” (Good, 1987)

Having a community where all children feel comfortable allows the children to take some risks.  If teachers have high expectations for all students and they know teachers believe in them, they also willing to take more risks.  The environment needs to be full of trust, high expectations, and a lot of support for all to succeed.  

Joshua Aronson - Knowing Students As Individuals

In a course, Strategies to Close the Achievement Gap, that my colleagues, Elli Stern/Jennifer Wolfrum, and I teach, we ask participants (teachers, counselors, administrators, tutors, nurses, etc.) to get into a group and "become the expert" on an article that we have assigned for homework.  To this end, we then ask the group to construct a graphic organizer, mnemonic, or other visual aid to help "teach" the other groups about the article. 

Pat Guild - The Culture/Learning Style Connection

In a course, Strategies to Close the Achievement Gap, that my colleagues, Elli Stern/Jennifer Wolfrum, and I teach, we ask participants (teachers, counselors, administrators, tutors, nurses, etc.) to get into a group and "become the expert" on an article that we have assigned for homework.  To this end, we then ask the group to construct a graphic organizer, mnemonic, or other visual aid to help "teach" the other groups about the article.  

Willis D. Hawley - Another Inconvenient Truth, Race and Ethnicity Matter

In a course, Strategies to Close the Achievement Gap, that my colleagues, Elli Stern/Jennifer Wolfrum, and I teach, we ask participants (teachers, counselors, administrators, tutors, nurses, etc.) to get into a group and "become the expert" on an article that we have assigned for homework.  To this end, we then ask the group to construct a graphic organizer, mnemonic, or other visual aid to help "teach" the other groups about the article.  

“…teachers need to respect and build on differences to foster student learning.”

“The following practices illustrate the interdependence of good instructional practice and of caring and trustful relationships among students and teachers:
     * Building on students’ prior knowledge, values, and experiences.”
     * Respecting and being interested in students’ experiences and culturalbBackgrounds…….”
             
“…the problem of student underachievement [lay] not in students’ identities or in family culture or poverty, but rather in uncaring school-based relationships…”

Tuesday, December 29, 2015

10 Ways Well-Meaning White Teachers Bring Racism Into Our Schools


 (click link for details and “What to do instead” )
1. Lowering or Raising Achievement Expectations Based on Race/Ethnicity
2.  Being ‘Race Neutral’ Rather than Culturally Responsive
3. Using Racially Coded Language
4. Intentionally or Unintentionally Mispronouncing Names
5. Enforcing Harsh Discipline Practices That Disproportionately Impact Students of Color
6. (Inadvertently) Valuing Whiteness
7. Tokenizing Students’ Cultures to Connect with Them
8. Culturally Appropriate in an Effort to Connect with Students
9. Devaluing What Non-Teachers Contribute to the School Community
10. Doing Little or Nothing to Advocate for More Teachers and Staff of Color

Friday, August 14, 2015

Creating an Inclusive Environment

http://www.understandingprejudice.org/teach/elemtips.htm
This page contains tips on how to create a diverse, multicultural, and inclusive class environment, with specific suggestions on how to teach about prejudice and how to handle students who display discriminatory behavior.
  • Creating an Inclusive Environment
  • Addressing Children's Questions and Concerns
  • Integrating Children's Own Experiences
  • Dealing with Discriminatory Behavior

You've Heard about Micro-Aggressions, but What Are Micro-Affirmations?

What are Micro-affirmations?
http://www.cookross.com/docs/UnconsciousBias.pdf
Micro-affirmations are tiny acts of opening doors to opportunity, gestures of inclusion and caring, and graceful acts of listening.Micro-affirmations lie in the practice of generosity, in consistently giving credit to others – in providing comfort and support when others are in distress, when there has been a failure at the bench, or an idea that did not work out, or a public attack.

Micro-affirmations include the myriad details of fair, specific, timely, consistent and clear feedback that help a person build on strength and correct weakness.I have come to believe that teaching and training about micro-affirmations may help an organization in several different ways: The first effect is obvious – appropriately affirming the work of another person is likely both to help that person do well, and to help him or her to enjoy doing well.

The second effect is that consistent, appropriate affirmation of others can spread from one person to another – potentially raising morale and productivity. It helps everyone, men and women, people of color and Caucasians. It appears to be particularly helpful for department heads, and anyone who is senior to another person, to “model” affirming behavior. The third effect is subtle, and deals with the point that it may be hard for a person to “catch” himself or herself unconsciously behaving inequitably.

I may not always be able to “catch myself” behaving in a way that I do not wish to behave. But if I try always to affirm others in an appropriate and consistent way, I have a good chance of blocking behavior of mine that I want to prevent. Many micro-inequities are not conscious – but affirming others can become a conscious as well as unconscious practice that prevents unconscious slights.

