Teaching Strategies for Student Success

                                                                By Miranda Lin                           

For the past three months, I was invited to present ideas on including multiculturalism in the classroom to three different student organizations at ISU. It is obvious that integrating anti-bias curriculum into the regular curriculum is inevitable in current classroom practice. Teaching in a diverse classroom is prevalent across the country as diversity comes in various form and shape. Helping children appreciate themselves and others encourages attitudes of inclusion from an early age.

In this diverse and changing society, all teachers must be knowledgeable regarding skills and strategies that meet the diverse needs of their students. In order to address the increased differences in race, ethnicity, culture, language, and special needs of students, teachers must be able to interact fairly and productively with students.  As we all know that at a very young age children become aware of gender, race, ethnicity, and disabilities and begin to absorb both positive attitudes and negative biases attached to them by family and community members. While still concrete thinkers, children realize that color, gender, language, physical, and mental ability differences are connected with privilege and power (Derman-Sparks, 1989). Furthermore, teachers must confront their own biases before passing them to their students.  Culturally responsive practices are grounded on the beliefs that teachers must have thorough knowledge of the heritage, language, and culture indigenous to their location. This knowledge is crucial for the development of culturally-healthy students and communities, and is considered essential for identifying appropriate qualities and practices associated with culturally responsive teaching.

To implement culturally responsive teaching in any classroom, there will always be direct curriculum connections. In addition, infusing anti-bias activities and materials by watching for teachable moments is also essential. In other words, teachers need to use something that has just happened in the classroom as a springboard for introducing an impromptu lesson. This helps teachers being aware and alert to the opportunities that may occur. This demonstrates what we always say, “children learn from the planned and unplanned learning activities.” I talk about Jackson’s (1994) seven culturally responsive teaching strategies in all the courses a lot. They are not only for teachers who work with a diverse student population, the seven strategies should be implemented in any single classroom daily. In Jackson’s own words, “that there are specific strategies that most American teachers already employ but may not recognize as ones they can use to enhance multicultural learning” (p. 299). They are: 1) building trust, 2) becoming culturally literate, 3) building a repertoire of instructional strategies, 4) using effective questioning techniques, 5) providing effective feedback, 6) analyzing instructional materials, and 7) establishing positive home-school relations. A teacher who applies culturally responsive teaching strategies allows students to maintain their cultural integrity as well as achieve academic excellence.

My own research and some of my students’ research (e.g., Dr. Anni Reinking and Emily Weyl) have affirmed with the belief that infusion is accomplished through information, materials, and attitudes. When teachers start paying attention to these three, teachers will surely create many rich learning experiences for their children. The rule of thumb is that infusing anti-bias attitudes into routines activities whenever you can model and validate. The following are some goals to start with:

First, to help each student develop a positive self-concept, based on an understanding of his/her uniqueness and worth (e.g., self-portrait; picture shown). Even at the college level, we make faces every semester in my TCH 111/110 class because it is never too late to get to know ourselves.

Second, to develop in children an acceptance and appreciation of differences in

individuals and cultures (e.g., name tag; picture shown).

 

 

Third, to encourage decision making about people based on accurate information (e.g.,family recipe book; picture shown).

 

 

 

 

 

 

 

 

Fourth, to help children develop attitudes and understandings that will enable them to

function successfully in a multicultural world (e.g., “what is family” interview or a book

created by the class, pictures shown).

What Can Teachers Do to Make Classrooms More Diverse?

• Provide books in your classroom library that feature children of many different races, religions, abilities, or cultures.
• Choose to display pictures or artwork on the wall that feature a variety of multicultural children, starting from the children in your own classroom.
• Discuss differences and similarities in cultures with your children openly.
• Provide children with multicultural paint, paper, and crayons as often as possible.
• Communicate with a class in a different country via Skype or find penpals who reside in a different part of the country or overseas for your children.
• Read books that cover diverse perspectives/themes to your class as often as possible.

Whether we teach in the rural or urban area, we need a curriculum that truly fosters the development of the whole child. The development of self-identity, emotional health, and social skills are foundational elements of multicultural curriculum. Thus, it is critical that we engage children with their heart, hand, and mind while we instill hope, pride, and self-confidence in children. I hope the ideas provided in this blog can contribute to the dialogue about the need for education to embrace the growing diversity of students represented in our schools and utilize these effective cultural teaching strategies so that all students can be successful.

 References

Derman-Sparks, L., and Force, A. T. (1989). Anti-bias curriculum: Tools for empowering young

 children. Washington, DC: National Association for the Education of Young Children.

Jackson, F. R. (1994). Seven strategies to support a culturally responsive pedagogy. Journal of

Reading, 37(4), 298-303.

You ARE a reader!

by Cassandra Mattoon

I love the first days of school. I am feeling refreshed and energized after summer break. I look forward to getting to know a new group of children. One of the best moments is when I introduce them to the classroom library. We talk about all the books they can choose from, how much I love books, and how I will read to them every day! I want them to be excited about school and reading. It never fails, at some point at least one child raises their hand and states, “I can’t read!” or “I don’t know how to read!” There is always some version of that phrase. Here is how the conversation goes:

Me: I believe you are a reader.

Child: No I am not. I really can’t read.

Me: Do you know how to hold a book?

Child: Yes

Me: Do you know how to turn the pages of a book?

Child: Yes

Me: Do you know what pictures are? Do you look at the pictures in a book?

Child: Yes

Me: Do you know who is in the story and what is happening in the story?

