Student Interview

During my 75 hour clinical, I had the opportunity to interview two students in my class at Monongah Elementary.  The first was ________ a high funcioning student who is one of the first to raise her hand with answers and scores high on all assessments.  The following is a list of questions I asked and the students responses:

What did you enjoy about this project?  I liked that I got to choose what I wanted to do. 
Why? It was  fun.
What was your story about?  My dot went on a trip and got lost but then found its way back home.
What do you like about school?  My friends, Mrs. Sabo, and reading.


The following are the responses of a lower level student.  The student has difficulty completing assignments on time without teacher assistance. 

What did you enjoy about this project?  being able to color ir the way I wanted it
Why? you didn't tell us what was wrong or right
What was your story about?  My dot was a baseball that got to play in a game that was on tv. 
What do you like about school? Art and music and going outside

This interview was after the lesson I taught when I had the students create an alternative ending to the story we read that week.  All of the students were very engaged in this lesson and everyone came up with some wonderful ideas and were able to be creative and imaginative.  The lower functioning student scored just as high as the higher functioning student did on this assignment. 

ThinkQuest Library

http://library.thinkquest.org/04oct/01877/

Welcome, this website teaches you how to make papier mache models. We teach you how to make models of space shuttles, Saturn V rockets and lunar landing modules. If you are interested in space travel all you need to do is reaserch the paticular space vehicle you are interested in and using the right materials construct a model. Once you are happy with your model you may cover your model with papier mache and paint. 

Culturally Responsice Teaching Strategies

One great blog that I read that incorporates culturally responsive teaching strategies and practices was the following: http://elschools.org/best-practices/more-just-motto-nobody-eats-alone-harborside . 

When harborside academy opened, the motto “Nobody eats alone at Harborside” was merely a set of words – a nice way to think about community. Five years later, the phrase has come to mean “Nobody should be left alone to solve any problem.” It stands for the value of getting to know others well and creating a school climate that celebrates both student academic growth and character development.

The school the article speaks about is located in Kenosha, Wisconsin.  The school relies on project based learning.  The students do most of their learning through doing.  Tmajor things that I read in this blog was the involvement in the community.  They organize a Alzheimer’s Walk every year, collect water and check its quality.  They plant gardens at every elementary school.  The students at this school are very involved in their community. 

The other wonderful factor that is involved in the culturally responsiveness of this school is the leadership and character building it provides.  The school reflects team building, the teachers reflect working together, and the students are soaking all of that up and reacting to eacthother in this way as well.  This is a vital issue in our schools right now.  Students are having issues interacting with eachother; and it seems socially our children are lacking in the skills they need. 

As the years have passed, we have deepened our understanding of the importance of relationship development and team building in creating a positive culture in our school. The Harborside staff with expertise in youth development, service learning, and adventure education have stepped forward to provide training and coaching. They help us to examine the parallels between the workshop model and the experiential learning cycle and to understand the intentional use of initiatives, team building challenges, protocols, and projects to facilitate deeper learning.

This school is a wonderful model of culturally responsive learning strategies.  I wish all schools had the opportunites and financial support to make this model work around the country.

                      Culturally Responsive Teaching Reflection

 In the articles and readings regarding literacy and its instruction, there are many examples of when teachers missed the mark and labelled students because of their accent or different use of words.  The relationship between language, literacy, and power is that in our society one equals the next.  What this means is when a person learns and masters language then that will equal literacy; when a person masters literacy then that will equal power.  This is the mistake the teacher in the reading "... As Soon As She Opened Her Mouth!" made; she decided that her student would not achieve success because of her dialect.  The teacher also dismissed her mother as well, believing this family did not have the correct language to succeed and be powerful and so they were written off. 

"I knew she was ignorant just as soon as she opened her mouth!  This teacher was referring to the fact that Jenny, the mother of Donny, one of her students, spoke in a southern mountain dialect, a dialect that is often used to characterize poor whites known as "hillbillie," or "ridgerunners," (Purcell-Gates, 2002).

Many teachers and schools contribute to poor literacy because they hold a cultural deficit perspective.  They teach that Standard American English is the "correct" way, the only way to be successful.  Teachers fail to take into account what a students background can contribute.  Cultural difference perspective offers students the ability to see the value in their own language and dialects and also in Standard English and switch back and forth.  It is the teacher's responsibility to explain the value of both to students. 

"...beliefs affect (emotion/feeling), and overt behaviors" are reflected in and a reflection of one's attitudes.  Using these definitions, we can then see that the negative attitude toward dialect variation in the U.S. involves an underlying belief that there is one correct version of English-- Standard American English" (Rowland & Marrow, 2010).
    
Teachers can overcome their cultural deficit perspective by learning the value of their students background and culture.  It is vital to create an inclusive environment of acceptance to stop "correcting" and start giving options.  As in the Moll reading, his research showed that when teachers used the family's knowledge and background, the students' were able to learn at an acceptable rate. 

