Culturally Relevant Teaching:

Culturally Relevant Teaching:
4/14/2017 Culturally Relevant Teaching: A Teaching Practice that helps students achieve Academic and Cultural Excellence! Make sure here to introduce trainers and yourself and who you represent. NAACP-National Association for the Advancement of Colored people. Colored meaning all colors all races and creeds. Specifically, minority and economically disadvantaged

Focusing on Teaching Minority and Economically Disadvantaged Students
4/14/2017 Focusing on Teaching Minority and Economically Disadvantaged Students

Created by Marlene Bryan Smith and Robin Ambrosini
DRUGGED BY MY PARENTS... Created by Marlene Bryan Smith and Robin Ambrosini

Why Are we Here? 4/14/2017 We are here because we have a strong personality and passion for working to improve education. We believe in Educating ALL: students, parents, teachers, the community, and school leaders. We continue to worked to bridge the gap among and between parents and the schools. Make sure to discuss the reasons why all of us are here. 1. better understand how we can reach all students specifically minority, disadvantaged, and low level students. 2. We are here because we want to be and are hoping to learn something in addition to what we already know. 3. sometimes best practice is great but as a teacher I know it takes a little bit more, 4 I want to know and am committed to helping all students no matter what it takes. Created by Marlene Bryan Smith and Robin Ambrosini

Why are we here? We are committed to a quality and equitable education for all. We are here because students’ needs come first. “We are not here to make ourselves look good. We know we have work to do and many students to reach. “It is not about you, it is not about me, it is all about the students!” Created by Marlene Bryan Smith and Robin Ambrosini

Today’s Purpose To help teachers and others to successfully work with All students in a manner that is fair, equitable, respectful and rewarding Created by Marlene Bryan Smith and Robin Ambrosini

Typical Heterogeneous Classroom 5041 Regular Ed 6-9 EC 3-4 Classroom Econ. Dis. 4-5 ESL 1-2 Close the Gap! AIG 2 Created by Marlene Bryan Smith and Robin Ambrosini

What is shared here today is important to ALL students learning, but essential for working with minority and economically disadvantaged students! Created by Marlene Bryan Smith and Robin Ambrosini

4/14/2017 “Education, like electricity, needs a conduit, a teacher, through which to transmit its power….” Rev. Jesse Jackson Think about this quote and give an explanation of what you think it means? Created by Marlene Bryan Smith and Robin Ambrosini

Group Activity 4/14/2017 Each participant should have 5 small cards with numbers 1-5. As a question is asked each participant will choose a card to identify where they fit on the knowledge line. After identifying where they fall ask participants to stand for each number called out. All participants are asked to look around the room and reflect on the results. This activity asked participants to reflect on where they feel they are in consideration of the questions asked about culture and race. This helps to foster activity, movement and to get feel of where participants are in regard to session topics. It will help identify those who are more confident in their knowledge of culture and those not. As each participant group stands you might ask members of the group questions on why they placed themselves where they did. If it is a small group you may ask the group to go stand somewhere on the line. If a big group do two lines on each side of the room. Questions to ask: Created by Marlene Bryan Smith and Robin Ambrosini

Cultural Competence Continuum
4/14/2017 Destructiveness Causes intentional harm Incapacity Causes unintentional harm Evasiveness (denial) “I don’t see differences” Pre-competence Seeks to learn about self and others Competence Actions consistently reflect stated values Proficiency Advocates for change Ambrosini Created by Marlene Bryan Smith and Robin Ambrosini

Cultural Competence Created by Marlene Bryan Smith and Robin Ambrosini

What does it mean to be white?
4/14/2017 What does it mean to be white? Race identity is like oxygen: It’s taken for granted when plentiful and frighteningly apparent when deprived. White people are taught that our lives are morally neutral, average, and ideal (D.W. Sue 2004) Created by Marlene Bryan Smith and Robin Ambrosini 14

Racial Identity Models
Identity models explain the stages we are at in terms with our connectedness with our race. When we discuss, for example, the Black, Latino, or Asian identity models, we look at assimilation and acculturation within and around the White Euro-American culture. When we look at the White Identity Model, we look at how Whites deal with being the majority and acknowledgment of their privilege vs. others’ disadvantage. Created by Marlene Bryan Smith and Robin Ambrosini

White Identity Model Naiveté phase: It lasts the first 3 years of life. Social meanings are absent. The child is innocent, open, and spontaneous regarding differences. Created by Marlene Bryan Smith and Robin Ambrosini