Child: Yes

Me: Do you know any letters:

Child: Yes

Me: Well then, yes, you are a reader! That’s what I do and that’s what all readers do. They hold books, turn pages, look at the pictures, know about letters, and know what the book is about.

I usually get some giggles after this. These are the kids who think I am just being funny. Others are looking at me like, “Who is this crazy lady and she should know we can’t read.” The child I am talking with is either looking at me with excitement and now has a different opinion of themselves or remains adamant that they can’t read. This quick and brief conversation tells me a lot about how they see themselves as readers. My goal is to get them all believing they are readers as soon as I can.

I want the classroom environment to be welcoming, encouraging, and positive. I truly believe that they are readers and have been for some time. They don’t believe they are readers because they have an idea of what reading is supposed to be that differs from my view. I am aware of their diverse backgrounds and experiences with books and reading. Some parents have told them they are readers, others make statements like, “You will learn to read in school.” or “When you are in _______ grade you will learn to read.” They bring all of this prior knowledge with them to the classroom. I need to really work to change their opinions about reading, which is why I have set the above goal. If they see themselves as readers, they are more likely to engage in reading experiences with me and become even better readers. This is key to their success.

I believe that reading is more than decoding words on the page. It is all about meaning making. So, one of the first things I do is begin reading a set of wordless picture books. We read these books during the first couple weeks of school during our read aloud time. I model thinking about what is happening on the pages, ask questions about the books, and have them take turns sharing their thoughts about what is happening in the story. Each day, I keep reinforcing that they are reading. We talk about how the author chose not to put any words in their book but still want people to read it. Those authors know you don’t need words to read! Over time they all begin to believe they are readers and begin to state, “I AM a reader.”

It is interesting too to watch how they respond when other adults come into our room and ask them about reading a couple weeks into the year. If the adult says something like, “You will learn to read one day” or “I see you are pretending to read,” they quickly respond, “No! I am reading” and explain to that person why they are a reader. This is a proud moment for me because I know they truly see themselves as readers. This pride in being a reader carries with them through the year and I hope for many years to come as they figure out decoding strategies.

I often think back to that first day and the conversation we have about whether they are or are not readers. What if my response was different and I solidified in them that they are NOT readers? Would I still see as much growth? Would they beg me for time to read with a partner? Would reading be something they dreaded or looked forward to? Would it be a fun activity to engage in? Would they beam with pride? I wonder. I am going to keep telling them they are readers because they are!

Ways to get them involved in reading:

1. Give them time to read independently.
2. Let them choose their own books to read and keep them in their own special box.
3. Let them choose where they want to read by finding their own comfy spot around the room.
4. Provide many types of seating options or even standing.
5. Provide a wide range of book choices in your classroom library.
6. Read to them every day.
7. Model what reading looks like and what readers do.
8. Allow them to read with a partner.
9. Sit in their spot with them and have them read to you and talk about the book.
10. Keep telling them what amazing readers they are!

 

 

Getting in the Zone!

By Andrea Siefert

Blue, green, yellow, and red. Those four colors have the capability to help students manage their own emotions. The Zones of Regulation is an emotion management system designed by Occupational Therapist, Leah Kuypers. I use The Zones in my classroom to help my students identify their emotions, chose a strategy to help stabilize, and problem solve with their peers. The following post will familiarize you with The Zones and walk you through how I set them up in my classroom.

What are The Zones?

The Zones of Regulation include four zones that the students can use to identify their emotions as well as their state of alertness. When students are the in Blue Zone, they might feel sad, tired, bored, or sick. In these moments, the students have low energy. The Green Zone is the goal for all students. This zone is where students are happy or calm and ready to learn. Even though it is okay for students to be in each of the zones, Green is the goal. The Yellow Zone is identified by feelings of high energy. Students in the Yellow Zone could be worried, nervous, annoyed, or upset. Students in this zone need to self-regulate and return to the Green Zone so they do not escalate to Red. Students in the Red Zone are not in control of their bodies. Students are in the Red Zone when they are angry, yelling, mean, or hands on. Students in this zone often yell, kick, scream, and throw things. These zones help students to make a connection between what they are feeling to a concrete color.

Using Zones in the Classroom

Our kindergarten team used a systematic approach to introduce The Zones into our classrooms to ensure successful. We started by simply explaining what each of the zones mean. We used pictures, videos, examples, role-playing, puppets, and sign language so the students had a firm understanding of each of the zones. Then we introduced strategies that students can use to get themselves back to the Green Zone. We determined the strategies as a team that we felt would work well in our classrooms. Strategies from the Blue Zone help students to both reenergize and process sadness. Strategies from the Yellow and Red Zones help the students calm down in different ways.

*All students have photo permission

Once we taught the students about the zones and the strategies, they were ready to start monitoring their emotions using our Zones Chart. The picture above is the display I have up in my classroom. Whenever the students are in the Blue, Yellow, or Red Zones, they move their picture to their new zone, and pick a strategy. The visual of the chart helps me to see how students are feeling and helps give introverted students a voice. Sometimes students can recognize that they are in a different zone but sometimes they need help taking that first step. Overall, I have seen a huge improvement in how my students identify and manage their own emotions. They are more reflective, and they feel more empowered to take control and self-regulate. Both the students and I use the strategies throughout the day to process and refocus.

For more information on the Zones of Regulation you can follow this link to their website. To see an even more detailed look at the resources I have in my classroom, get access to digital copies of materials, and download the google slides presentation we used, follow this link to our kindergarten website.