Critical Project #4: Need for Inclusion Classrooms to Increase Social Acceptance of Students with Special Needs
By Andrea Natoli
Throughout the United States, there are growing numbers of students who are being classified with special needs. Students with special needs are labeled and placed in separate classrooms, which leads to alienation and isolation from many of their peers. There is a stigma against these students by some of their peers and even some adults. However, legislation is pushing for more inclusion classrooms and in schools in order to provide students with a social and academic environment that meets their needs. This way, students will become more accepted in mainstream society.
One controversial topic concerning exceptional education is the idea of labeling. Labeling students categorizes them into different groups based on their disability or multiple disabilities. The controversy over this issue has taken many sides. Some studies suggest that labeling causes students to be stereotyped into a group and seen in a negative way (Gollnick & Chinn, 2008). Many children who receive special education services are teased or looked down upon by their peers and even other teachers. It is a difficult choice to make, but overall schools have to make the one that best serves the student’s needs. On the other hand, there are those who believe that these classifications allow educators to give the students the support that they need. If students are diagnosed with mental retardation or attention-deficit hyperactivity disorder, they will be more likely to receive the instruction, accommodations, and modifications necessary for them to succeed. For better or worse, the classification is also necessary in order to receive funding from the government (Gollnick & Chinn, 2008).
In the past, schools worked to mainstream students with disabilities into general education classrooms, whether they were able to learn in that situation or not. Now, more schools are looking to inclusion as a method to socialize and include students with special needs. Unlike mainstreaming, inclusion only places students in general education classrooms and programs if it is determined to be the “least restrictive environment”, according to the Committee on Special Education (Gollnick & Chinn, 2008). Therefore, students are placed into an environment that best meets their needs. Students can be placed in general education settings during some or all periods during the day. In addition, students can receive pull-out or push-in programs in order to provide the most appropriate services.
Often times, students in special education are alienated by their peers and society. Unfortunately, there is frequent discrimination in the classroom, school environment, and other activities (Gollnick & Chinn, 2008). They have difficulty socializing with other students because of the label that is placed on them and the classrooms they are in. Many other students do not understand special education and are hesitant to befriend those in contained classrooms or who receive outside services like physical therapy, occupational therapy, speech and language, and/or pull-out or push-in programs. Such classifications and unusual circumstances raise more questions among peers. Students in general education classrooms can tease and even bully students who are in special education programs. Difficulties with socialization are tied to trouble communicating with other students overall, both verbally and nonverbally. It is becoming just as important to focus on socialization as well as academics.
Teachers and families should work hard to help students understand their exceptionality, be it mental retardation, gifted and talented, or a learning disability. The more a student knows and understands, the better they are at reaching their full potential and adapting appropriately (Gollnick & Chinn, 2008). When adults model effective communication, students are more likely to follow appropriately. In addition, the student will be less confused about their exceptionality. Most importantly, the adults should also focus on the abilities of the students, not just the disabilities. Positive feedback and playing to the students strengths will encourage them to learn and pursue higher standards of excellence.
Inclusion classrooms are paving the way for students with special needs to move toward “normalization”. As students are integrated into their class and school communities, they will feel more comfortable in and out of the classroom. As long as the student’s academic needs are also met, the student should be socializing and included in as many activities and subjects as possible. Also, inclusion will show students with special needs in a more positive light for both their peers and teachers. Unfortunately, stereotyping students with exceptionalities exists because of labeling and generalization. If students are seen as individuals with their own strengths and weaknesses, we can become more effective teachers and create a more comfortable environment for all to learn and receive the acceptance they rightly deserve.
References
Gollnick, D. M. & Chinn, P. C. (2008). Multicultural Education in a Pluralistic Society with MyEducationLab (8th Edition) (MyEducationLab Series). Boston, MA: Allyn & Bacon.
Friday, October 16, 2009
Thursday, October 15, 2009
Inclusion
Critical Topic #4
Inclusion
By Alicia Robinson
Inclusion is a learning theory that allows students with disabilities to participate in a classroom with peers, regardless of their exceptional status. With full inclusion, the student receives no additional assistance outside of the general classroom. There have been many implementations of this process, some much more successful than others.
At its best, inclusion provides exceptional, handicapped or disabled students of varying degrees of severity with an opportunity for an equal education. These students are not defined by a disability, but a part of a traditional group. Students are allowed to feel a part of their peer unit, instead of removed from the mainstream to classes that cater to students who are "special needs." However, at it’s worse, students are subjected to ridicule and left behind. Educators may not be sufficiently educated to deal with the greater attention and instructional needs of these students (Gollnick & Chinn, 2009).
It is beneficial for children to be surrounded with diversity. Students who grow up with diversity learn to accept and respect what is different, in a comfortable and supportive atmosphere. In an inclusive classroom, mainstream students are afforded the opportunity to work along with exceptional students. These students learn to accept the disabilities in their reality. The exceptional students feel a part of a group and not labeled by a difference. In a successful inclusion experiment, traditional student and exceptional students work alongside each other, providing support and learning experiences that the teacher could not deliver in curriculum instruction (Hipsky, 2006).
An effective inclusion curriculum requires educators to be trained to deliver efficient instruction to the body of students that includes multiple levels and disabilities. Professional development, smaller class sizes, faculty support, parent communication and developed Individualized Education Programs are elements of a successful system. In order to have the support the program needs to be successful, the funding must be there. Unfortunately, many school systems cannot afford to run inclusion in a way that works best for each exceptional student, mainstream student and teacher (Jones, 2005).
Inclusion teaches any educator to teach to a more diverse population of students. A way in which classrooms can support a more diverse population of students is through literature. Providing students with resources to explore their concerns and questions, or to surround them in diversity, allows the student to feel more comfortable to learn in any environment. Whether or not there are any exceptional students in the classroom, is not always relevant when it comes time for the teacher to examine his or her teaching methods. Not all individuals benefit from the same implementation of a lesson. In order to provide each student with optimal success in any subject matter, a teacher should invoke an active learner by using lectures, discussions, visual and auditory aids, technological resources and peer groups. Inclusion encourages a teacher to reflect on the effectiveness of instruction and to constantly change any given lesson to meet the needs of any individual in a new group of learners (Jones, 2005).