White Identity Model Conformity phase: The white person’s attitudes and beliefs are very ethnocentric as there is minimal awareness of the self as a racial being. There is a strong belief in the universality of values and norms governing behavior. They know very little about other ethnic groups and rely on stereotypes as the main source of information. Created by Marlene Bryan Smith and Robin Ambrosini

Dissonance phase: “Movement into the dissonance stage occurs when the White person is forced to deal with the inconsistencies that have been compartmentalized or encounters information/experiences at odds with denial. In most cases, a person is forced to acknowledge Whiteness at some level, to examine their own cultural values, and to see the conflict between upholding humanistic nonracist values and their contradictory behavior.” “Dissonance may result in feelings of guilt, shame, anger, and depression.” Created by Marlene Bryan Smith and Robin Ambrosini

Resistance and Immersion phase: “The white person who progresses to this stage will begin to question and challenge his or her own racism. For the first time, the person begins to realize what racism is all about, and his or her eyes are suddenly open. Racism is seen everywhere (advertising, television, educational materials, interpersonal interactions, etc.). This phase of development is marked by a major questioning of one’s own racism and that of others in society. ” “Realities of oppression are realized as well as “the advantages being white grants”. Created by Marlene Bryan Smith and Robin Ambrosini

Integrative awareness phase: “Characterized by 1) understanding the self as a racial/cultural being, 2) being aware of sociopolitical influences regarding racism, 3) appreciating racial/cultural diversity, and 4) becoming more committed toward eradicating oppression. The person values multiculturalism, is comfortable around members of culturally different groups, and feels a strong connectedness with members of many groups.” Created by Marlene Bryan Smith and Robin Ambrosini

Commitment to antiracist action phase: “This phase is most characterized by social action. There is likely to be a consequent change in behavior and an increased commitment toward eradicating oppression. Seeing ‘wrong’ and actively working to ‘right’ it requires moral fortitude and direct action.” “Objecting to racist jokes, trying to educate family, friends, neighbors, and coworkers… are examples of individuals who achieve this status.” Created by Marlene Bryan Smith and Robin Ambrosini

“When someone pushes racism into my awareness, I feel guilty (that I could be doing so much more); angry (I don’t like to feel like I’m wrong); defensive (I already have two black friends… I worry more about racism than most whites do – isn’t that enough); turned off (I have other priorities in my life with guilt about that thought); helpless (the problem is so big – what can I do?). I HATE TO FEEL THIS WAY. That is why I minimize race issues and let them fade from my awareness whenever possible.” Created by Marlene Bryan Smith and Robin Ambrosini

If anything can help ease the conscience of an unintentional suppressor, it is that all races, including White, are victims of racism. We have all been programmed by society to be racist . Created by Marlene Bryan Smith and Robin Ambrosini

Not only is everyone a victim of racism, everyone is RACIST Only when we accept it can we do something about it Created by Marlene Bryan Smith and Robin Ambrosini

What can we do? Realize that all cultures are valid and valuable. Begin appreciating other cultures. Ask others about their cultures. Take field trips to cultural centers. Point out the elephant in the room “We are not from the same culture, do you feel comfortable discussing this with me?” Created by Marlene Bryan Smith and Robin Ambrosini

Multiculturalism Multiculturalism “Refers to the process of recognizing, understanding and appreciating cultures other than one’s own. It stresses an appreciation of the impact of differences…” Cultures are more than racial, they include class, age, physical, sexual/affectional orientation, and religions. If you struggle with how to proceed, ask yourself: What does it feel like to be older, a woman, of a different religion? (We can feel the other side when we look at differences in this light) Created by Marlene Bryan Smith and Robin Ambrosini

Research and Resource Culturally Diverse Counseling D.W. Sue, 2004 Created by Marlene Bryan Smith and Robin Ambrosini

4/14/2017 European American Never let the heinous acts of history be repeated! Created by Marlene Bryan Smith and Robin Ambrosini

So what…..? I must know; Myself in order to understand others My values, my beliefs, my opinions and how they impact my decisions and others. The impact of my power to influence. Created by Marlene Bryan Smith and Robin Ambrosini

Topics of Discussion Why Culturally focus teaching? Being conscious of what you do unconsciously. Building Relationships with All students. Build relationships with parents and the community Shift in Thinking How we work with students Culturally Relevant Teaching what does it look like? Created by Marlene Bryan Smith and Robin Ambrosini

What do we know? Minority students continue to lag behind their counterparts on all standard measures of achievement. Minority students are three times more likely to drop out and twice as likely to suspended from school. These same statistics correlate to minority students coming from harsh social and economical realities. Created by Marlene Bryan Smith and Robin Ambrosini

