Teaching English Language Learner
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This document discusses different types of immigrant students and strategies for supporting their learning needs. It defines immigrants as coming for better opportunities, refugees as fleeing danger, and political asylees as fearing persecution. It emphasizes using visual aids, hands-on materials, routines, and addressing students' affective filters to promote learning while considering their backgrounds and experiences.
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Children in France start school at age 2 compared to age 5 in America, with most schooling free in both countries. In America, 85% of schools are public, while in France students must take a test to attend college. An inquiry to the Germany US embassy about foreign exchange programs received no response, with the embassy website stating it does not coordinate with other countries.
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The document discusses strategies for creating safe and inclusive school environments for LGBTQ students, including implementing comprehensive anti-bullying policies, staff training on addressing anti-LGBTQ bullying, and supporting student clubs and events. It provides an overview of key concepts like gender identity, sexual orientation, and what constitutes a safe space. The document also shares national survey data on the prevalence of bullying experienced by LGBTQ students.
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This document discusses the issue of bullying and provides guidance on how to address it. It notes that bullying can take many forms, whether through social media, peers, adults or siblings, and that it is always unacceptable. It encourages parents to get involved by teaching their children that respect is earned and that bullying is wrong. It also urges both children and adults to speak up if they witness bullying, and for adults to take action to stop bullying if a child reports it to them.
Lab 5
Babies are primed to communicate from birth and look to caregivers to help them understand responses. By age 3, nearly all children speak at least one language. Babies are eager learners who rapidly develop physically, socially, emotionally and cognitively in their early years. Babies are also social and can form friendships by age 2, noticing others' emotions and responding to cries. As children grow, relationships and cooperative pretend play with peers become increasingly important to their development. Caregivers aim to help each child feel comfortable in their environment through culturally and linguistically appropriate care.
ELAC Overview - SRVUSD and LO
- Live Oak Elementary School had a total enrollment of 1,038 students in March 2010, with 140 (13.5%) being English learners. The top home languages spoken were Mandarin (35 students), Korean (20 students), and Cantonese (15 students).
- All students who indicate a primary home language other than English must take the California English Language Development Test (CELDT) to assess their English proficiency in listening, speaking, reading, and writing. Students are designated as either Initially Fluent English Proficient or English Learners based on their CELDT scores.
- For students to be reclassified as English proficient, they must meet requirements such as achieving a passing score on the
English language ppt
English originated as a West Germanic language spoken in England that has evolved over 1400+ years into a global language. It developed from Old English spoken by Germanic tribes between the 5th-11th centuries CE into Middle English between the 8th-15th centuries CE with the Norman invasion influencing its transformation. Modern English emerged around 1500 CE and has continued changing with vocabulary additions and structure simplification, becoming a lingua franca used internationally in business, education and entertainment.
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The document discusses several factors related to second language learning and the brain. It covers the critical period hypothesis, brain lateralization, brain maturation, and the role of social and cultural factors in language acquisition. Specifically, it notes that the young brain is more plastic and able to recover from trauma. Both hemispheres contribute to language learning, but different functions are specialized in each. Higher-order language skills mature earlier than lower-order skills. Finally, social and cultural influences beyond just the brain also impact second language learning.
Language aquisition full pres
The document summarizes the stages of language acquisition in infants and young children. It discusses how the infant vocal tract develops in the first year and the progression from cooing and babbling to first words and telegraphic speech. It emphasizes creating a language-rich environment by talking, reading, and expanding on the child's words and phrases to help vocabulary growth from 12-18 months. Motivation and confidence in successful language use also reinforce learning in a stress-free environment tailored to the child's needs and pace.
Recommended
Cultural investigation
Children in France start school at age 2 compared to age 5 in America, with most schooling free in both countries. In America, 85% of schools are public, while in France students must take a test to attend college. An inquiry to the Germany US embassy about foreign exchange programs received no response, with the embassy website stating it does not coordinate with other countries.
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The document discusses strategies for creating safe and inclusive school environments for LGBTQ students, including implementing comprehensive anti-bullying policies, staff training on addressing anti-LGBTQ bullying, and supporting student clubs and events. It provides an overview of key concepts like gender identity, sexual orientation, and what constitutes a safe space. The document also shares national survey data on the prevalence of bullying experienced by LGBTQ students.