In a perfect society, individuals would joyfully share every learning experience; they would support each other in an optimistic and respectful atmosphere. This may not be a reality. However, delivering equal, effective instruction to all students, including those with disabilities in an integrated classroom can be. Inclusion offers tremendous possibilities with the right implementation and frame. With the right funding, training and experience, educators can help mainstream and exceptional students alike to thrive in the same classroom.
References
Gollnick, D and Chinn, P. (2009). Multicultural education in a pluralistic society. Upper Saddle River, NJ: Pearson.
Hipsky, S. (2006). Practical bibliotherapy strategies for the inclusive elementary classroom. Early Childhood Education Journal, Vol. 34, Issue 3, 209-213.
Jones, P. (2005). Inclusion in the early years: Stories of good practice. London: David Fulton Publishers.
Inclusion
By Alicia Robinson
Inclusion is a learning theory that allows students with disabilities to participate in a classroom with peers, regardless of their exceptional status. With full inclusion, the student receives no additional assistance outside of the general classroom. There have been many implementations of this process, some much more successful than others.
At its best, inclusion provides exceptional, handicapped or disabled students of varying degrees of severity with an opportunity for an equal education. These students are not defined by a disability, but a part of a traditional group. Students are allowed to feel a part of their peer unit, instead of removed from the mainstream to classes that cater to students who are "special needs." However, at it’s worse, students are subjected to ridicule and left behind. Educators may not be sufficiently educated to deal with the greater attention and instructional needs of these students (Gollnick & Chinn, 2009).
It is beneficial for children to be surrounded with diversity. Students who grow up with diversity learn to accept and respect what is different, in a comfortable and supportive atmosphere. In an inclusive classroom, mainstream students are afforded the opportunity to work along with exceptional students. These students learn to accept the disabilities in their reality. The exceptional students feel a part of a group and not labeled by a difference. In a successful inclusion experiment, traditional student and exceptional students work alongside each other, providing support and learning experiences that the teacher could not deliver in curriculum instruction (Hipsky, 2006).
An effective inclusion curriculum requires educators to be trained to deliver efficient instruction to the body of students that includes multiple levels and disabilities. Professional development, smaller class sizes, faculty support, parent communication and developed Individualized Education Programs are elements of a successful system. In order to have the support the program needs to be successful, the funding must be there. Unfortunately, many school systems cannot afford to run inclusion in a way that works best for each exceptional student, mainstream student and teacher (Jones, 2005).
Inclusion teaches any educator to teach to a more diverse population of students. A way in which classrooms can support a more diverse population of students is through literature. Providing students with resources to explore their concerns and questions, or to surround them in diversity, allows the student to feel more comfortable to learn in any environment. Whether or not there are any exceptional students in the classroom, is not always relevant when it comes time for the teacher to examine his or her teaching methods. Not all individuals benefit from the same implementation of a lesson. In order to provide each student with optimal success in any subject matter, a teacher should invoke an active learner by using lectures, discussions, visual and auditory aids, technological resources and peer groups. Inclusion encourages a teacher to reflect on the effectiveness of instruction and to constantly change any given lesson to meet the needs of any individual in a new group of learners (Jones, 2005).
In a perfect society, individuals would joyfully share every learning experience; they would support each other in an optimistic and respectful atmosphere. This may not be a reality. However, delivering equal, effective instruction to all students, including those with disabilities in an integrated classroom can be. Inclusion offers tremendous possibilities with the right implementation and frame. With the right funding, training and experience, educators can help mainstream and exceptional students alike to thrive in the same classroom.
References
Gollnick, D and Chinn, P. (2009). Multicultural education in a pluralistic society. Upper Saddle River, NJ: Pearson.
Hipsky, S. (2006). Practical bibliotherapy strategies for the inclusive elementary classroom. Early Childhood Education Journal, Vol. 34, Issue 3, 209-213.
Jones, P. (2005). Inclusion in the early years: Stories of good practice. London: David Fulton Publishers.
Wednesday, October 14, 2009
Dynamic Diversity in the Workplace website
Click here to access
Dynamic Diversity in the Workplace
Your resource for building and strengthening diverse work teams.
Dynamic Diversity in the Workplace
Your resource for building and strengthening diverse work teams.
***New posting***
Maximize Business Results with Workplace Diversity
Maximize Business Results with Workplace Diversity
Topics include: age, beliefs, communication, Equal Employment Opportunity (EEO), gender, training plan for Dynamic Diversity in the Workplace, and other training resources.
Explore diversity resources and share your thoughts and tips by posting a comment -- thank you!
Childhood Obesity
Childhood Obesity
By: Pampalone, Daniela
Childhood obesity is a serious medical condition that affects both children and adolescents. As educators, we need to promote the health and the well being of our students so they can become healthy adults. In order to prevent childhood obesity in school, we should pay close attention to the questions that will be addressed in this essay. Why are more and more students being diagnosed with obesity today? It is evident that the frequency of obesity has increased for children and adults. This is especially true for children. Poor health choices in eating may lead to overwhelming influence on a child’s education and future.
According to Gollnick and Chinn (2009), “the rates of obesity have increased from ages 12 through 19 from 5 to 17%” (p.348). Unhealthy eating habits as a child can cause harmful effects to the body. It is likely that adolescents who are obese have more of a chance of becoming adults that are obese or overweight. After looking into the issues, Levine and Aratani (from the Providence Journal) (2008) stated how physicians diagnose an increasing amount of elementary school students with health issues. These health problems include: “high blood pressure, type 2 diabetes, high cholesterol and joint conditions”(p.3).
What are the additional consequences of overweight students in school? Some students are faced with discrimination and prejudice. In addition, they are ridiculed by their peers and educators because of their weight. Such discrimination may lead to social rejection from their classmates. This impact may have a devastating effect on the child through adulthood. The effects of obesity play an integral part in the child’s well being. Glavin (2009) (from Kids Health) reported that the obese child is likely to experience bullying and teasing by classmates that can result in low self-esteem. They are also prone to depression and even substance abuse. What are the causes of childhood obesity? There is a plethora of causes that contribute to the problem. Gollnick and Chinn (2009) indicate that food and marketing, parental influences on eating behavior; genetics, dietary intake and lack of physical activity and exercise are contributing factors. Glavin (2009) stated that even though some schools conduct physical education classes, many schools are eliminating them and cutting down the time for vigorous activity. As a result, many children do not get an adequate amount of physical activity during the day.According to Kids Health magazine (Glavin, 2009), many students are spending less time exercising and more time in front of the computer, TV and playing video games. Up to 80% of obese children become obese adults. Treating a child with obesity is three times more costly then treating an average child.
