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High Rigor Instruction within Diverse Populations

Lexi Jones

Start Out Firm

Start Out

Firm

Starting out firm requires a teacher to be comfortable with being uncomfortable and maintaining high standards for all students.

"Call me Ms. Jones."

"Call me

Ms. Jones."

By allowing students to call you by your first name, you create the relationship of being a friend or peer. It is possible to be friendly by requiring respect from students. Requiring them to call you by Ms. (Last Name), or at least Ms. (First Name), a connection is created that leads to a student/teacher relationship with respectful boundaries. This relationship gives the teacher more authority when addressing behavior issues within the classroom.

Accountability for Actions

Accountability

for Actions

Holding students to a high standard for behavior can sometimes require an educator to stand firm and be viewed as "mean" because of holding students to this standard. It is better to be viewed as "mean and firm" than a "friendly pushover."

Empathy Vs. Pity

Empathy

Vs.

Pity

Empathy: An understanding or acknowledgment of the experiences of youth they serve

Pity: Feeling Sorry for the adverse experiences many Black youth encounter

Teaching with Empathy

Teaching with Empathy

Teaching with empathy requires a teacher to acknowledge student differences, honor students' diverse assets to classrooms, and hold students to high expectations. This leads to rigorous instruction and students who feel valued.

Teaching with Pity

Teaching with Pity

Showing students pity because of their situations only enables them to only strive to achieve low standards and display behavior that is unacceptable.

By reinforcing negative behavior because of pity, it allows students to continue to behave poorly. Without holding them to a high standard, they will not rise to a high standard.

Empowering Active Members of the Learning Community

Empowering Active Members of a Learning Community

By making use of students' schema and experiences, a teacher can make a lesson more effective and allow all students to participate in the learning experience. Allowing engagement for all students leads to all being academically successful.

Meeting Students Where They Are

Meeting Students Where They Are

Not all students are ready to read an informational text strictly made up of text. They may lack the schema or comprehension strategies needed to effectively make sense of the text. Providing supports such as pictures or visuals can be a game changer for struggling students in a diverse population.

Leveraging Words Toward Academic Achievement

Teaching students to internalize academic language and vocabulary leads to a deeper understanding and a higher probability that it will be used when interpreting a text.

A strong understanding of academic vocabulary leads to increased understanding and leads to a stronger ability to learn new vocabulary.

Sources

The Guide for White Women Who Teach Black Boys

Accelerating Literacy for Diverse Learners

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