Respect! must be earned
This document discusses the issue of bullying and provides guidance on how to address it. It notes that bullying can take many forms, whether through social media, peers, adults or siblings, and that it is always unacceptable. It encourages parents to get involved by teaching their children that respect is earned and that bullying is wrong. It also urges both children and adults to speak up if they witness bullying, and for adults to take action to stop bullying if a child reports it to them.
Lab 5
Babies are primed to communicate from birth and look to caregivers to help them understand responses. By age 3, nearly all children speak at least one language. Babies are eager learners who rapidly develop physically, socially, emotionally and cognitively in their early years. Babies are also social and can form friendships by age 2, noticing others' emotions and responding to cries. As children grow, relationships and cooperative pretend play with peers become increasingly important to their development. Caregivers aim to help each child feel comfortable in their environment through culturally and linguistically appropriate care.
ELAC Overview - SRVUSD and LO
- Live Oak Elementary School had a total enrollment of 1,038 students in March 2010, with 140 (13.5%) being English learners. The top home languages spoken were Mandarin (35 students), Korean (20 students), and Cantonese (15 students).
- All students who indicate a primary home language other than English must take the California English Language Development Test (CELDT) to assess their English proficiency in listening, speaking, reading, and writing. Students are designated as either Initially Fluent English Proficient or English Learners based on their CELDT scores.
- For students to be reclassified as English proficient, they must meet requirements such as achieving a passing score on the
English language ppt
English originated as a West Germanic language spoken in England that has evolved over 1400+ years into a global language. It developed from Old English spoken by Germanic tribes between the 5th-11th centuries CE into Middle English between the 8th-15th centuries CE with the Norman invasion influencing its transformation. Modern English emerged around 1500 CE and has continued changing with vocabulary additions and structure simplification, becoming a lingua franca used internationally in business, education and entertainment.
Second language learni
The document discusses several factors related to second language learning and the brain. It covers the critical period hypothesis, brain lateralization, brain maturation, and the role of social and cultural factors in language acquisition. Specifically, it notes that the young brain is more plastic and able to recover from trauma. Both hemispheres contribute to language learning, but different functions are specialized in each. Higher-order language skills mature earlier than lower-order skills. Finally, social and cultural influences beyond just the brain also impact second language learning.
Language aquisition full pres
The document summarizes the stages of language acquisition in infants and young children. It discusses how the infant vocal tract develops in the first year and the progression from cooing and babbling to first words and telegraphic speech. It emphasizes creating a language-rich environment by talking, reading, and expanding on the child's words and phrases to help vocabulary growth from 12-18 months. Motivation and confidence in successful language use also reinforce learning in a stress-free environment tailored to the child's needs and pace.
Life learning
This document discusses life learning or unschooling as an alternative to traditional schooling. It describes life learning as allowing education to happen naturally through daily life experiences rather than being forced through textbooks and lectures. Life learning focuses on developing real-world skills and independent thinking. It also allows children freedom to pursue their own interests, which fosters passion for learning. The document contrasts life learning with traditional schooling and notes that life learning incorporates learning from whole life experiences rather than isolated subjects. It provides examples of how one family implements life learning through outings, activities, online courses, community interactions, travel and integrating learning into other areas of life without rigid separation of school and leisure time.
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The document discusses the educational challenges faced by refugee students and provides recommendations for best practices to support their education. Some of the key challenges identified include interrupted education, lack of English proficiency, trauma from past experiences, and difficulties adjusting to a new school system and culture. The document recommends practices for teachers, administrators, and engaging refugee families such as providing language support, fostering relationships, addressing social and emotional needs, involving parents, and conducting diversity trainings. Educators from New Haven also provided input on common problems refugees face and potential solutions to improve communication between schools and refugee families.
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1. Thinking about what you personally have experienced with play (.docx
1. Thinking about what you personally have experienced with play (as a child, adult, teacher, parent, etc.), and what you have learned about play and culture in this module, what will you take with you in your work with children? For example, how will you use play with children in your center or classroom? How will you approach differences with parents about play?
2. Think about what you have learned about discipline and guidance. Answer the following question:
I use to think discipline was...
Now I know discipline is...
This most be answered in details and Facts. You do not need to site.
3. Most schools are not very high on any of the multicultural frameworks (in other words, not truly mc at the deepest and most meaningful levels). Most celebrate holidays (low level), may include diverse authors in English classes/readings (low level), or have activities like MC celebrations or dinners where families bring foods from their cultures (low level). None of these are truly mc-they do not deal with social justice, transformation, or equity issues on a meaningful level. Think about one of the schools you attended in elementary, middle or high school.