Additionally, in today’s society, fast food chains have become an integral part of everyday life. In my experience, I have noticed that many parents work late and do not have time to cook homemade food for their families. Schedules are hectic and much of what we eat is quick and easy. As a result, children often eat a quick dinner at Wendy’s, McDonald’s, or Taco Bell. Even though these foods are tasty, they are high in saturated fats often leading to an unhealthy diet. A proposed solution to this dilemma would be to eliminate junk food from school vending machines. Gollnick and Chinn (2009) reported that The Institute of Medicine mandated that foods and snacks filled with sugar be removed from K-12 schools. As a result, schools currently offer foods that are healthy. These foods include fresh fruit and vegetables and low fat chips. Vending machines now hold nutritious snacks for students to select from. Gollnick and Chinn stated that "even though the sale of foods in vending machines gives the schools revenue, they should not place profit over the health of their students" (p.349).
Further, as educators we must teach our students the benefits of eating healthy through implementing lessons about eating healthy within the classroom. We need to inform parents of the dangers of an unhealthy diet and inform them regarding the effects it may have on their children’s health.
In essence, as educators we should not reward students for good behavior with sweets. Additionally, we should model healthy eating habits and inform our students about the food pyramid. Encouraging student to stay active by joining extracurricular activities such as sports teams or dance will be beneficial to their health. Advising parents, to cut down TV, video game usage and computers time for students will enable them to maintain an active lifestyle.
Reference:
Gollnick, D.M., & Chinn, P.C. (2009). Multicultural Education in a Pluralistic Society, Upper Saddle River, NJ: Pearson.
Glavin, M.L., (2009, February). Overweight and Obesity. Kids Health. Retrieved October 12, 2009, from:http://kidshealth.org/parent/general/body/overweight_obesity.html.
Aratani, L., & Levine, S. (2008, May 25) The Cost of Childhood Obesity. The Providence Journal.Retrieved October 12, 2009 from:http://www.projo.com/education/content/childhood_obesity2_05-25-08_V1A6FUR_v14.244e894.html.
Inequity in Funding of Schools
Inequity in funding education in public schools is a systemic issue that has plagued school systems for decades. It is an issue that requires action and understanding. The disparities in school funding directly correlate to the achievement gap found between high-poverty students and low-poverty students. The purpose of this podcast is to continue the conversation on equity in education and bring to light how the funding gap in schools contributes to the inequities and disparities in education.
References
Education Trust. (2005, Winter). Funding Gap 2005: Low income and minority students
shortchanged by most states. Washington, DC
New America Foundation. (2009, September). No Child Left Behind Act: Title I school
funding equity factor. Retrieved October 11, 2009, from
http://febp.newamerica.net/background-analysis/no-child-left-behind-act-title-i-
References
Education Trust. (2005, Winter). Funding Gap 2005: Low income and minority students
shortchanged by most states. Washington, DC
New America Foundation. (2009, September). No Child Left Behind Act: Title I school
funding equity factor. Retrieved October 11, 2009, from
http://febp.newamerica.net/background-analysis/no-child-left-behind-act-title-i-
Transformative Learning
Transformative learning is the process bringing about change in a frame of reference. Adults bring with them a body of experience that includes associations, concepts, values, feelings, and conditioned responses. These are the frames of reference that define their life. According to Mezirow (1991), frames of reference are the structures of assumptions through which we understand our experiences.
“Transformative Learning Theory” states that the individual is freed from the “libidinal, epistemic, institutional, or environmental forces that limit our options and our rational control over our lives but have been taken for granted or seen as beyond human control” (Mezirow, 1991, p. 87). According to Cranton (1994), the most important aspect of transformative learning is the empowerment of the individual.
Mezirow believes that adults can be "transformed" through a process involving a "disorientating dilemma" followed by critical reflection and new interpretations of experience. According to King and Wang (2007), transformational learning is a complex learning experience that incorporates influences, considerations, and meaning for many areas of adult learners’ lives including their personal, professional, social, educational, and work contexts.
Transformational learning in multicultural education and related issues can be accomplished by creating lesson plans that tap into the experiences and culture of the students using collaborative projects that are authentic and involve critical thinking (problem-solving) skills. The lesson plans would have to be created together with the students with desired outcomes also being developed by the students. Reflection on the work being performed is essential for transformative learning to take place.
Transformative learning is the foundational theory of adult education. With this concept in mind, it is obvious that the goal of adult education is implied by the nature of adult learning and communication. The goal is to help the individual become a more autonomous thinker by learning to understand his or her own values, meanings, and purposes rather than to reject those of others. According to Mezirow (1991), this goal cannot be taken for granted; educational interventions are necessary to ensure that the learner acquires the understandings, skills, and dispositions essential for transformative learning. Critical reflection, awareness of frames of reference, and participation in discourse become significant elements in defining learning needs, setting educational objectives, designing materials and methods, and in evaluating learner growth using nontraditional methods such as portfolios.
References:
Cranton, P. (1994). Understanding and Promoting Transformative Learning: A Guide for Educators of Adults. Jossey-Bass Higher and Adult Education Series. Retrieved October 11, 2009, from
http://search.ebscohost.com.avoserv.library.fordham.edu
Imel, S., & ERIC Clearinghouse on Adult, C. (1998). Transformative Learning in Adulthood. ERIC Digest No. 200. Retrieved October 10, 2009, from http://search.ebscohost.com.avoserv.library.fordham.edu
King, K. P. & Wang, V. (Eds.). (2007). Comparative adult education around the globe. Hangzhou, PR China: Zhejiang University Press.
Mezirow, J. (1991). Transformative Dimensions of Adult Learning. Retrieved October 12,2009 from http://search.ebscohost.com.avoserv.library.fordham.edu
Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, (74), 5-12. Retrieved October 12,2009 from http://search.ebscohost.com.avoserv.library.fordham.edu
Click on the link below to hear a podcast titled "Trasnformaive Learning Practicum".
http://multiculturalismeducation.mypodcast.com/
“Transformative Learning Theory” states that the individual is freed from the “libidinal, epistemic, institutional, or environmental forces that limit our options and our rational control over our lives but have been taken for granted or seen as beyond human control” (Mezirow, 1991, p. 87). According to Cranton (1994), the most important aspect of transformative learning is the empowerment of the individual.
