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

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

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