What do we know? Most minority students are already segregated in “community schools” usually in the inner city area. African Americans and other minorities who attend private or independent schools consistently show higher levels of achievement than those who attend public schools. Created by Marlene Bryan Smith and Robin Ambrosini

What do we know? 4/14/2017 “Although the 1960s produced a large body of literature on teaching the disadvantaged and the 1970s produced a body of literature about effective schools none of it was aimed at specifically preparing teachers to meet the needs of minority and disadvantaged students. Even today some of the more popular educational innovations, such as cooperative learning and whole language approaches to literacy, were developed and refined to improve achievement among disadvantaged students. Unfortunately the relationship of these practices to minority learners is rarely made clear.” What do you think about this statement? Do you believe it to be true? As students are working in cooperative groups how are we intentionally teaching working together? How are we helping students value working together and appreciating others differences? Are we just using cooperative learning because someone told us it was a good best practice. Created by Marlene Bryan Smith and Robin Ambrosini

What do we know? 4/14/2017 Society fails to recognize African Americans as a distinct cultural group. Society tends to relate minority low performance and achievement to environmental and social factors (poverty and lack of opportunity). One in three Latino children live in poverty. Poor children are much more likely than non-poor children to suffer developmental delay and damage to drop out of high school, and give birth during the teen years. Children from poverty are more likely to be raised by a single parent. What do you think about this statement? Do you believe it to be true? As students are working in cooperative groups how are we intentionally teaching working together? How are we helping students value working together and appreciating others differences? Are we just using cooperative learning because someone told us it was a good best practice. Created by Marlene Bryan Smith and Robin Ambrosini

4/14/2017 What do we know? Poor youth living in the inner city are more likely to be victims of child abuse or neglect than are other children. Poverty is caused by parental employment status, earnings, family structure, and a parental education. Page in Do You Know Enough about me to teach me? Statistics on poverty, Share on page 48 the information about students wanting to wear $150 sneakers and $100 jeans. Created by Marlene Bryan Smith and Robin Ambrosini

4/14/2017 HMMMMMMMM??? “It is not that we don’t want to change; it’s that we often don’t realize there’s a need for change or how to go about making the change.” Megan Milani Thought that makes you say Hmmmmmm? Created by Marlene Bryan Smith and Robin Ambrosini

Stop, Think and Discuss it!
Group Activity Stop, Think and Discuss it! 4/14/2017 Think of a time when someone’s message, tone, body language or actions affected your feelings or your thinking. 1. Describe what the person did? 2. How did this action make you feel? 3. Were you able to determine if it was intentional or a perception created by yourself? 4. How do you know? Pg. 9 in The 3 Habits of Highly Successful Teachers Created by Marlene Bryan Smith and Robin Ambrosini

Be Conscious of what you do unconsciously!
“If we were to look closely at even the simple things we subconsciously do each day, we would probably be stunned by the implications and the impact on our students.” Sometimes what we do unintentionally: our actions, tone, words, and body language may imply a wrong perception to others. Created by Marlene Bryan Smith and Robin Ambrosini

Scenarios/Role Play Scenarios/Role Play Act out or read the scene. Discuss what the issue is. Explain how you would handle this. What could have been done differently? Are there any hidden innuendos? What other factors might we need to consider? Created by Marlene Bryan Smith and Robin Ambrosini

Be Conscious of what you do unconsciously!
4/14/2017 Be Conscious of what you do unconsciously! The teachers who communicate to children through words and actions what they believed to be their true potential, empower students to begin to believe in themselves. Students are genuine they can see to the “real” you! Ms. Smith you act like you so bad, and mean! But you really are nice! You don’t take no mess. Created by Marlene Bryan Smith and Robin Ambrosini

Shift in Thinking We have to believe that every student in our classroom can reach their full potential and will learn. We must observe students through a new lens, and refrain from making judgments that put limits on kids. Created by Marlene Bryan Smith and Robin Ambrosini

4/14/2017 Shift in Thinking Change your thinking from “there is something wrong with this kid, to perhaps there is something wrong with the way we are teaching or approaching this child. Hmmmmmm? Reference pages 7 and 8 of The 3 Habits of Highly successful Reading Teachers Created by Marlene Bryan Smith and Robin Ambrosini

“Assumptions have a truth status that are uncertain.”
Shift in Thinking Bring your assumptions down to where you can challenge them. “Assumptions have a truth status that are uncertain.” Created by Marlene Bryan Smith and Robin Ambrosini

Shift in Thinking Think of different way to approach the child. Every day is a new day, forget what happen previously and rethink your approach. Find a mentor to work with your students. CAP-Caring Adult Program Contact outside agency Created by Marlene Bryan Smith and Robin Ambrosini