Mezirow believes that adults can be "transformed" through a process involving a "disorientating dilemma" followed by critical reflection and new interpretations of experience. According to King and Wang (2007), transformational learning is a complex learning experience that incorporates influences, considerations, and meaning for many areas of adult learners’ lives including their personal, professional, social, educational, and work contexts.
Transformational learning in multicultural education and related issues can be accomplished by creating lesson plans that tap into the experiences and culture of the students using collaborative projects that are authentic and involve critical thinking (problem-solving) skills. The lesson plans would have to be created together with the students with desired outcomes also being developed by the students. Reflection on the work being performed is essential for transformative learning to take place.
Transformative learning is the foundational theory of adult education. With this concept in mind, it is obvious that the goal of adult education is implied by the nature of adult learning and communication. The goal is to help the individual become a more autonomous thinker by learning to understand his or her own values, meanings, and purposes rather than to reject those of others. According to Mezirow (1991), this goal cannot be taken for granted; educational interventions are necessary to ensure that the learner acquires the understandings, skills, and dispositions essential for transformative learning. Critical reflection, awareness of frames of reference, and participation in discourse become significant elements in defining learning needs, setting educational objectives, designing materials and methods, and in evaluating learner growth using nontraditional methods such as portfolios.
References:
Cranton, P. (1994). Understanding and Promoting Transformative Learning: A Guide for Educators of Adults. Jossey-Bass Higher and Adult Education Series. Retrieved October 11, 2009, from
http://search.ebscohost.com.avoserv.library.fordham.edu
Imel, S., & ERIC Clearinghouse on Adult, C. (1998). Transformative Learning in Adulthood. ERIC Digest No. 200. Retrieved October 10, 2009, from http://search.ebscohost.com.avoserv.library.fordham.edu
King, K. P. & Wang, V. (Eds.). (2007). Comparative adult education around the globe. Hangzhou, PR China: Zhejiang University Press.
Mezirow, J. (1991). Transformative Dimensions of Adult Learning. Retrieved October 12,2009 from http://search.ebscohost.com.avoserv.library.fordham.edu
Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, (74), 5-12. Retrieved October 12,2009 from http://search.ebscohost.com.avoserv.library.fordham.edu
Click on the link below to hear a podcast titled "Trasnformaive Learning Practicum".
http://multiculturalismeducation.mypodcast.com/
Critical Topic #4
Critical Topic # 4
Understanding Your Student as well as
Incorporating Student’s Awareness into the Curriculum
By Kathleen Hagerty
As an educator, it is important to recognize that there are many different factors involved in being an effective facilitator of learning. Various elements involve being an educator that works with instructing in the multicultural setting. It is important as an educator to fully understand all students and where they come from. As a student, a child is able to identify the difference between the different ethnicities within their class. Gollnick and Chinn (2009) stated that between the ages of 4 and 5, a significant number of children are able to make ethnic identifications (p. 343). This is important to notice as an educator because that means that children are able to recognize that children are different within the classroom. It is important to be able to relate to their student’s self identification as well as their ethnical awareness.
As a child grows within the classroom, an educator sees how the ethical awareness could either develop into a positive awareness or into a negative influence of prejudice within the classroom. Gollnick and Chinn (2009) discussed how prejudice begins at a younger age than many assume. “Some children of color demonstrate an early preference for whites, and some white children indicate a preference for their minority group peers” (Aboud, 1988). These cultural preferences are not developed by the children individual or introduced by themselves. Unfortunately, the idea of race differentiation occurs through the ideas and concepts affiliated with their parents and adults around them.
Even though it is assumed that children do not develop the prejudice on their own it is not just parent’s statements that influence their choice and decisions on whether or not a child will become prejudice towards other races or groups or have a desire to learn towards a certain ethnic group. Besides being influenced by parents, Gollnick and Chinn (2009) stated that one proposed theory of prejudice in children is the social reflection theory (p. 343). This social reflection theory relates to how children are influenced by society. Another theory that is mentioned by Gollnick and Chinn (2009) is that children are influenced heavily by the media as well. The media encourages stereotyping as well as incorporating displaying prejudice viewpoints to openly see via television, newspapers, and the news. Gollnick and Chinn (2009) showed how both of the influences of parents and the media encourage students to have negative viewpoints of different ethnical groups (p. 344).
Through understanding both of these influences of children in regards to children, an educator needs to make a connection with children in regards to educating them on prejudice. It is important that an educator begins this instruction within the early childhood setting. This is important because at this time in a child’s life an educator will be able to focus on encouraging students to work on being less prejudice. “Because prejudice appears to be somewhat prevalent among young children (ages 4 to 7) and because children are cognitively capable of becoming less prejudiced, it would appear to be very appropriate to develop activities that have been shown to reduce prejudice during the early years of elementary school” (Gollnick and Chinn, 2009, p. 345). An educator developing different activities and instruction relating to the prejudices will encourage an adequate understanding between educator and student in regards to understanding their views and opinions of others within the world. It will allow the student to make connections and identify the prejudices in the world before it has developed into a negative aspect and view within the classroom setting and society.
References
Gollnick, D. M. & Chinn, P. C. (2009). Multicultural Education in a Pluralistic Society (8th Edition) Upper Saddle River, New Jersey: Pearson Education, Inc.
Understanding Your Student as well as
Incorporating Student’s Awareness into the Curriculum
By Kathleen Hagerty
As an educator, it is important to recognize that there are many different factors involved in being an effective facilitator of learning. Various elements involve being an educator that works with instructing in the multicultural setting. It is important as an educator to fully understand all students and where they come from. As a student, a child is able to identify the difference between the different ethnicities within their class. Gollnick and Chinn (2009) stated that between the ages of 4 and 5, a significant number of children are able to make ethnic identifications (p. 343). This is important to notice as an educator because that means that children are able to recognize that children are different within the classroom. It is important to be able to relate to their student’s self identification as well as their ethnical awareness.
