Positive classroom culture week 2

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Positive classroom culture week 2

  1. 1. Positive Classroom Culture and Climate<br />Week 2<br />
  2. 2. Objective<br />LE1-Demonstrates knowledge of, interest in, and respect for students’ communities and cultures<br /> <br />
  3. 3. LE 1 Observable EvidenceEffective Teacher Behaviors<br />Teacher demonstrates knowledge of and interest in students, their cultures, communities, and/or their background experiences. <br />Teacher uses culturally responsive teaching by integrating students‘ cultures into classroom and instruction as seen in tasks, discussions, interventions, on walls, materials, etc. <br />Teacher encourages use of students‘ home languages to clarify and enhance understanding (not applicable in ELA-S classrooms). <br />Teacher facilitates students‘ transitions between home and school cultures and languages. <br />
  4. 4. LE1 Effective examples of culturally responsive teaching that connects students‘ backgrounds to learning:<br />Representing a broad spectrum of cultures, including multiple ethnicities, languages, and/or genders. <br />Building bridges from students‘ experiences and cultural knowledge to academic content. <br />Using multicultural materials (e.g., literature, resources, toys/games, artifacts, realia, current events) that reflect students‘ cultures and/or other cultures for students to learn about. <br />Demonstrating an asset-based perspective of students from diverse backgrounds, using their experiences as resources for learning vs. excuses or problems to overcome. <br />Having representations of student cultures or personal experiences visible in classroom environment. <br />Recognizing that there are multiple ways to perceive reality; presenting and respecting these alternate perspectives, particularly those of society‘s non-dominant and underprivileged groups. <br />Allowing cooperative learning, storytelling, and diverse forms of expression and code-switching as part of students‘ participation. <br />Referring to representations from studied disciplines, as well as role models who are from students‘ cultures and/or non-dominant cultures. <br />Providing access to materials that support their learning and honor home language(s). <br />Intentionally demonstrating belief of not being ―color blind,‖ as teacher recognizes students and their cultural backgrounds. <br />
  5. 5. LE 1 Observable EvidenceEffective Student Behaviors<br />Students may be overheard making connections between curriculum, lesson objectives, and their personal experiences. <br />Students observed using native languages to better understand learning (in non-ELA-S classrooms). <br />Students raise culture and diversity issues in classroom.<br />Students bring cultural items to class to connect to learning or curriculum. <br />
  6. 6. Engaging culture and diversity<br />What does diversity look like in the classroom?<br />Acknowledging individual differences<br />Gender<br />Interests<br />Ethnic<br />Experiences<br />
  7. 7. View Video<br />Click this link to see a video on acknowledging student diversity.<br />http://www.tolerance.org/tdsi/asset/recognizing-individual-characteristics<br />
  8. 8. How can we address diversity in the classroom?<br />Make personal connections to the content<br />stories, informal surveys, examples, videos<br />Ask do you know anyone who has a heart disease, high blood pressure, high cholesterol etc? <br />I feel _________when I exercise. How does exercise make you feel? <br />Translated word wall/ power point/ posters<br />Include languages spoken in your classroom<br />Students can help by doing the translations for you<br />
  9. 9. Give students a voice<br />Open mic Fridays <br />allow student to share personal stories during cool-down<br />Student music selections<br />allow students to bring in music for the day <br />or to be added to the class playlist on your I-Pod<br />Create teams using personal & team symbols<br />Have students create individual symbols to represent themselves. When teams are created all members should combine their symbols to represent everyone in the group using 1 new symbol. <br />
  10. 10. Show interest in students lives:<br />Ask about interests and draw connections to them during class. <br />This exercise will help improve rock climbing, skateboarding, karate, etc.<br />Draw connections between skills, training, and interests. <br />Your karate training seems to be helping improve your flexibility.<br />How do you think these balance exercises will effect your skateboarding? <br />Ask about upcoming competitions and events<br />Know which students are involved in school events or teams as well as non-school activities and competitions.<br />band, music, drama, sports, 5k, snowboarding, lifeguard training.<br />
  11. 11. Research<br />Read, Strategies that create a classroom climate by Shapiro, Susie <br />Strategies that create a classroom climate- examples. <br />
  12. 12. Questions to Ponder<br />How are you currently addressing individual diversity in your classroom? <br />From this course what new ideas could you see yourself using in your classroom?<br />
  13. 13. Putting it all together<br />Choose 1 new idea for acknowledging diversity to try in your classroom this week. Implement the new idea and reflect on the results. How did it go? Will you use it again? How would you adjust it for future use?<br />Join the discussion:<br />Follow the discussion board link below and post your answer to this weeks discussion question. <br /><ul><li>Respond to at least 2 other posts </li>

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