Choose one area/category/concept from any ONE of the frameworks discussed in this module, and tell how that specific school could have made their school more truly MC at one of these deeper levels. Think equity, transformation, and/or social justice as your guide here.
Do not name the school, but tell what level school is is (ele.middle, high) and make sure to include the vocabulary and concepts from the mod in explaining what area/category/concept you chose AND how your idea would make this school more MC on a deeper level. If you do not use the vocab and concepts from the mod, in your own words, (NO QUOTES or citations),
Please refer back to this Case Study reflections to answer question below. Please be sure to use examples.
Case Study 5:
This student is a five-year-old (kindergarten) girl. She was born in Pakistan, and has been in this country a very short while. Her parents speak English, but with heavy accents that make them difficult for you to understand. Her father was a lawyer in Pakistan, and left because of a political threat on his life. He now works as a clerk in a convenience store. Her older brother is in fifth grade, and students in his school often call him a terrorist. Her mother wears a head cover and does not socialize with other parents in the school. She is learning English quickly, but has never been in school, or with large groups of children, before, so she is unsure how to interact with the other students in your classroom.
You have spent a lot of time this semester getting to know your particular child, his/her family, and their culture(s).
For this final reflection, I want you to go back and reflect upon what YOU have learned from this entire exercise of learning and writing about your child, their family, and their cultures.
1. How has this experience (and ...
Cultivating Cultural Competencies
We all have hidden biases (both favorable and unfavorable) that influence our behavior. How do we become aware of our biases? How can we show respect to the students/families from diverse cultures that we serve? Kazue McGregor teaches about Cultural Competency. Cultural competency is the ability to effectively deliver services to meet our client’s social, cultural, and sometimes linguistic needs and show families that you truly care.
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This document discusses understanding child poverty and its effects on elementary school students' development based on Erik Erikson's stages of development. It defines absolute and relative poverty and notes that over 17% of US children live in poverty. Living in poverty can negatively impact brain development and school performance. Erikson's stages are examined in the context of poverty, noting that lack of secure attachments, encouragement, and independence in impoverished homes can lead to difficulties in developing trust, autonomy, initiative and industry. Suggestions are provided for supporting students in poverty, such as maintaining high expectations and providing encouragement.
Not quite happily ever after
The document discusses many challenges that students may face at home including homelessness, teen parenthood, legal or criminal issues affecting family members, work-related problems, lack of parental education, and lack of value placed on education. It notes that over 1 million students were homeless in 2012 and issues like these can make it difficult for children to receive educational services and communicate with parents. It emphasizes that teachers should recognize each child's individual needs, communicate with caregivers, and refer children to additional resources and supports as needed. The overall well-being and educational success of students is impacted by their home environments and family situations.
S.T.E.M: Strategies That Engage Minds of High Poverty Students
S.T.E.M: Strategies That Engage Minds of High Poverty StudentsNorth Carolina Association for Middle Level Education
Poor academic performance; low student and staff morale; prevalent discipline issues-sound familiar? In an era infatuated with achievement test scores, educators struggle to find an appropriate balance between demonstrating that students are, indeed, learning while also providing rigorous and relevant lessons which engage students’ minds and hearts. This session will inspire participants to empower students to be learners no matter where they lie on the continuum of achievement.The impact of poverty lawrence
The document discusses the impact of poverty on education. It notes that while poverty was traditionally seen as an urban issue, suburban poverty has been rising faster in recent decades. Researchers indicate there is no general education crisis, but rather a crisis of poverty, as countries with very low child poverty rates like Finland outperform the US, where 22% of children live in poverty. The effects of poverty on brain development and student achievement are significant, stressing the importance of enrichment programs in schools to help mitigate the impacts of poverty. Characteristics of high-poverty, high-achieving schools emphasize high expectations, data use, and a supportive culture.
Diversity in the classroom
This document discusses strategies for making diversity and inclusion a priority in the classroom. It notes that many teachers from suburban communities are not properly prepared to teach students of color in urban schools. The document outlines some of the challenges faced by students in underfunded inner city schools, such as lack of resources and inequality of educational opportunities. It stresses that teachers must be willing to confront their own prejudices and assumptions in order to provide all students with a quality education. The document provides examples of strategies to involve parents and make them feel welcome at school. It also discusses culturally relevant teaching approaches and the importance of viewing each student as an individual rather than through stereotypes.