As a child grows within the classroom, an educator sees how the ethical awareness could either develop into a positive awareness or into a negative influence of prejudice within the classroom. Gollnick and Chinn (2009) discussed how prejudice begins at a younger age than many assume. “Some children of color demonstrate an early preference for whites, and some white children indicate a preference for their minority group peers” (Aboud, 1988). These cultural preferences are not developed by the children individual or introduced by themselves. Unfortunately, the idea of race differentiation occurs through the ideas and concepts affiliated with their parents and adults around them.
Even though it is assumed that children do not develop the prejudice on their own it is not just parent’s statements that influence their choice and decisions on whether or not a child will become prejudice towards other races or groups or have a desire to learn towards a certain ethnic group. Besides being influenced by parents, Gollnick and Chinn (2009) stated that one proposed theory of prejudice in children is the social reflection theory (p. 343). This social reflection theory relates to how children are influenced by society. Another theory that is mentioned by Gollnick and Chinn (2009) is that children are influenced heavily by the media as well. The media encourages stereotyping as well as incorporating displaying prejudice viewpoints to openly see via television, newspapers, and the news. Gollnick and Chinn (2009) showed how both of the influences of parents and the media encourage students to have negative viewpoints of different ethnical groups (p. 344).
Through understanding both of these influences of children in regards to children, an educator needs to make a connection with children in regards to educating them on prejudice. It is important that an educator begins this instruction within the early childhood setting. This is important because at this time in a child’s life an educator will be able to focus on encouraging students to work on being less prejudice. “Because prejudice appears to be somewhat prevalent among young children (ages 4 to 7) and because children are cognitively capable of becoming less prejudiced, it would appear to be very appropriate to develop activities that have been shown to reduce prejudice during the early years of elementary school” (Gollnick and Chinn, 2009, p. 345). An educator developing different activities and instruction relating to the prejudices will encourage an adequate understanding between educator and student in regards to understanding their views and opinions of others within the world. It will allow the student to make connections and identify the prejudices in the world before it has developed into a negative aspect and view within the classroom setting and society.
References
Gollnick, D. M. & Chinn, P. C. (2009). Multicultural Education in a Pluralistic Society (8th Edition) Upper Saddle River, New Jersey: Pearson Education, Inc.
Tuesday, October 13, 2009
Immigration Policies
Immigration policies in this country and how English Language Learners have a difficult time assimilating to the education system.
By Jennifer Pitt
The first day of school can be a day filled with hopes and fears. Students look forward to meeting new friends, reuniting with old friends, and learning about new things. Yet for a large population this first day of school can be a very stressful and uneasy day. This population is that of the immigrants that have recently come to the United States. Not only are they entering a new school, it is one filled with a strange language and strange rules. It is a completely different experience for them then they are use to. While many students have trouble assimilating into our education system there are new theories and practices being made that not only help students assimilate but also hold on to their heritage.
The Immigration and Nationality Act (INA) was created in 1952. The bill was called the McCarran-Walter bill. It served the purpose of collecting and codifying many already existing provisions and made the INA. This bill has been around for over 50 years, and has had many amendments made to it as the wave of immigration changed. (US Citizenship and Immigration Services, 2009) For example, the 1990 amendments increased legal immigration from about 500,000 annually to about 700,000 (Pryor, 1992).
In the United States schools have functioned as the primary institution for assimilating immigrants into American culture. It is where the language and values of this country are taught to the young immigrants. Yet no longer do schools focus on total assimilation. There is a strong desire for students to maintain parts of their own culture while also gaining parts of a new culture (Pryor, 1992).
A new theory views this idea as being a ‘Flowerpot’. The “Flowerpot model of America views the melting pot as having been converted into a huge container of fertile soil with roots, shoots, and buds capable of producing a brilliant array of new life” (p. 154, Pryor, 1992). Carolyn Pryor (1992) writes that to accomplish this, schools must be prepared for new croups to move in. This can be done through activities that create acceptance. For example, schools can have students visit schools with different ethnic compositions. Pryor (1992) also states that in order for there to be a new understanding, educators must educate themselves about the needs of immigrant students; “knowledge, enlightenment, and understanding are necessary for new growth” (p. 155).
We must recognize that coming to a new country is a very hard thing to do. Immigrants choose to pack up few belongings and move thousands of miles away from everything they know. They come in search of a better life, and the key to that better life is education. Yet while educators are starting to find ways to help the new become assimilated into a new culture, students are still struggling to do so. Immigrants are one of the leading portion of the population that drop out of school. One reason for this is because they have a hard time becoming a part of the school system. They feel as if they do not belong. That is why we as educators look for ways to help students feel they want to stay in school.
References:
Pryor, C (1992). Integrating Immigrants into American Schools. Social Work in Education; Jul 92, Vol. 14 Issue 3, p153-159, 7p. Retrieved from: ERIC on September 29th, 2009
U.S. Citizenship and Immigration Services. Immigration and Nationality Act. Retrieved from: http://www.uscis.gov/portal/site/uscis/menuitem.eb1d4c2a3e5b9ac89243c6a7543f6d1a/? vgnextoid=f3829c7755cb9010VgnVCM10000045f3d6a1RCRD&vgnextchannel=f3829c 7755cb9010VgnVCM10000045f3d6a1RCRD on September 29th, 2009
By Jennifer Pitt
The first day of school can be a day filled with hopes and fears. Students look forward to meeting new friends, reuniting with old friends, and learning about new things. Yet for a large population this first day of school can be a very stressful and uneasy day. This population is that of the immigrants that have recently come to the United States. Not only are they entering a new school, it is one filled with a strange language and strange rules. It is a completely different experience for them then they are use to. While many students have trouble assimilating into our education system there are new theories and practices being made that not only help students assimilate but also hold on to their heritage.
The Immigration and Nationality Act (INA) was created in 1952. The bill was called the McCarran-Walter bill. It served the purpose of collecting and codifying many already existing provisions and made the INA. This bill has been around for over 50 years, and has had many amendments made to it as the wave of immigration changed. (US Citizenship and Immigration Services, 2009) For example, the 1990 amendments increased legal immigration from about 500,000 annually to about 700,000 (Pryor, 1992).
In the United States schools have functioned as the primary institution for assimilating immigrants into American culture. It is where the language and values of this country are taught to the young immigrants. Yet no longer do schools focus on total assimilation. There is a strong desire for students to maintain parts of their own culture while also gaining parts of a new culture (Pryor, 1992).
