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CRT Training Phase 1
Transcript of CRT Training Phase 1
Culturally Responsive Teaching
Implementing SEL curriculum
Increasing parent involvement
Building & utilizing culturally responsive resources
design by Dóri Sirály for Prezi
Becoming Culturally Responsive (phase 1)
In order to be culturally responsive...
Reflect on personal biases and their effect on decision-making in the classroom
Identify & implement strategies for supporting scholars based on their context
1. Fill out the identity grid
2. Reflect on how each of these things impacts how you approach your work with students
3. Discuss with an eye contact partner
Defining Culturally Responsive
Compare & contrast these two terms using your prior knowledge from City Kids, City Schools (2008, p. 163-176)
Responsive- fits curriculum around context of the students & their families
Relevant- fits students context into the curriculum
Culturally responsive teaching is...
We have to know ourselves - where we came from and what of that we bring to the table
We have to know our students and their families
We have to know the curriculum, standards, and their shortcomings
We have to know the context (local, national, global)
(Ladson-Billings in City Kids, City Schools, 2008, p. 164-172)
Educator Professional Development, phase 1
Allison Segarra Hansen
PDI 2013 July 29
East Chicago, Indiana
I am one of two siblings
When I go home @ night my older brother takes care of me
Well really he just slaps me and yells at me
I am tired of seeing his face
I wish my mom was home but she is at work every night
When she is home she is too tired to take me to the movies
I love movies
I have a hard time sleeping every night
I guess I am kinda scared
I know my brother would protect me but still....
My mom is there in the morning, but she doesn't get up before I go to school
I know my brother is tired of me...
I'm tired of me...
I used to have a dad
Well, I guess that I still do
I don't know where he is
My mom said that she doesn't either
But I hear her talking to her friends (she thinks that I can't hear when she turns up the music, pero si yo puedo oir todo)
I get in trouble a lot at school
My teacher told my mom I have "issues with anger"
My mom nodded her head
She knows es la verdad
She says yo parezco como mi papa
But how can I be like someone I don't even know?
Well, maybe being like him is as close as I am going to get....
We are brothers
Well, he is my brother
I can't be a brother
I'm too weak
I don't have my brothers back like he's got mine
If I did what happened would never have happened
Most the time I don't think about it
but every once and awhile at night
I hear him crying
every once and while at night
he climbs into my bed
and its okay if he touches me...
he is my brother
My favorite thing to do at home is to watch TV... and help my mom
She really needs a lot of help, too
Probably because my dad comes home so late
Yelling & singing
He calls her names
She screams & cries
I told her its okay if she wants to leave
I would understand
The other day I was going to watch my favorite show
But I couldn't
The TV was broken
How could I forget?
He threw it at her
And said "I know you have been seeing other men!"
I didn't know what to do
So I called my old teacher
The one who always let me help her
and gave me hugs
She couldn't hug me on the phone
But I felt it anyways
Families: Assume the Best!
The Home Visit
Extending the Home Visit
Connecting with Parents as Partners
What can we learn from Ms. Carlson?
"...teaching not as heroism, but as a commitment" (Ayers et al., 2008, p. xxvii).
Offer students a nap or time to rest
Offer students a snack
Offer students water
New SEL curriculum
Matching student behaviors to their needs/function (Behavioral RtI)
Meeting individual student needs
(Danielson Framework Domain 1 a & b)
Culturally Responsive Curriculum
"If they do not feel connected to a teacher on a emotional level, then they will not learn, they will not put out the effort" (Delpit in City Kids, City Schools, 2008, p. 126).
The Road Ahead
"Education in a democracy requires imagination, initiative, engagement, and courage. This is what city kids want and need."
"Our stance must become identification with, not identification of- our approach one of solidarity, not service."
(Ayers, 2008, p. 6)
Foundation for Human
Need - Maslow
Step 1: Identify your bias
Step 2: Create three step action plan for overcoming your bias this school year
Step 3: Name your accountability partner
The truth is in the numbers
"...that's when I started to realize that that's part of coming here- you lose part of your culture" (Michie in City Kids, City Schools, 2008 p. 18).
1. Think about a time in your life when you struggled to assimilate or "fit in"
2. Write down one word to describe how you felt on a notecard
3. Mingle-mingle to share the story of your experience
What made you feel that way?
How did you move forward from it?
What role (if any) did the person you mentioned in the "do now" have in your forward motion?
Cultural Competency Continuum
"The educational challenges of today are intimately linked to longstanding inequities that continue to beleaguer so many among us" (Baldwin in City Kids, City Schools, 2008, prologue).
One person volunteers to read each one aloud
After each a 30 second reflection: How does this affect my daily work in EC?
1. Count off to group
2. Generate ideas to address this type of student need
3. Reference City Kids, City Schools
Our Strategic Action Plan
"...good teaching is not only about changing the world or changing the lives of others- it's about changing ourselves- a transformation from within" (Michie in City Kids, City Schools, 2008, p. 56).
Something to keep in mind...
Turn in the lists you generated and take a much needed brain break!
Segarra inputs info from groups into each "need" bubble
"in ways that recognize & respect their experiences and wisdom, and that draw on their intellectual, artistic, moral, and critical insights" (Ayers, et al., 2008, p. 23).
Ayers, W., Ladson-Billings, G., Michie, G., & Noguera, P.A. (Eds.). (1998). City kids
city schools. New York, NY: New Press.
Contreras, F. (2011). Achieving equity for latino students. New York, NY:
Teachers College Press.