Thursday, August 13, 2015

What is Culture?

Culture Quotes:
It is the acquired pair of glasses through which we see life. - Mbarek A. 
Culture is us. We make it. We shape it as we love it to be. It is a call for individuals to agree upon some common values that bind them in harmony. - Moustafa H.

The more we know about the cultures of others, the more open-minded, tolerant and global we become. - Samir El A.

Sayings from a culture tell us about that culture's values:
  • Haste makes waste
  • Walk in Beauty
  • Practice what you preach
  • To err is human, to forgive divine
  • Pull yourself up by your own bootstraps.
  • Don’t beat around the bush.
  • Time is money.
  • Stand on your own two feet.
  • God helps those who help themselves.
  • You’ve made your bed. Now lie in it.
  • Feed two birds with one bowl
  • Don't speak until spoken to
  • If you can’t say something nice, don't say anything at all.
  • Take time to smell the roses.
  • Turn the other cheek
  • Everyman for himself
  • You should use all the brains you have and all that you can borrow. 
  • If a man works hard, the land will not be lazy
  • Don’t depend on heaven for food, but on your own two hands carrying the load 
Intent vs. Impact
Example of Intent vs. Impact and  Educational lesson gone wrong

On Explicit Communication Styles
“The Silenced Dialogue”, by Lisa Delpit

Websites:
Teaching Tolerance – Fabulous and free curriculum ideas

Videos
Reconsider Columbus Day 
   
Differently Abled
About a differently limbed man (born w/out arms)
Inspiring Wheelchair Basketball Commercial

Example of Culturally Responsive Teaching
Ms. Toliver
Playing for Change- video on supporting each other  
http://www.youtube.com/watch?v=Us-TVg40ExM

Inspirational
Boys Playing Soccer in Thailand
Story of a Star Fish
Chess Prodigy from Uganda
Articles:
Principles of Culturally Responsive Teaching (Brown University)
 
“Locating Yourself for Your Students” by Priya Parmar and Shirley Steinberg

“Showing Students Who You Are” by Heather M. Pleasants

Watch:
Culturally Responsive Rap

Taking out the Trash

For the past couple of years, we have been doing this activity in our school where we "take out the trash."

Bristal, P. et al, “Treating Thoughts as material Objects Can Increase or Decrease Their Impact on Evaluations” Psychological Science

In Western dualistic culture, it is assumed that thoughts cannot be treated as material objects; however, language is replete with metaphorical analogies suggesting otherwise. In the research reported here, we examined whether objectifying thoughts can influence whether the thoughts are used in subsequent evaluations. In Experiment 1, participants wrote about what they either liked or disliked about their bodies. Then, the paper on which they wrote their thoughts was either ripped up and tossed in the trash or kept and checked for errors. When participants physically discarded a representation of their thoughts, they mentally discarded them as well, using them less in forming judgments than did participants who retained a representation of their thoughts. Experiment 2 replicated this finding and also showed that people relied on their thoughts more when they physically kept them in a safe place—putting their thoughts in their pockets—than when they discarded them. A final study revealed that these effects were stronger when the action was performed physically rather than merely imagined.

Dorinda Carter - On Spotlighting and Ignoring Racial Group Members in the Classroom

In a course, Building Bridges for Understanding, that my colleague, Elli Stern, and I teach, we ask participants (teachers, counselors, administrators, tutors, nurses, etc.) to get into a group and "become the expert" on an article that we have assigned for homework.  To this end, we then ask the group to construct a graphic organizer, mnemonic, or other visual aid to help "teach" the other groups about the article.  


By ignoring varying racial groups, teachers can miss the richness of diversity and the opportunity to strengthen every child’s identity.  However, by noticing, one can end up "spotlighting."

We can not make assumptions regarding race for all our students. The key is flexibility and mindfulness. Children will let you know how they are feeling as long as you remain open to listening and seeing what they are communicating to you.  Awareness of racial diversity is important. It will help teachers to talk about multiple groups that contributed to U.S. history and culture, while being sensitive to not spotlighting any one child. As your repertoire grows, and diverse groups become more and more part of the curriculum and teaching.  It’s important to include many, if not all, the ethnic and racial groups that contributed to our country.  By inclusion of multiple perspectives, there is less of a need to highlight individual students.

Mitali Perkins - Straight Talk on Race: Challenging the Stereotypes in Kid’s Books

In a course, Building Bridges for Understanding, that my colleague, Elli Stern, and I teach, we ask participants (teachers, counselors, administrators, tutors, nurses, etc.) to get into a group and "become the expert" on an article that we have assigned for homework.  To this end, we then ask the group to construct a graphic organizer, mnemonic, or other visual aid to help "teach" the other groups about the article.  