A new theory views this idea as being a ‘Flowerpot’. The “Flowerpot model of America views the melting pot as having been converted into a huge container of fertile soil with roots, shoots, and buds capable of producing a brilliant array of new life” (p. 154, Pryor, 1992). Carolyn Pryor (1992) writes that to accomplish this, schools must be prepared for new croups to move in. This can be done through activities that create acceptance. For example, schools can have students visit schools with different ethnic compositions. Pryor (1992) also states that in order for there to be a new understanding, educators must educate themselves about the needs of immigrant students; “knowledge, enlightenment, and understanding are necessary for new growth” (p. 155).
We must recognize that coming to a new country is a very hard thing to do. Immigrants choose to pack up few belongings and move thousands of miles away from everything they know. They come in search of a better life, and the key to that better life is education. Yet while educators are starting to find ways to help the new become assimilated into a new culture, students are still struggling to do so. Immigrants are one of the leading portion of the population that drop out of school. One reason for this is because they have a hard time becoming a part of the school system. They feel as if they do not belong. That is why we as educators look for ways to help students feel they want to stay in school.
References:
Pryor, C (1992). Integrating Immigrants into American Schools. Social Work in Education; Jul 92, Vol. 14 Issue 3, p153-159, 7p. Retrieved from: ERIC on September 29th, 2009
U.S. Citizenship and Immigration Services. Immigration and Nationality Act. Retrieved from: http://www.uscis.gov/portal/site/uscis/menuitem.eb1d4c2a3e5b9ac89243c6a7543f6d1a/? vgnextoid=f3829c7755cb9010VgnVCM10000045f3d6a1RCRD&vgnextchannel=f3829c 7755cb9010VgnVCM10000045f3d6a1RCRD on September 29th, 2009
Bilingual Education
Bilingual education is a growing aspect in American education that is becoming more important every day. Gollnick and Chinn discuss language and education in Chapter 6. In most educational settings in America, the most frequently used form of language and communication is Standard English. However, not all students are fluent or actively speaking Standard English at home. There are several students who come from various backgrounds and cultures, who speak different languages at home and with friends. Gollnick and Chinn (2008) also state that language is a “socializing agent” (p.201). Students who share similar languages will tend to connect with each other, while it separates students who do not share similar languages. Languages can also create disconnects in the classroom because students and teachers may not understand each other in the academic setting or even in developing a rapport.
“Official English” is a movement in which supporters believe that English should be the only language taught in the schools and be named as the official language of the United States (p.218). English Only in schools and the United States as a whole is a disconcerting idea. While it is the common language, it also restricts learning for a growing number of people in America (p.219). Pull-out programs and separate classrooms are not the answer to helping these students achieve in school. Instead, we should turn to bilingual education as a means to communicate ideas and questions in the classroom. Bilingualism is a growing concept in education because of the increase of immigration to the United States. More families are coming from countries and continents from around the world.
In my experiences, there are several students in my classroom who speak Spanish at home and English in school. Parents and families speak little or no English at home. Students have difficulty transitioning from one language to the other. I have noticed that students who are bilingual are challenged most by the grammar “rules” of Standard English. They forget linking verbs, like “is”, and often have trouble with their reading comprehension. They work hard and want to achieve, but lack the resources to do so. The rise in these incidences calls for a growing need for bilingual education in all schools and classrooms, with proper staff members who are bilingual themselves.
In a previous class, a group had a presentation about bilingual education. The presenters opened with a biology lesson completely in Spanish. Although I had four years of Spanish in high school, I could not follow along with any amount of competency. I could not understand much of the vocabulary or any of the important points that the “teachers” brought up in the lesson. This exercise really proved the need for administrators and staff to be aware of language, how language is taught, and our students’ backgrounds.
Bilingual education is necessary for students to reach their full potential. The presenters brought up an interesting concept to create classrooms with half English-speaking and half Spanish or other foreign language speaking students. A teacher or co-teachers could teach in both English and the other language. Students who speak foreign languages could practice English, but receive important information and understanding in their own language. In turn, English-speaking students would also receive instruction in their own language and develop a sense of understanding in the other one. While it is not traditional, it allows for students to interact in a diverse environment and hopefully, create a sense of a global community once the language barriers are crossed.
Bilingual education is often pushed aside because of the high costs and lack of trained educators. There are few teachers who are trained in education who are also bilingual and have an understanding of different cultures. Those who are trained are needed throughout the country. There just are not enough of these teachers for every school and student that needs it. In addition, dialects and accents can hinder the ability of teachers to communicate with students who have a differing one (p.206-207). Many students suffer because of their inability to understand the information that is taught and communicate their ideas to the teacher.
Our goal should be to create students who have additive bilingualism versus subtractive bilingualism. We want students to have a higher understanding of both languages, instead of having Standard English replacing the students’ native tongue (206). The only way this is possible is for schools to put in the time and money to provide these resources to our students throughout the country.
References:
Gollnick, D. M. & Chinn, P. C. (2008). Multicultural Education in a Pluralistic Society with
MyEducationLab (8th Edition) (MyEducationLab Series). Boston, MA: Allyn & Bacon.
“Official English” is a movement in which supporters believe that English should be the only language taught in the schools and be named as the official language of the United States (p.218). English Only in schools and the United States as a whole is a disconcerting idea. While it is the common language, it also restricts learning for a growing number of people in America (p.219). Pull-out programs and separate classrooms are not the answer to helping these students achieve in school. Instead, we should turn to bilingual education as a means to communicate ideas and questions in the classroom. Bilingualism is a growing concept in education because of the increase of immigration to the United States. More families are coming from countries and continents from around the world.
In my experiences, there are several students in my classroom who speak Spanish at home and English in school. Parents and families speak little or no English at home. Students have difficulty transitioning from one language to the other. I have noticed that students who are bilingual are challenged most by the grammar “rules” of Standard English. They forget linking verbs, like “is”, and often have trouble with their reading comprehension. They work hard and want to achieve, but lack the resources to do so. The rise in these incidences calls for a growing need for bilingual education in all schools and classrooms, with proper staff members who are bilingual themselves.