4/14/2017 Milani’s Research from “The 3 Habits of Highly Successful Reading Teachers” Students have a good sense of what we think of them, if we believe in them, and what we expect of them. Teachers indicate true feelings all the time. Expressions on our faces may be fleeting, but they are there and others are easily able to pick them up and ascertain what they mean. It is vital to know how much you can affect the students you teach, and how well they do. Pg. 9 in The 3 Habits of Highly Successful Teachers Created by Marlene Bryan Smith and Robin Ambrosini

“Students don’t think like adults think, but they feel like adults feel.” Lee Jenkins Created by Marlene Bryan Smith and Robin Ambrosini

Building Relationships with Students
4/14/2017 Building Relationships with Students Think about the message you send to students, by your tone, your words, your body language Convey positive messages to All students In your classroom, remind students everyday that you know they are smart, and that sometimes learning is hard work but that you’re there for them. Try something new Pg. 9 of The 3 Habits of Highly Successful Reading Teachers Our students have a good sense of what we thing of them, if we believe in them, and what we expect of them. If we really believe that certain students are smart, we indicate this in the classroom. These students know they are expected to do well. We spend time conversing with these students. Do we do the same for all students? If you really look closely at what you believe about your kids, and the things you do, surprising information will emerge. If you think your students do not know how you feel, think again. We indicate our true feelings all the time. Expressions on our faces may be fleeting but they are there and others are easily able to pick them up and ascertain what they mean. It is vital to know how much you can affect the students you teach and how well they do. Pg. 9 Pg. 99 Let’s take a minute to distinguish between acknowledging student effort and rewarding substandard performance. Read excerpt by Dupree on Pg. 99 of Successful Teaching of African American Children Created by Marlene Bryan Smith and Robin Ambrosini

4/14/2017 Building Relationships with Students Observe your students to see how they learn best Make sure the classroom environment is one where students feel comfortable, appreciated, and safe. Look at your students in a new way Pg. 9 of The 3 Habits of Highly Successful Reading Teachers Our students have a good sense of what we thing of them, if we believe in them, and what we expect of them. If we really believe that certain students are smart, we indicate this in the classroom. These students know they are expected to do well. We spend time conversing with these students. Do we do the same for all students? If you really look closely at what you believe about your kids, and the things you do, surprising information will emerge. If you think your students do not know how you feel, think again. We indicate our true feelings all the time. Expressions on our faces may be fleeting but they are there and others are easily able to pick them up and ascertain what they mean. It is vital to know how much you can affect the students you teach and how well they do. Pg. 9 Created by Marlene Bryan Smith and Robin Ambrosini

4/14/2017 Building Relationships with Students Don’t assume you already know what to do for a child look for the truth. It is imperative that you tell each child that she or he is capable and is making progress. Celebrate every step toward the goal. Pg. 9 of The 3 Habits of Highly Successful Reading Teachers Our students have a good sense of what we thing of them, if we believe in them, and what we expect of them. If we really believe that certain students are smart, we indicate this in the classroom. These students know they are expected to do well. We spend time conversing with these students. Do we do the same for all students? If you really look closely at what you believe about your kids, and the things you do, surprising information will emerge. If you think your students do not know how you feel, think again. We indicate our true feelings all the time. Expressions on our faces may be fleeting but they are there and others are easily able lots pick them up and ascertain what they mean. It is vital to know how much you can affect the students you teach and how well they do. Pg. 9 Pg. 10 The 3 Habits of Highly Successful Teachers –Under the changing the message the underlined sections can be read aloud. Teaching with the Brain in Mind! Eric Jensen Speaks of the influence of environment on brain activity. All of Chapter 4 discusses the influence of environment on the brain. Specifically, pages Page. 33 Challenging curriculum and specific feedback. Pg. 58 Learned helplessness –Don’t give up after 5-10 positive attempts students minority students and disadvantaged students need about 12 attempts of positive influence before becoming mobilized again. The brain must rewire itself to change the behavior. Tag team with students . Two different people work with students be the positive mentor. Created by Marlene Bryan Smith and Robin Ambrosini

Culturally Relevant Teaching
Knowledge is continuously recreated, recycling and shared by teachers and students. It is not static or unchanging. Knowledge is viewed critically Teacher is passionate about content Teacher helps students develop necessary skills Teacher sees excellence as a complex standard that may involve some postulates but takes student diversity and individual differences into account Assimilations Knowledge is static and is passed in one direction, from teacher to student. Knowledge is viewed as infallible Teacher is detached, neutral about content Teacher expects students to demonstrate prerequisite skills. Teachers sees excellence as a postulate that exists independently from student diversity or individual differences. Research from Successfully Teaching African-American Students, Gloria Ladson-Billings, pg. 81