Accepting Responsibility For The Learning Of All Students
How to make sure I meet every student\'s needs in a way that fits with multiple intelligences, personality, and learning styles.
UNESCO toolkit 3: Getting All Children In School
This document provides an overview of tools to help identify barriers that prevent children from attending school. It discusses factors at the child, family, community, and school level that may discourage school attendance. These include poverty, disability, gender discrimination, negative attitudes, large class sizes, and more. Understanding why children do not come to school is the first step to developing actions and solutions to promote inclusive, accessible education for all.
Children in poverty
Poverty in childhood can have long-lasting negative academic effects. Children living in poverty often experience food insecurity, inadequate housing, and other risk factors that impair development and lead to poorer educational outcomes. They may face delays in cognitive and language development due to less exposure to educational experiences and parental involvement. Their stress levels are also higher due to factors associated with living in poverty. However, interventions like Head Start and community support programs can help mitigate the effects of poverty and support children's learning and development. Teachers also need to consider the challenges of poverty and adapt their instruction to better engage students from low-income backgrounds.
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Dr. Lourdes created this seminar to deal with some of the challenges that African- American and Hispanic students face? Minority students, and Hispanic and African American as particular groups often lag behind in academic achievement. Sponsored by www.drlourdes.net. Permission given to use by emailing lourdesdr@bellsouth.net
Part I. Overcoming Bias I am a person who firmly believes that e.docx
Part I. Overcoming Bias
I am a person who firmly believes that everyone is equal despite anything. The fact that one may be of a different color or religion does no affected me because I think that everyone is equal. Also, for people who come from a poor background, I feel like they should be considered to fit into society. My culture can affect my professional work, especially when working in an area that is sensitive to culture. It can have a affirmative impact on the people I labor with because they will learn to interact with others well. On the other hand, institutions where cultural diversity is not considered necessary, it will have a negative influence on me because expressing the difference would be difficult. I believe that every individual has a right to experience equality. Oppression is not suitable for individuals who are from a different culture or background. Also, people should not exercise bias in workplaces by making decisions that affect others and benefit themselves.
To be friendly and interact with people without fear despite their differences- an individual's behavior affects how they think (Gibson & Barr, 2017). For example, if a student walks up to me to ask a question, it is my role to be friendly to them to ensure that they do not fear to approach me another time. Also, for the students who come from poor backgrounds, it is essential to be friendly to them to ensure that they concentrate on their studies. It will help boost their performance because they will know that the teacher does not worry about the difference but in offering them quality education. Hanging out with people who have a positive attitude compared to mine- for example, being culturally insensitive can be eliminated by sensitive people. Interacting more with people who take into account all cultures can have significant influence on how I handle people from different cultures. To identify situations when the biases affect my behavior- when working with children in a class setup, it is essential to assess every student to know their strengths and weaknesses. Also, through observation, one can identify a student who is having difficulties in class and help them (Gibson & Barr, 2017). To avoid bias, concentrating on helping one child can affect others because they will feel that they are not necessary. Therefore, it is essential to focus on all the kids to ensure that equality is observed. Being biased affects one's behavior and attitude towards things.
The strategies chosen can help build a positive relationship between educators, children, and parents to ensure that every party is satisfied. Working with individuals who are not biased can help reduce biases. Being friendly can help children from a poor background to study well because of positive energy. It will help their parents to work hard to ensure that their kids study well. Also, people with a positive attitude can help in the development of the school so that it can account for all studen.
Part I. Overcoming Bias I am a person who firmly believes that e.docx
Part I. Overcoming Bias
I am a person who firmly believes that everyone is equal despite anything. The fact that one may be of a different color or religion does no affected me because I think that everyone is equal. Also, for people who come from a poor background, I feel like they should be considered to fit into society. My culture can affect my professional work, especially when working in an area that is sensitive to culture. It can have a affirmative impact on the people I labor with because they will learn to interact with others well. On the other hand, institutions where cultural diversity is not considered necessary, it will have a negative influence on me because expressing the difference would be difficult. I believe that every individual has a right to experience equality. Oppression is not suitable for individuals who are from a different culture or background. Also, people should not exercise bias in workplaces by making decisions that affect others and benefit themselves.