"He believes the secret to literacy instruction is for schools to investigate and tap into the "hidden" home and community resources of their students" (Moll, 1992).

There are ways to improve literacy instruction for speakers of non- standard English.  One of them is mentioned in the Moll reading, where the teacher used background knowledge and family wisdom to utilize project based learning.  The teacher accessed the community to assist and support the learning process. Another is to not expect too much too fast.  If a student is learning English as a new language, then of course that student needs the basics first.  Also, if students are able to bring a new definition of a word, or a new word to our language, it is the responsibility of the teacher to acknowledge the student, the word, and definition and give examples of that word in standard English, to build a bridge, to aid in code-switching. The National Council of Teachers of English recommends that writing is in the nest of talk and so setting up ways of establishing balance between talk and writing in classroom management and writing must accommodate the explosion in technology around us. 

"In early writing, we can expect lots of talk to surround writing, since what children are doing is figuring out how to get speech onto paper.... As they grow, writers still need opportunities to talk about what they are writing about, to rehearse the language of their upcoming texts and run ideas by trusted colleagues before taking the risk of committing words to paper" (NCTE, 2008).

Others ways to celebrate the individuality of students are the Where I am From photo stories. In completing these projects, students are given the opportunity to research their origins and have their peers review them and give feedback to them.  This allows other students to identify with other student's backgrounds and build connections and bridges.  These projects also encourage students to listen and know eachother and fosters the community within your classroom. 

"As Phillips says, "I know my kids as individuals, and this is who they are.  It's my responsibility to teach the learning standards, but not to change them or take away their dialect"  (Epstien & Herring-Harris, 2011).

    
Teaching students of non-standard English varieties of language may be challenging and will take patience.  In my classroom, I will explain the reasoning behind each language and its importance.  I hope to celebrate differences among us and dive deeper into knowledge of culture and background.  Together, my students and I will create a community that feels safe and nutured.  Our classroom will be one of discovery not correction of dialect. 

Where I Am From video

Where I Am From video

As I was putting together the pictures, the poem for this assignment changed about 80%.  I will repost a revised version that goes along with this video. 
Here is a link to the video

http://youtu.be/aF3X4Dt9B9k

Where I'm From

Where I'm From



 



I am from tire swings, from mud pies, and hay bales.

I am from a farm with cows I fed with my grandpa riding on his tractor.

I am from the apple orchard, and the grape vines that fed us their fruits in the summer.

I am from big Sunday meals and opening just one present on Christmas Eve, from Winklers, and Moffatts, and Langmeyers.

I am from the Saturday morning cartoons, and playing superheros with my older brothers.

From what happens in our home stays in our home and family comes first.
I am from grandparents who raised me as their own.

I am from a home who didn't go to church but knew there was something bigger.  I am from finding God at a track meet with my best friends who are still my best friends today.

I am from Germany and Italy, Cuyahoga Falls, and Marsh Run Road, and making homemade pizzas every Friday night.

From a family who loves unconditionally, fights, celebrates birthdays with parties, and shares laughter. 

I am from loss of loved ones who embedded these traits in us.
I am from a mom who fought til the end to make sure we knew how much she loved us.

I am from an old box of tin type photos and a farm that often calls me home. 

video comparison

     After watching the two videos assigned, I felt the Fox News and Ebonics video reflected a cultural deficit perspective and the video titled What Matter:  Code Switching reflected a cultural difference perspective. 
     The Fox News video depicted the African American language as wrong or a "deficit".  Gerald McClendon;  author of the book Ax or Ask?, was brought to a school to teach students the proper or correct way to speak.  Most students interviewed stated they were just not taught any different and no one corrected them along the way.  This report seemed to treat these individuals as inferior due to the way they pronounced words which according to the article Concepts for Understanding: Educational Learning Theories states that cultural deficit theory justified the belief that certain groups were intelligently inferior to others, particularly to the group in charge. 
     What Matters: Code Switching  on the other hand allowed for students to use their language and were encouraged to learn a "business" dialect to succeed in the coorporate world.  This documentary explained that individuals' lauguages should be accommodated and teachers should try to meet students where they are recognizing that all have the same ability to learn.  The cultural difference perspective is defined as just that- meaning- this theory focuses on people's lives and providing a way of seeing classroom and real world obstacles as misunderstandings. 
     As a finishing point, may I say, that as a whole our nation needs to be less ignorant to other cultures and human beings.  We say we are a tolerant nation and people, yet we discriminate against those around us constantly, for the way others dress, social status, and the way we speak.  As new educators coming up against a system that has many cracks, this obstacle is one of many...  it is our duty to be aware of this tough issues and be as informed as possible and ready to stand in the gap for those young people who can not stand up for themselves.