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You've Got To Reach Them To Teach Them: cutural responsiveness
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You've Got To Reach Them To Teach Them: cutural responsiveness

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This powerpoint accompanies a presentation on the need to reach students as individuals before any significant teaching can occur. It reflects the material in the book by the same name to be published …

This powerpoint accompanies a presentation on the need to reach students as individuals before any significant teaching can occur. It reflects the material in the book by the same name to be published in November, 2010 by Mary Kim Schreck.

Published in Education
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  • Astudent’s ability to engage in a class is strongly enhanced bya nurturing relationship with the teacher.
  • One of the strongest soft skills a teacher can possess is the ability to influence the emotional state in the classroom.
  • We need to teach both methods of thinking so that students will have the ability to use both sides of their brains effectively.
  • Students need predictable ritual to feel safe yet within that ritual needs to be enough novelty to keep boredom from setting in and destroying any hope for engagement.

Transcript

  • 1. YOU’VE GOT TO REACH THEM…
    TO TEACH THEM
    for Better Cultural Responsiveness
  • 2. CULTURAL RESPONSIVENESS is all about CONNECTING
  • 3. RIPPLE EFFECT: YOUR SMALL ACTIONS CAN YIELD HUGE RESULTS
    BUILD UP THEIR ACADEMIC CONFIDENCE
    .
    USE NOVELTY AND CREATIVITY
    FIND OUT THEIR
    SAT-SUN KINGS/ QUEENS
    CONVEY YOUR EXPECTATIONS
    .
  • 4. Present
    Past
    PRACTICE LOOKING THROUGH OTHER PEOPLE’S LENSES TO SEE WHAT THEY SEE!
  • 5. WHEN STUDENTS AREN’T CONNECTED
    THEY CAN TEND TO EXPLODE
    Image: Francesco Marino / FreeDigitalPhotos.net
  • 6. VALIDATE THEIR CULTURE
    By adding content that reflects their backgrounds
    By using examples appropriate to their prior knowledge
    By having pictures in the room, school that show members of their culture
    By inviting speakers, presenters who are of their culture
    By your respectful speech and actions
  • 7. CONNECTION TO THE CURRICULUM
    1
  • 8. 2. CONNECTION TO THE TEACHER
    2
  • 9. 3. CONNECTION
    TO THE REST OF THE CLASS
    3
  • 10. 4. CONNECTION TO THE STRATEGIES
    4
  • 11. 5. CONNECTION
    TO CULTURAL BACKGROUND KNOWLEDGE
    5
  • 12. 6. CONNECTION
    TO THE SCHOOL ENVIRONMENT
    6
  • 13. 7. CONNECTION
    TO HIGH EXPECTATIONS
    7
  • 14. 8. CONNECTION THROUGH CREATIVE ENGAGEMENT
    1
    3
    2
    7
    4
    6
    5
    8
    8
  • 15. CREATIVE ENGAGEMENT NEEDS:
    THE SEVEN C‘S
    CONTENT: needs to be rigorous, inviting, varied, meaningful.
    CHOICE: needs to present in every aspect of learning—projects, methods, strategies, modes of learning.
    CONFIDENCE: needs to feel capable of succeeding and experience success often.
    CELEBRATION: the beginning and end of any unit of study should be set up as an emotional celebration.
    CHANCE TO CHANGE: opportunity to correct work, re-do work needs to be built into the pattern—mastery.
    CREATIVITY: novelty, nonlinguistic representations, open-ended work based on multi-intelligence abilities.
    CHALLENGE: learning has meaning, real life connections, never boring, stimulates higher order thinking.
    1
    3
    2
    7
    4
    6
    5
  • 16.
  • 17. The Water Engagement Floats upon is RELATIONSHIPS
  • 18. THE EDUCATION CONNECTION
    RELATIONSHIP
    BETWEEN
    TEACHER & STUDENT
    .
    CONTENT
    ACTIVE
    LEARNING
    MEANINGFUL       ```CULTURAL
    CONNECTIONS
    ENGAGEMENT
    SUCCESSFUL
    ACHIEVEMENT
  • 19. WITH STUDENTS OF MINORITY CULTURES OR IN INSTITUTIONALIZED POVERTY, THE EDUCATIONAL CONNECTION IS BROKEN IF RELATIONSHIPS ARE MISSING…
    NO
    RELATIONSHIP
  • 20. First, kids are more concerned about how much you CARE than how much you KNOW…
    Image by Lisa Triefenbach www.lisatrief.com
  • 21. MOTIVATION COMES FROM SUCCESS, NOT THE OTHER WAY AROUND!
    PRAISE AND POINT OUT REAL SUCCESS NO MATTER HOW SMALL!
  • 22. the MOST POWERFUL
    motivator for the brain
    Is FEEDBACK
  • 23. EMOTIONS ARE CONTAGIOUS!
    EMOTIONS
    2011
  • 24. According to 129 studies of the use of nonlinguistic strategies… the increase in student achievement was …
    Marzano, 2010, Educational Leadership, Vol. 67 No 8 p 84-86
    Nonlinguistic
    representation
  • 25. 17%
    Visuals, sketches, graphic organizers, dramatizations, flow charts, mindmaps, computerized simulations
    Not only images but smells, tastes, kinesthetic sensations= all nonlinguistics
  • 26. Creative–THINKING--Critical
  • 27. NOVELTY WITHIN RITUAL
    DAY 1 DAY 2 DAY 3
  • 28. OUR JOB IS TO HELP STUDENTS REACH THE OCEAN AND GET OUT OF THE FISHBOWL
    Image by Stanislav Odyagailo http://www.shutterstock.com/gallery.mhtml?id=168298
  • 29. OUR JOB IS TO GIVE THEM OPPORTUNITIES TO SPREAD THEIR WINGS
    Image by Stanislav Odyagailo http://www.shutterstock.com/gallery.mhtml?id=168298
  • 30. OUR JOB IS TO URGE EACH CHILD TO CLIMB AND PROVIDE THE SAFETY NET
    Image by Piotr Maciaszek http://pitpistolet.deviantart.com/
  • 31. These slides are part of a hands-on, interactive presentation/workshop geared toward classroom teachersoffered byMary Kim Schreckmarykim@aol.com