To be friendly and interact with people without fear despite their differences- an individual's behavior affects how they think (Gibson & Barr, 2017). For example, if a student walks up to me to ask a question, it is my role to be friendly to them to ensure that they do not fear to approach me another time. Also, for the students who come from poor backgrounds, it is essential to be friendly to them to ensure that they concentrate on their studies. It will help boost their performance because they will know that the teacher does not worry about the difference but in offering them quality education. Hanging out with people who have a positive attitude compared to mine- for example, being culturally insensitive can be eliminated by sensitive people. Interacting more with people who take into account all cultures can have significant influence on how I handle people from different cultures. To identify situations when the biases affect my behavior- when working with children in a class setup, it is essential to assess every student to know their strengths and weaknesses. Also, through observation, one can identify a student who is having difficulties in class and help them (Gibson & Barr, 2017). To avoid bias, concentrating on helping one child can affect others because they will feel that they are not necessary. Therefore, it is essential to focus on all the kids to ensure that equality is observed. Being biased affects one's behavior and attitude towards things.
The strategies chosen can help build a positive relationship between educators, children, and parents to ensure that every party is satisfied. Working with individuals who are not biased can help reduce biases. Being friendly can help children from a poor background to study well because of positive energy. It will help their parents to work hard to ensure that their kids study well. Also, people with a positive attitude can help in the development of the school so that it can account for all studen ...
CHAPTER 4Building an Anti‑Bias Education Program Clarifying and
CHAPTER 4
Building an Anti‑Bias Education Program: Clarifying and Brave Conversations with Children
Everything teachers do—setting up the learning environment; planning the curriculum; observing, assessing, and thinking about individual children; and so much more—rests upon establishing strong, caring, and trusting relationships with children and families. Without such relationships with their teachers, children find it hard to open up, to learn, to grow, to feel safe. These relationships are built onSeeing each individual child as a member of a unique family with many, often complex, social identities that shape their learning and ways of beingRespecting each child’s individual way of learning and being rather than imposing an expected behaviorKnowing how children learn to think and how they are, and are not yet, able to discern what is happening around themUnderstanding that children are in the process of learning at all times and that it takes many experiences before they master an idea or a behaviorListening carefully to each child to understand how each is making sense of experiences and/or behavior
An essential element in building strong relationships is your willingness to engage in conversations that support children’s sense of self, that let them know they are safe and honored exactly as who they are. Children live in a world that sends multiple, stereotype‑laden messages about their comparative value, their right to be visible, and how they are expected to behave based on their economic class, ethnicity, gender, abilities, racial identity, and religion. These overt and covert messages affect their own sense of self‑worth and how they think about people who are different. Avoiding conversations about identity and fairness is a disservice to children who are developmentally dependent upon adults to help them make sense of the complex and contradictory societal messages they receive.
When programs do not demonstrate respect for and acknowledgement of human diversity, children and families cannot feel truly seen or honored. When a teacher avoids directly addressing comments or behaviors that can hurt another child, no child feels safe. Keeping silent not only does not help children, it actively hurts them. Learning how to break this silence, how to talk about anti‑bias issues with clarity, courage, and caring, is an essential skill not only in the world of early childhood education but in the world at large. This chapter explores ways to build trusting relationships with children by directly talking about identity, diversity, injustice, and activism, which correspond to the four goals of ABE.The Hurtful Power of Silence
It is hoped that children will turn to their trusted adults when they are confused or are hurt by their experiences. But to do so, children need a vocabulary to describe what they are thinking. Too often, adults ignore children’s attempts to understand how people can be different from one another and yet the same. A Whit ...
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This document discusses life learning or unschooling as an alternative to traditional schooling. It describes life learning as allowing education to happen naturally through daily life experiences rather than being forced through textbooks and lectures. Life learning focuses on developing real-world skills and independent thinking. It also allows children freedom to pursue their own interests, which fosters passion for learning. The document contrasts life learning with traditional schooling and notes that life learning incorporates learning from whole life experiences rather than isolated subjects. It provides examples of how one family implements life learning through outings, activities, online courses, community interactions, travel and integrating learning into other areas of life without rigid separation of school and leisure time.
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The document discusses the educational challenges faced by refugee students and provides recommendations for best practices to support their education. Some of the key challenges identified include interrupted education, lack of English proficiency, trauma from past experiences, and difficulties adjusting to a new school system and culture. The document recommends practices for teachers, administrators, and engaging refugee families such as providing language support, fostering relationships, addressing social and emotional needs, involving parents, and conducting diversity trainings. Educators from New Haven also provided input on common problems refugees face and potential solutions to improve communication between schools and refugee families.
Native American Culture- Implications for Teaching
This powerpoint introduces characteristics of Native American culture and the implications for teachers when teaching a student within that culture.