Create the Optimal Environment by intentionally
Giving students opportunities Holding students accountable 4/14/2017 Making students feel appreciated Purposefully, help students feel valued Create the Optimal Environment by intentionally Making students feel safe Listen, listen, listen Connecting reading and learning to culture and environment Purposefully make students feel comfortable Looking at students in new ways Intentionally building rapport with parents Created by Marlene Bryan Smith and Robin Ambrosini

Do community service in surrounding neighborhoods and in your classroom. 4/14/2017 Connect reading and learning to culture. Go to community events where your students are. Determine with the class what will be your symbol for respect of diversity. Cultural Relevant Focus Invite Parents to your classroom to view student presentation. Purposefully include opportunities for learning about different cultures. Don’t assume you can relate to other cultures. Share the Sourcebook. Teaching Tolerance Magazine Fall 2006 addition page 19 article Ivory Tower. Also share the cultural literature resources in the back of the Fall 2004 magazine pages Educational Leadership Host Parent nights specifically showcasing student work/project. Created by Marlene Bryan Smith and Robin Ambrosini

What factors influence brain development and academic achievement?
4/14/2017 What factors influence brain development and academic achievement? Genes Psychological Nutrition Positive reinforce-ment and Feedback Emotional Exercise Social Love Physical Challenge and the Arts Created by Marlene Bryan Smith and Robin Ambrosini

Educate yourself and be in the know! 4/14/2017 Resources Billings-Ladson, Gloria, Successful Teachers of African-American Children. Clark, Ron, The Essential 55. Covey, Stephen, R. The 7 Habits of Highly Effective People and The 7 Habits of Highly Effective Teens. Garner, Betty, Getting to Got it! Pavik, Robert and Ramsey, Richard, Reading and Writing Sourcebook. Jensen, Eric, Teaching with the brain in mind. Peters, Stephen, Do You Know Enough About Me to Teach Me? Teaching Tolerance (magazine subscription) Educational Leadership (magazine subscription) Pg. 9 of The 3 Habits of Highly Successful Reading Teachers Our students have a good sense of what we thing of them, if we believe in them, and what we expect of them. If we really believe that certain students are smart, we indicate this in the classroom. These students know they are expected to do well. We spend time conversing with these students. Do we do the same for all students? If you really look closely at what you believe about your kids, and the things you do, surprising information will emerge. If you think your students do not know how you feel, think again. We indicate our true feelings all the time. Expressions on our faces may be fleeting but they are there and others are easily able to pick them up and ascertain what they mean. It is vital to know how much you can affect the students you teach and how well they do. Pg. 9 Pg. 10 The 3 Habits of Highly Successful Teachers –Under the changing the message the underlined sections can be read aloud. Created by Marlene Bryan Smith and Robin Ambrosini

“It is well-known that when we are in an environment where we feel comfortable, appreciated, and safe, we thrive. If we know that our opinions matter, that we are listened to and valued, it’s a place where we want to be. When we know what the expectations are and that much is expected of us, and we are given the tools, time, and guidance to reach our goals, we surpass what we think we’re capable of.” Created by Marlene Bryan Smith and Robin Ambrosini

What did we learn? What will we do?
Be conscious of what we do unconsciously? Shift in our thinking about how we approach and work with minority learners. Intentionally, genuinely build relationships with students. Intentionally, genuinely embed opportunities for cultural learning into instruction. Intentionally, build relationships with parents and be involved in the community. Created by Marlene Bryan Smith and Robin Ambrosini

The world is a rainbow With Many Kinds of People Created by Marlene Bryan Smith and Robin Ambrosini

It takes all kinds of people, To make the world go round! Created by Marlene Bryan Smith and Robin Ambrosini

“Kids only have one chance for an education---and we need to have the courage to stand up for them.” Anne Duncan Created by Marlene Bryan Smith and Robin Ambrosini

God’s little flowers…. “Gods little flowers, that’s what I call them. Every one a little different but every one so sweet. And just like a garden, the classroom has got to be a place that nurtures them. They don’t all need the same thing. One might need a little pruning and some might need to roam free. They’re just so precious and it breaks my heart to see the hurtful way they are treated. Some teachers think they are hard because they live tough lives but they are just as fragile as hothouse orchids.” Elizabeth Harris

Contact Information Marlene Bryan Smith (704) Robin Ambrosini (704) Created by Marlene Bryan Smith and Robin Ambrosini

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