Mitali Perkins (http://www.mitaliblog.com/ and books at http://www.mitaliperkins.com/) was born in India and immigrated to the States with her parents and two sisters when she was seven. Bengali-style, their names rhyme: Sonali means "gold,” Rupali means "silver,” and “Mitali” means “friendly.” Mitali had to live up to her name because her family moved so much — she’s lived in India, Ghana, Cameroon, England, New York, Mexico, California, Bangladesh, Thailand, and Massachusetts.

Mitali studied political science at Stanford University and Public Policy at U.C. Berkeley before deciding to try and change the world by writing stories for young readers. Now she’s settled in Newton, a town just outside of Boston, where she writes full-time. 

After studying political science at Stanford and public policy at U.C. Berkeley, she taught in middle school, high school and college. When she began to write fiction, her protagonists were often—not surprisingly—strong female characters trying to bridge different cultures.

 

Heather M. Pleasants - Showing Students Who You Are

In a course, Building Bridges for Understanding, that my colleague, Elli Stern, and I teach, we ask participants (teachers, counselors, administrators, tutors, nurses, etc.) to get into a group and "become the expert" on an article that we have assigned for homework.  To this end, we then ask the group to construct a graphic organizer, mnemonic, or other visual aid to help "teach" the other groups about the article.  

Priya Parmar and Shirley Steinberg - Locating Yourself for Your Student

In a course, Building Bridges for Understanding, that my colleague, Elli Stern, and I teach, we ask participants (teachers, counselors, administrators, tutors, nurses, etc.) to get into a group and "become the expert" on an article that we have assigned for homework.  To this end, we then ask the group to construct a graphic organizer, mnemonic, or other visual aid to help "teach" the other groups about the article.  

 

Kevin Washburn - Inspiring Others

In a course, Strategies to Close the Achievement Gap, that my colleague, Elli Stern, and I teach, we ask participants (teachers, counselors, administrators, tutors, nurses, etc.) to get into a group and "become the expert" on an article that we have assigned for homework.  To this end, we then ask the group to construct a graphic organizer, mnemonic, or other visual aid to help "teach" the other groups about the article.   

Robert Marzano - Teaching Self-Efficacy with Personal Projects

In a course, Understanding Self-Efficacy, that my colleagues, Elli Stern/Jennifer Wolfrum, and I teach, we ask participants (teachers, counselors, administrators, tutors, nurses, etc.) to get into a group and "become the expert" on an article that we have assigned for homework.  To this end, we then ask the group to construct a graphic organizer, mnemonic, or other visual aid to help "teach" the other groups about the article.

Ronald Ferguson - Helping Students of Color Meet High Standards

In a course, Strategies to Close the Achievement Gap, that my colleagues, Elli Stern/Jennifer Wolfrum, and I teach, we ask participants (teachers, counselors, administrators, tutors, nurses, etc.) to get into a group and "become the expert" on an article that we have assigned for homework.  To this end, we then ask the group to construct a graphic organizer, mnemonic, or other visual aid to help "teach" the other groups about the article.  

Ferguson’s article outlines that the most effective teaching occurs when a teacher has high expectations or high-perfectionism and also provides a high level of support or high help. This teaching practices sends a message to students that they will all get their and that the teacher is going to help get them there.

Ferguson’s work that found that teachers who held a high expectations, high help philosophy were most successful in closing the gap resonated with me.  This philosophy is based on the assumption that all children have the ability to learn and that my job as their teacher is to show them how to do it.  To be successful, I have to be mindful of each child’s learning style and cultural experience.  
In a course, Understanding Self-Efficacy, that my colleagues, Elli Stern/Jennifer Wolfrum, and I teach, we ask participants (teachers, counselors, administrators, tutors, nurses, etc.) to get into a group and "become the expert" on an article that we have assigned for homework.  To this end, we then ask the group to construct a graphic organizer, mnemonic, or other visual aid to help "teach" the other groups about the article. 

“…combining cheerful helpfulness with pressure for producing correct answers is an anti-racist strategy for raising achievement and narrowing achievement gaps.”

Friday, February 27, 2015

Quick Link to Authors, Summaries, and Graphic Organizers for Courses I Teach

In courses (named below) that my colleagues, Elli Stern/Jennifer Wolfrum, and I teach, we ask participants (teachers, counselors, administrators, tutors, nurses, etc.) to get into a group and "become the expert" on an article that we have assigned for homework.  To this end, we then ask the group to construct a graphic organizer, mnemonic, or other visual aid to help "teach" the other groups about the article.  

