“We get the most out of an experience (like reading a book or watching a seminar) when we set an intention before we start or if we have a few clear goals around what we hope to learn.” -Zaretta Hammond
With this quote in mind I started reading the material on Culturally Responsive Teaching, or CRT. My goal was to reflect on how I attempt to do this in my classroom, in order to look for opportunities to improve my practice. If anyone reads this, I’d appreciate feedback/constructive criticism/tips on how I might improve. I try to use culturally responsive strategies in my classroom. I think a few of the methods I use in math, for example, are reflected in Hammond’s ideas.To begin, I try to establish a safe, supportive background context. We talk a lot about growth mindset and how I love it when kids ask questions and make mistakes because it shows they are learning. In our community circles, we build trust and respect so that we all feel safe and willing to say when we don’t get something. To begin math lesson, I first introduce concepts to the kids in my own way, up front, on the board with written visuals. When possible, I use manipulatives and encourage them to do so also. I try to stimulate prior knowledge in culturally sensitive ways that link the math lesson to my students past experiences in school and at home. By presenting things in my own way and not straight from the book in the beginning of the lesson, I find it easier to make sure their attention is focused and to interact with them through questions and answers. From time to time I’ll also find “Brain Pop” videos on YouTube that explain the concepts in different, interesting, and orally and visually stimulating ways. I use name sticks to call on random students, after I give “think, pair, share” time for them to talk to each other about the new concepts. We often use student whiteboards for them to work out problems together and then show their answers. I seat my newcomer students next to friends who can explain the teaching to them in Spanish. Sometimes I give key information in Spanish, which 90% of my students understand. I’m conflicted about this because as a bilingual educator I was taught that you should NEVER translate. They say this makes language learners “turn off” when you teach in the target language and only pay attention when they hear their home language. But in the English only context I’m now teaching in, where newcomers just won’t get math concepts in the L2, I do this. It has lead to many “aha” moments. After the introduction, we go to the lessons in the workbooks. Again, we do a few problems from the book together, collaboratively, in an inclusive, whole group setting. When we transition to small group work, where I let students pick their partners in groups of 2 or 3, I bring the newcomers to my table along with other students who need additional support. The group work is effective because many students learn a lot through interaction with their peers. Sometimes I find that it’s hard to explain to third graders the difference between helping another student and letting them copy the answers. Any tricks out there on how to improve this aspect? Another weak point in my teaching may also be how the instruction and students expressions of their understanding is still primarily centered around the workbooks and on getting the answers right there. I think I could focus more on giving multiple forms for students to express their understanding. Any ideas? Another good practice has been to integrate games whenever possible. What we are doing now to support memorization of multiplication facts are flash cards. In groups of three, students test and teach each other the facts. One student shows the cards, and the other two, or sometimes three, compete to say the fact first. They really love it. Then, on their computers, I ask students to practice math facts on Freckle. They earn coins with which they buy clothes to dress their avatars. This is also motivating to the kids. Early finishers get to do this more often, as this is what I ask them to do if they do not want to help anybody else out when they finish. CRT strategies are also in place school wide. Even though we are an English only school, our school has been hiring Spanish speakers. This helps to increase the cultural responsiveness of our school. 85% of our parents speak Spanish at home. Having teachers who are able to communicate with them is important. While I am not latino, I’ve lived in Spanish speaking countries for a total of eight years, and am married to a Paraguayan. I feel like I understand the points that Zaretta Hammond makes about knowing a culture’s values and social patterns. I am able to build authentic relationships with students and their parents. I get their jokes, their education experiences, (which includes the parent-teacher relationship), their music, and their world outlook. Our school has also been very responsive to our English language learners through intervention classes, after school tutoring, and a class for newcomer students. Ironically, it feels like because several of my students are pulled so often to other classes, when they come back to my class they are lost because they come in mid lesson. Depending on the situation, I’ll sometimes ask them to get onto their computers and do self paced learning on programs such as Lexia, Freckle, or Rosetta Stone. But it’s still disjointed from the core learning we are doing in the class. I just hope that what they are doing in their intervention classes are helping them more than if they were to dive into the core instruction happening in my classroom. I suppose this is the biggest question I have after reading and watching this class’ content. In a twist, the minority students in the class this year are actually the two who do NOT speak Spanish. I had an experience a few years back where one family complained that I was using Spanish in the classroom because it made their daughter feel isolated. Due to this pressure, I stopped using Spanish during instruction time. The parents were highly educated and very involved in the school. Their advocacy for their daughter’s feelings carried a lot of weight, and my administrators suggested I cool it on the Spanish. This made sense since we are, after all, an English curriculum school. Still, it did not feel fair in a way since their daughter was extremely high performing academically and had many social and economic advantages. Just one powerful voice had a big impact on the class’ feel that year. What would you have done?
1 Comment
Melissa Newman
11/13/2019 04:37:43 pm
I think you have so many great strategies you are sharing with your students. On YouTube for Math, I also use videos from MathAntics. My kids love the videos, I want them to hear, and see a different perspectives. Using different games with playing cards is another fun way for kids to work on Math facts, but still have fun. I remind my students that learning can be fun, and to keep working smarter, not harder!
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AuthorJeremy Smith teaches third grade at Calistoga Elementary School. Archives
July 2020
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