In a previous class, a group had a presentation about bilingual education. The presenters opened with a biology lesson completely in Spanish. Although I had four years of Spanish in high school, I could not follow along with any amount of competency. I could not understand much of the vocabulary or any of the important points that the “teachers” brought up in the lesson. This exercise really proved the need for administrators and staff to be aware of language, how language is taught, and our students’ backgrounds.
Bilingual education is necessary for students to reach their full potential. The presenters brought up an interesting concept to create classrooms with half English-speaking and half Spanish or other foreign language speaking students. A teacher or co-teachers could teach in both English and the other language. Students who speak foreign languages could practice English, but receive important information and understanding in their own language. In turn, English-speaking students would also receive instruction in their own language and develop a sense of understanding in the other one. While it is not traditional, it allows for students to interact in a diverse environment and hopefully, create a sense of a global community once the language barriers are crossed.
Bilingual education is often pushed aside because of the high costs and lack of trained educators. There are few teachers who are trained in education who are also bilingual and have an understanding of different cultures. Those who are trained are needed throughout the country. There just are not enough of these teachers for every school and student that needs it. In addition, dialects and accents can hinder the ability of teachers to communicate with students who have a differing one (p.206-207). Many students suffer because of their inability to understand the information that is taught and communicate their ideas to the teacher.
Our goal should be to create students who have additive bilingualism versus subtractive bilingualism. We want students to have a higher understanding of both languages, instead of having Standard English replacing the students’ native tongue (206). The only way this is possible is for schools to put in the time and money to provide these resources to our students throughout the country.
References:
Gollnick, D. M. & Chinn, P. C. (2008). Multicultural Education in a Pluralistic Society with
MyEducationLab (8th Edition) (MyEducationLab Series). Boston, MA: Allyn & Bacon.
Multiculturalism, Faculty and Administration
In higher education, administrators seek to develop students as much as possible. As such, we move to incorporate many different facets into educational development. Multiculturalism is an important component in student development, but it is equally important to incorporate multicultural education and development for professors and administrators. As such, institutions must encourage professors and administrators to acknowledge and address their own prejudices to properly educate students.
Professors and administrators in higher education are at a disadvantage with their students; they engage them for only short amounts of time and, many times, cannot identify with their students (Gollnick and Chinn, 2009). It is for this reason that professors and administrators need to understand the culture and backgrounds of their students, particularly on diverse campuses. By exposing professors and administrators to multicultural training and development, they will be better able to understand their students’ points of view. Professors and administrators with diversity and multicultural training can also better prepare their lesson plans to help incorporate better developed lesson plans. By initiating multicultural development for professors and administrators, a college or university ensure another venue for multiculturalism to enter the classroom. Giving professors and administrators the multicultural tools to create lesson plans and relate to their students will incorporate diversity in the classroom.
Providing additional seminars and sustained dialogues for professors and administrators after initial training will help develop supporting dispositions for professors and administrators (Gollnick and Chinn, 2009). It is important to gage and impact the values and professional ethics of professors and administrators. Through faculty-administrative sustained dialogue series, the educator community can come together to discuss and develop. To further engage faculty and administration, a committee of colleagues can be formed to develop dialogue discussions. These dialogues and reflections are important components of training and development for faculty and administration because it helps to refresh professors and administrators, brings both groups to a similar forum, and helps spread and understanding of culture, fairness, honest, and social justice. Additionally, sustained dialogues will help encourage critical thinking of social justice issues within the classroom and advising sessions.
Gollnick and Chinn also cite some recommendations for educators who are working with teens/ young adults that are critical to helping educators remain fair and just in the classroom; particularly notable are the recommendations of pushing students to do their best- equally, grading fairly, caring about what is going on with them, and not betraying their confidence (394-395). Professors and administrators who are well versed and trained in multiculturalism should easily adapt to these recommendations. We need to address these needs as educators and leaders to provide equality and excellent learning environments for our students.
Misrepresentation of Minority Students in Special Education Classes
By Jennifer Shtutman
It has come to my attention that there are statistically a great number of minorities in special education programs in schools and I was curious to find out some of the theories as to why this is a trend in our society. African- American students account for 16 percent of the total US student population in 1992 but represented 32 percent of students in programs for mild mental retardation, and 29 percent in programs for serious emotional disturbance. (Hammons, 2001) Although minorities today have the same rights and liberties as the majority, there are many barriers that still exist based on the constructions formed by societal laws and perceptions created generations prior to ours. When applied correctly and in the appropriate context to the correct students, special education can prove invaluably effective for children, however, when it is imparted on students who do not need it, the effects prove to be extremely detrimental.
One of the major reasons for the unbalanced statistics is the idea that a child can be misrepresented and labeled at a young age based on their race or socioeconomic status. They are often placed in special education classes because they may not be outgoing enough, have not voiced their true abilities, and out of fear might hide who they truly are. Poverty is one of the identified causes of this unbalance and is a variable that greatly influences special education rates. Researchers show a clear correlation between mild mental retardation diagnosis and low socioeconomic status, which is more prevalent among minority groups. (Hammons, 2001). Other variables that can play into this include language barriers, poor test taking skills, difficulties at home, and countless of other factors that go ignored by the administration. Mathew Ladner, VP of research for the Goldwater Institute reported that Hispanics in predominately white schools are much more likely to be placed in special education than their white peers (Ladner, 2008). According to Ladner, many of these children do not belong in these programs, and are simply placed there as a substitute for remedial education. Misplacing kids into the wrong programs can have very damaging consequences such as a great decrease in their self esteem, a false self image of their own potential and academic prowess, and a sense of lesser accomplishment than their peers. Because of the high levels of unbalanced placement in US schools, effective as of July 2005, the reauthorized Individuals with Disabilities act was created per the US Department of Education . This act requires states to collect and examine data from al schools to monitor the representation of minority groups in special education programs. If there is a clear issue in the balance of representation then funds are directed towards the remedial education services for the group being placed in these classes. (Murphy, 2009).
Disproportional education affects different groups in different ways. African America students have been found to be overrepresented in intellectual disability, emotional disturbance, as opposed to American Indians which are more likely found to be in the learning disability category. (Gentry (2009) stated that reports) have shown that universally in our country, African American students have a higher suspension rate than other students, along with expulsion rates and office referrals. They also have shown to get punished for lesser infringements then white students. (Gentry, 2009) To me, tthis is something that needs to be worked on perhaps in seminars and lectures within the administration. Educators themselves need to be educated on how best to help students who are acting out, and not simply look for the easy solution which may be to put them in specialized classes. Problem children such as these most likely have these issues because of troubles back at home, maybe they are working part time after school, which results in them being tired and incapable of focusing as well as others.