1. Thinking about what you personally have experienced with play (.docx
1. Thinking about what you personally have experienced with play (as a child, adult, teacher, parent, etc.), and what you have learned about play and culture in this module, what will you take with you in your work with children? For example, how will you use play with children in your center or classroom? How will you approach differences with parents about play?
2. Think about what you have learned about discipline and guidance. Answer the following question:
I use to think discipline was...
Now I know discipline is...
This most be answered in details and Facts. You do not need to site.
3. Most schools are not very high on any of the multicultural frameworks (in other words, not truly mc at the deepest and most meaningful levels). Most celebrate holidays (low level), may include diverse authors in English classes/readings (low level), or have activities like MC celebrations or dinners where families bring foods from their cultures (low level). None of these are truly mc-they do not deal with social justice, transformation, or equity issues on a meaningful level. Think about one of the schools you attended in elementary, middle or high school.
Choose one area/category/concept from any ONE of the frameworks discussed in this module, and tell how that specific school could have made their school more truly MC at one of these deeper levels. Think equity, transformation, and/or social justice as your guide here.
Do not name the school, but tell what level school is is (ele.middle, high) and make sure to include the vocabulary and concepts from the mod in explaining what area/category/concept you chose AND how your idea would make this school more MC on a deeper level. If you do not use the vocab and concepts from the mod, in your own words, (NO QUOTES or citations),
Please refer back to this Case Study reflections to answer question below. Please be sure to use examples.
Case Study 5:
This student is a five-year-old (kindergarten) girl. She was born in Pakistan, and has been in this country a very short while. Her parents speak English, but with heavy accents that make them difficult for you to understand. Her father was a lawyer in Pakistan, and left because of a political threat on his life. He now works as a clerk in a convenience store. Her older brother is in fifth grade, and students in his school often call him a terrorist. Her mother wears a head cover and does not socialize with other parents in the school. She is learning English quickly, but has never been in school, or with large groups of children, before, so she is unsure how to interact with the other students in your classroom.
You have spent a lot of time this semester getting to know your particular child, his/her family, and their culture(s).
For this final reflection, I want you to go back and reflect upon what YOU have learned from this entire exercise of learning and writing about your child, their family, and their cultures.
1. How has this experience (and ...
Cultivating Cultural Competencies
We all have hidden biases (both favorable and unfavorable) that influence our behavior. How do we become aware of our biases? How can we show respect to the students/families from diverse cultures that we serve? Kazue McGregor teaches about Cultural Competency. Cultural competency is the ability to effectively deliver services to meet our client’s social, cultural, and sometimes linguistic needs and show families that you truly care.
Ginger sulton competence_with_concepts
This document discusses understanding child poverty and its effects on elementary school students' development based on Erik Erikson's stages of development. It defines absolute and relative poverty and notes that over 17% of US children live in poverty. Living in poverty can negatively impact brain development and school performance. Erikson's stages are examined in the context of poverty, noting that lack of secure attachments, encouragement, and independence in impoverished homes can lead to difficulties in developing trust, autonomy, initiative and industry. Suggestions are provided for supporting students in poverty, such as maintaining high expectations and providing encouragement.
Not quite happily ever after
The document discusses many challenges that students may face at home including homelessness, teen parenthood, legal or criminal issues affecting family members, work-related problems, lack of parental education, and lack of value placed on education. It notes that over 1 million students were homeless in 2012 and issues like these can make it difficult for children to receive educational services and communicate with parents. It emphasizes that teachers should recognize each child's individual needs, communicate with caregivers, and refer children to additional resources and supports as needed. The overall well-being and educational success of students is impacted by their home environments and family situations.
S.T.E.M: Strategies That Engage Minds of High Poverty Students
S.T.E.M: Strategies That Engage Minds of High Poverty StudentsNorth Carolina Association for Middle Level Education
Poor academic performance; low student and staff morale; prevalent discipline issues-sound familiar? In an era infatuated with achievement test scores, educators struggle to find an appropriate balance between demonstrating that students are, indeed, learning while also providing rigorous and relevant lessons which engage students’ minds and hearts. This session will inspire participants to empower students to be learners no matter where they lie on the continuum of achievement.The impact of poverty lawrence
The document discusses the impact of poverty on education. It notes that while poverty was traditionally seen as an urban issue, suburban poverty has been rising faster in recent decades. Researchers indicate there is no general education crisis, but rather a crisis of poverty, as countries with very low child poverty rates like Finland outperform the US, where 22% of children live in poverty. The effects of poverty on brain development and student achievement are significant, stressing the importance of enrichment programs in schools to help mitigate the impacts of poverty. Characteristics of high-poverty, high-achieving schools emphasize high expectations, data use, and a supportive culture.