BUILDING BRIDGES FOR UNDERSTANDING

Kevin Washburn - Inspiring Others
http://multiculturalinitiatives.blogspot.com/2015/08/kevin-washburn-inspiring-others.html 

Christine Sleeter - Involving Students in Selecting Reading Materials
http://multiculturalinitiatives.blogspot.com/2011/07/christine-sleeter-involving-students-in.html

Priya Parmar and Shirley Steinberg - Locating Yourself for Your Student
http://multiculturalinitiatives.blogspot.com/2015/08/priya-parmar-and-shirley-steinberg.html


Heather M. Pleasants - Showing Students Who You Are 
http://multiculturalinitiatives.blogspot.com/2015/08/heather-m-pleasants-showing-students.html 

Dorinda J. Carter - On Spotlighting and Ignoring Racial Group Members in the Classroom
http://multiculturalinitiatives.blogspot.com/2015/08/dorinda-carter-on-spotlighting-and.html

STRATEGIES TO CLOSE THE ACHIEVEMENT GAP


Carol Ann Tomlinson and Edwin Lou Javius - Teach Up For Excellence

Mneumonics & Raps (Larry Bell, Beverly Daniel Tatum, Amanda Taylor, Julie Landsman, Chike Akua) - http://multiculturalinitiatives.blogspot.com/2012/03/mneumonics.html

Bonnie Davis - Unlocking Potential of Diverse Learners
http://multiculturalinitiatives.blogspot.com/2012/03/bonnie-davis-unlocking-potential-of.html

Lisa Delpit - Raising Expectations for Other People's Children
http://multiculturalinitiatives.blogspot.com/2012/12/lisa-delpit-raising-expectations-for.html 

Gail Thompson - Through Ebony Eyes
http://multiculturalinitiatives.blogspot.com/2012/03/gail-thompson.html

Larry Bell - Strategies That Close the Achievement Gap

http://multiculturalinitiatives.blogspot.com/2012/03/larry-bell.html
  
Doug Lemov - Teach Like a Champion
http://multiculturalinitiatives.blogspot.com/2012/03/doug-lemov.html
UNDERSTANDING SELF-EFFICACY

Geoff Cohen - Providing Supportive Feedback
http://multiculturalinitiatives.blogspot.com/2012/03/geoff-cohen-providing-supportive.html

Ron Ferguson - Helping Students of Color Meet High Standards
http://multiculturalinitiatives.blogspot.com/2015/08/ronald-ferguson-helping-students-of.html

Marina Krakovsky - The Effort Effect
http://multiculturalinitiatives.blogspot.com/2012/03/marina-krakovsky-effective-effort.html

Robert Marzano - Teaching Self-Efficacy with Personal Projects
http://multiculturalinitiatives.blogspot.com/2015/08/robert-marzano-teaching-self-efficacy.html

Tuesday, June 24, 2014

Transforming Curriculum Philosophy

We must transform our minds before we can transform our curriculum.  My coaching is about helping teachers become more familiar with multicultural concepts, the language we use without even knowing it, and some specific vocabulary needed in order to have conversations around racism and privilege, in order to look at one's own work with new eyes.

~ Claudia A. Fox Tree

We are charged with educating for the next seven generations.  Infusing an anti-bias orientation into thinking - one that effectively nurtures a curiosity about, and a respect for, differences - is critical.

The “sandwich” approach to planning lessons is essential.  Planning should have 3 parts (not necessarily in this order, but certainly present in some way, with "good stuff" surrounding the "oppressive stuff") as much as possible.

Part 1
  • Understanding the concepts (vocabulary) in order to have informed conversations, such as: Stereotypes, Prejudice, Discrimination.
  • Raising awareness of the contributions of under-represented (marginalized) groups, particularly BEFORE they were oppressed (civilizations, inventions, "discoveries," achievements, etc.)
Part 2
  • Problems/Issues/Oppression - What is "lingering" to modern times?
  • Raising awareness of the issues faced by under-represented (marginalized) groups throughout history. - How did groups resist and fight against their oppression?
Part 3
  • Role Models/Action plans/Proactive Activity. - We still exist in the contemporary world!
  • Understanding and practicing ally behavior (i.e.: active bystander, advocate, etc.). 
  • Power/Privilege (Institutionalized Stereotypes, and Prejudice, Discrimination), and Ally.  - How can you use the areas where you have advantage and control to help others?

Saturday, April 26, 2014

What Students Remember Most About A Teacher

Click here for whole article: http://www.huffingtonpost.ca/lori-gard/students_b_4422603.html?utm_hp_ref=fb&src=sp&comm_ref=false

Because we want our students to think we're the very best at what we do and we believe that this status of excellence is achieved merely by doing. But we forget- and often. Excellence is more readily attained by being.
Being available.
Being kind.
Being compassionate.
Being transparent.
Being real.
Being thoughtful.
Being ourselves.

And of all the students I know who have lauded teachers with the laurels of the highest acclaim, those students have said of those teachers that they cared.