Culturally Responsive Teaching

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by Amanda Gartzke3 views·Updated Aug 21, 2020
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  1. This is a presentation on culturally responsive teaching.
  2. I choose this issue because the English language classroom, um,
  3. it's forever changing English language learners represent the fastest growing
  4. segment of pre kindergarten to 12th grade student population, as
  5. stated by Tom Pa's Thompson and Ortiz in 2009.
  6. Ah, this creates that teachers are feeling under prepared to
  7. teach students of a different language, which creates a hardship
  8. and trying to create a culturally responsive classroom.
  9. The primary issues with a culturally responsive teaching classroom is
  10. many classrooms have English as the main language.
  11. Teachers are also feeling under prepared.
  12. And, as the been ski said, most classroom teachers have
  13. not had specialized training and working with English language learners.
  14. In fact, fewer than 20% of teacher education programs require
  15. a course focused on English language learners.
  16. Furthermore, the students are now enrolled in schools that have
  17. not traditionally served culturally and linguistically diverse students.
  18. Their school leaders are not experienced in implementing and sustaining
  19. instructional programs that meet the needs of the student population,
  20. and that is a quote from Rodriguez in 2020.
  21. Without the schools being prepared for these students, many schools
  22. are struggling with implementing cultural, really responsive teaching, which may
  23. leave the English language learners behind what they're learning.
  24. There are many stakeholders affected with this issue.
  25. Teachers may have lower scores on evaluations.
  26. Judah students falling behind in getting lower scores on testing.
  27. School administrators may be struggling with school funding and grants
  28. due to lower academic scores, and the government also will
  29. be affected.
  30. Because it s all students are falling behind, it means
  31. a lack in national spores.
  32. Some solutions to this would be building relationships with students.
  33. As coaches said in 2013 Teachers that identify, nurture and
  34. build students inter motivational resource is during class.
  35. Instruction will promote increased perceived autonomy, psychological need, satisfaction during
  36. learning activities and classroom engagement.
  37. Teachers can also show pictures, act outwards, answer questions, create
  38. ratings and drawings and saying.
  39. Mendez also says culturally relevant content presented through story books
  40. and materials with familiar themes may facilitate the activation of
  41. prior knowledge to assist incomprehension and vocabulary retention.
  42. A new concept on this that I found very interesting
  43. is coaching English as second language teachers help support regular
  44. education teachers through coaching.
  45. Yes, I'll teacher serve as a critical piece since they
  46. may already know more about the culture is present within
  47. the school.
  48. This also creates a team to work together towards one
  49. goal, which is better supporting the English language learners.
  50. Professional development training can be purchased through outside trainers to
  51. support teaching strategies that help with culturally responsive teaching.
  52. There are many implications to this is well, one is
  53. money to bring in outside trainers.
  54. Money may become an issue since training is not cheap
  55. time incorporating new teaching strategies take time as strategies need
  56. to be tested and changed to best suit.
  57. The students.
  58. Resource is a schools do not have you certified eso
  59. teacher. It can put a strain on the coaching mechanism.
  60. This is a quote from nature in 2012.
  61. No, those teachers are unable to implement practices promoted in
  62. their teacher education program as they struggle to face local
  63. conditions such as large class size, numerous responsibilities on motivated
  64. students and pressure to help prepare students for examination realities
  65. that could have been anticipated in the preparation program.
  66. Some recommendations for this is to start out basic and
  67. have VSO teachers create a coaching Americanism the S L
  68. teachers coked and creates a team dynamic and could be
  69. cost saving rather than bring in teachers.
  70. Of course, it would not hurt if an outside trainer
  71. would do professional development on the topic as new teaching
  72. strategies may be presented.
  73. How can this be evaluated?
  74. You have records of students, which are grades and attendance,
  75. the right of participation of IHS e L L students
  76. surveys from students about how they're feeling with their learning,
  77. surveys from families on how to better support them and
  78. surveys from teachers, which can tell you if they feel
  79. comfortable teaching English language learners.
  80. So why does this matter?
  81. The dynamics of the classroom are ever changing, and this
  82. topic means a lot to me, as I am a
  83. pre K teacher of a classroom that is primarily English
  84. language learners.
  85. I have had the experience of teaching Children from Bosnia,
  86. Guatemala, Sudan, Jordan, Syria, Morocco, India and Japan, to name
  87. a few.
  88. I am always researching new ways to incorporate their families
  89. in their learning and the best ways I can support
  90. their development within my classroom.