Diversity in the classroom
This document discusses strategies for making diversity and inclusion a priority in the classroom. It notes that many teachers from suburban communities are not properly prepared to teach students of color in urban schools. The document outlines some of the challenges faced by students in underfunded inner city schools, such as lack of resources and inequality of educational opportunities. It stresses that teachers must be willing to confront their own prejudices and assumptions in order to provide all students with a quality education. The document provides examples of strategies to involve parents and make them feel welcome at school. It also discusses culturally relevant teaching approaches and the importance of viewing each student as an individual rather than through stereotypes.
Accepting Responsibility For The Learning Of All Students
How to make sure I meet every student\'s needs in a way that fits with multiple intelligences, personality, and learning styles.
UNESCO toolkit 3: Getting All Children In School
This document provides an overview of tools to help identify barriers that prevent children from attending school. It discusses factors at the child, family, community, and school level that may discourage school attendance. These include poverty, disability, gender discrimination, negative attitudes, large class sizes, and more. Understanding why children do not come to school is the first step to developing actions and solutions to promote inclusive, accessible education for all.
Children in poverty
Poverty in childhood can have long-lasting negative academic effects. Children living in poverty often experience food insecurity, inadequate housing, and other risk factors that impair development and lead to poorer educational outcomes. They may face delays in cognitive and language development due to less exposure to educational experiences and parental involvement. Their stress levels are also higher due to factors associated with living in poverty. However, interventions like Head Start and community support programs can help mitigate the effects of poverty and support children's learning and development. Teachers also need to consider the challenges of poverty and adapt their instruction to better engage students from low-income backgrounds.
Schooling and hispanics group project final
Group for Education and Hispanic Americans comments on Power Point for Exceptional Student Education (ESE)
Strategies To Help Minority Students Achieve Academic Success
Dr. Lourdes created this seminar to deal with some of the challenges that African- American and Hispanic students face? Minority students, and Hispanic and African American as particular groups often lag behind in academic achievement. Sponsored by www.drlourdes.net. Permission given to use by emailing lourdesdr@bellsouth.net
Part I. Overcoming Bias I am a person who firmly believes that e.docx
Part I. Overcoming Bias
I am a person who firmly believes that everyone is equal despite anything. The fact that one may be of a different color or religion does no affected me because I think that everyone is equal. Also, for people who come from a poor background, I feel like they should be considered to fit into society. My culture can affect my professional work, especially when working in an area that is sensitive to culture. It can have a affirmative impact on the people I labor with because they will learn to interact with others well. On the other hand, institutions where cultural diversity is not considered necessary, it will have a negative influence on me because expressing the difference would be difficult. I believe that every individual has a right to experience equality. Oppression is not suitable for individuals who are from a different culture or background. Also, people should not exercise bias in workplaces by making decisions that affect others and benefit themselves.
To be friendly and interact with people without fear despite their differences- an individual's behavior affects how they think (Gibson & Barr, 2017). For example, if a student walks up to me to ask a question, it is my role to be friendly to them to ensure that they do not fear to approach me another time. Also, for the students who come from poor backgrounds, it is essential to be friendly to them to ensure that they concentrate on their studies. It will help boost their performance because they will know that the teacher does not worry about the difference but in offering them quality education. Hanging out with people who have a positive attitude compared to mine- for example, being culturally insensitive can be eliminated by sensitive people. Interacting more with people who take into account all cultures can have significant influence on how I handle people from different cultures. To identify situations when the biases affect my behavior- when working with children in a class setup, it is essential to assess every student to know their strengths and weaknesses. Also, through observation, one can identify a student who is having difficulties in class and help them (Gibson & Barr, 2017). To avoid bias, concentrating on helping one child can affect others because they will feel that they are not necessary. Therefore, it is essential to focus on all the kids to ensure that equality is observed. Being biased affects one's behavior and attitude towards things.
The strategies chosen can help build a positive relationship between educators, children, and parents to ensure that every party is satisfied. Working with individuals who are not biased can help reduce biases. Being friendly can help children from a poor background to study well because of positive energy. It will help their parents to work hard to ensure that their kids study well. Also, people with a positive attitude can help in the development of the school so that it can account for all studen.
Part I. Overcoming Bias I am a person who firmly believes that e.docx
Part I. Overcoming Bias
I am a person who firmly believes that everyone is equal despite anything. The fact that one may be of a different color or religion does no affected me because I think that everyone is equal. Also, for people who come from a poor background, I feel like they should be considered to fit into society. My culture can affect my professional work, especially when working in an area that is sensitive to culture. It can have a affirmative impact on the people I labor with because they will learn to interact with others well. On the other hand, institutions where cultural diversity is not considered necessary, it will have a negative influence on me because expressing the difference would be difficult. I believe that every individual has a right to experience equality. Oppression is not suitable for individuals who are from a different culture or background. Also, people should not exercise bias in workplaces by making decisions that affect others and benefit themselves.
To be friendly and interact with people without fear despite their differences- an individual's behavior affects how they think (Gibson & Barr, 2017). For example, if a student walks up to me to ask a question, it is my role to be friendly to them to ensure that they do not fear to approach me another time. Also, for the students who come from poor backgrounds, it is essential to be friendly to them to ensure that they concentrate on their studies. It will help boost their performance because they will know that the teacher does not worry about the difference but in offering them quality education. Hanging out with people who have a positive attitude compared to mine- for example, being culturally insensitive can be eliminated by sensitive people. Interacting more with people who take into account all cultures can have significant influence on how I handle people from different cultures. To identify situations when the biases affect my behavior- when working with children in a class setup, it is essential to assess every student to know their strengths and weaknesses. Also, through observation, one can identify a student who is having difficulties in class and help them (Gibson & Barr, 2017). To avoid bias, concentrating on helping one child can affect others because they will feel that they are not necessary. Therefore, it is essential to focus on all the kids to ensure that equality is observed. Being biased affects one's behavior and attitude towards things.
The strategies chosen can help build a positive relationship between educators, children, and parents to ensure that every party is satisfied. Working with individuals who are not biased can help reduce biases. Being friendly can help children from a poor background to study well because of positive energy. It will help their parents to work hard to ensure that their kids study well. Also, people with a positive attitude can help in the development of the school so that it can account for all studen ...
CHAPTER 4Building an Anti‑Bias Education Program Clarifying and
CHAPTER 4
Building an Anti‑Bias Education Program: Clarifying and Brave Conversations with Children
Everything teachers do—setting up the learning environment; planning the curriculum; observing, assessing, and thinking about individual children; and so much more—rests upon establishing strong, caring, and trusting relationships with children and families. Without such relationships with their teachers, children find it hard to open up, to learn, to grow, to feel safe. These relationships are built onSeeing each individual child as a member of a unique family with many, often complex, social identities that shape their learning and ways of beingRespecting each child’s individual way of learning and being rather than imposing an expected behaviorKnowing how children learn to think and how they are, and are not yet, able to discern what is happening around themUnderstanding that children are in the process of learning at all times and that it takes many experiences before they master an idea or a behaviorListening carefully to each child to understand how each is making sense of experiences and/or behavior
An essential element in building strong relationships is your willingness to engage in conversations that support children’s sense of self, that let them know they are safe and honored exactly as who they are. Children live in a world that sends multiple, stereotype‑laden messages about their comparative value, their right to be visible, and how they are expected to behave based on their economic class, ethnicity, gender, abilities, racial identity, and religion. These overt and covert messages affect their own sense of self‑worth and how they think about people who are different. Avoiding conversations about identity and fairness is a disservice to children who are developmentally dependent upon adults to help them make sense of the complex and contradictory societal messages they receive.
When programs do not demonstrate respect for and acknowledgement of human diversity, children and families cannot feel truly seen or honored. When a teacher avoids directly addressing comments or behaviors that can hurt another child, no child feels safe. Keeping silent not only does not help children, it actively hurts them. Learning how to break this silence, how to talk about anti‑bias issues with clarity, courage, and caring, is an essential skill not only in the world of early childhood education but in the world at large. This chapter explores ways to build trusting relationships with children by directly talking about identity, diversity, injustice, and activism, which correspond to the four goals of ABE.The Hurtful Power of Silence
It is hoped that children will turn to their trusted adults when they are confused or are hurt by their experiences. But to do so, children need a vocabulary to describe what they are thinking. Too often, adults ignore children’s attempts to understand how people can be different from one another and yet the same. A Whit ...
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