Minority children are born carrying around a label that often times does not describe them in the least. In some communities they may face a stigma which is carried with them into the classrooms. The same infringement made by a minority student as a non-minority student could be looked at as far more sever because many adults are blinded by perceptions they may have grown up around. Because these issues are alive and well in many communities, it has forced many school districts to spend more money on special education, pushing the state to more closely monitor placement and administration training for educators on diversity in the classroom. (Gentry, 2009).
References
Matthew Ladner. Ladner, M. (2009) Minorities in special education. Border Beat. Retrieved on 10/1/2009 from http://borderbeat.net/education/637-minorities-in-special-education
Matthew Ladner, C. Hammonds (2001)
Rethinking Special Education for a New Century. Retrieved on 10/13/2009 from newdemocratmagazine.org
Gentry, R. (2009) Disproportionate Representation of Minorities in Special Education – How Bad? The 3rd Annual Jane H. Leblanc Symposium in Communication Disorders.
Angelina KewalRamani, A. .(2007) Status and Trends in the Education of Racial and Ethnic Minorities. Retrieved from Retrieved on 10/1/2009 From http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/33/b7/63.pdf
By Jennifer Shtutman
It has come to my attention that there are statistically a great number of minorities in special education programs in schools and I was curious to find out some of the theories as to why this is a trend in our society. African- American students account for 16 percent of the total US student population in 1992 but represented 32 percent of students in programs for mild mental retardation, and 29 percent in programs for serious emotional disturbance. (Hammons, 2001) Although minorities today have the same rights and liberties as the majority, there are many barriers that still exist based on the constructions formed by societal laws and perceptions created generations prior to ours. When applied correctly and in the appropriate context to the correct students, special education can prove invaluably effective for children, however, when it is imparted on students who do not need it, the effects prove to be extremely detrimental.
One of the major reasons for the unbalanced statistics is the idea that a child can be misrepresented and labeled at a young age based on their race or socioeconomic status. They are often placed in special education classes because they may not be outgoing enough, have not voiced their true abilities, and out of fear might hide who they truly are. Poverty is one of the identified causes of this unbalance and is a variable that greatly influences special education rates. Researchers show a clear correlation between mild mental retardation diagnosis and low socioeconomic status, which is more prevalent among minority groups. (Hammons, 2001). Other variables that can play into this include language barriers, poor test taking skills, difficulties at home, and countless of other factors that go ignored by the administration. Mathew Ladner, VP of research for the Goldwater Institute reported that Hispanics in predominately white schools are much more likely to be placed in special education than their white peers (Ladner, 2008). According to Ladner, many of these children do not belong in these programs, and are simply placed there as a substitute for remedial education. Misplacing kids into the wrong programs can have very damaging consequences such as a great decrease in their self esteem, a false self image of their own potential and academic prowess, and a sense of lesser accomplishment than their peers. Because of the high levels of unbalanced placement in US schools, effective as of July 2005, the reauthorized Individuals with Disabilities act was created per the US Department of Education . This act requires states to collect and examine data from al schools to monitor the representation of minority groups in special education programs. If there is a clear issue in the balance of representation then funds are directed towards the remedial education services for the group being placed in these classes. (Murphy, 2009).
Disproportional education affects different groups in different ways. African America students have been found to be overrepresented in intellectual disability, emotional disturbance, as opposed to American Indians which are more likely found to be in the learning disability category. (Gentry (2009) stated that reports) have shown that universally in our country, African American students have a higher suspension rate than other students, along with expulsion rates and office referrals. They also have shown to get punished for lesser infringements then white students. (Gentry, 2009) To me, tthis is something that needs to be worked on perhaps in seminars and lectures within the administration. Educators themselves need to be educated on how best to help students who are acting out, and not simply look for the easy solution which may be to put them in specialized classes. Problem children such as these most likely have these issues because of troubles back at home, maybe they are working part time after school, which results in them being tired and incapable of focusing as well as others.
Minority children are born carrying around a label that often times does not describe them in the least. In some communities they may face a stigma which is carried with them into the classrooms. The same infringement made by a minority student as a non-minority student could be looked at as far more sever because many adults are blinded by perceptions they may have grown up around. Because these issues are alive and well in many communities, it has forced many school districts to spend more money on special education, pushing the state to more closely monitor placement and administration training for educators on diversity in the classroom. (Gentry, 2009).
References
Matthew Ladner. Ladner, M. (2009) Minorities in special education. Border Beat. Retrieved on 10/1/2009 from http://borderbeat.net/education/637-minorities-in-special-education
Matthew Ladner, C. Hammonds (2001)
Rethinking Special Education for a New Century. Retrieved on 10/13/2009 from newdemocratmagazine.org
Gentry, R. (2009) Disproportionate Representation of Minorities in Special Education – How Bad? The 3rd Annual Jane H. Leblanc Symposium in Communication Disorders.
Angelina KewalRamani, A. .(2007) Status and Trends in the Education of Racial and Ethnic Minorities. Retrieved from Retrieved on 10/1/2009 From http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/33/b7/63.pdf
Sunday, October 11, 2009
Teaching your own culture
I have often wondered if it would be better to have educators teach students of their own culture.
By Jennifer Pitt
We as teachers need to prepare ourselves to be culturally responsive. Some people will argue that it would be better to have teachers teach their own culture. Yet in a world with so many cultures, the possibility of having this actually happen is slim. This is because in some areas of the United States there are not enough teachers to teach the amount of students of a particular culture. Furthermore, while there may be benefits of teaching to one’s own culture there is also deficits. For example, there is no ability to learn from and about other cultures, there is no way to learn how to interact and work with other cultures. It is what we learn from each other, and how we learn to get along with others that is extremely important in America because once our education is done we will be out working in the real world with other cultures. It is important that as educators we encourage a learning of multiple cultures so that as a society we can move forward.
One such way to effectively teach to the many cultures in our classroom is called Culturally Relevant Teaching (CRT). CRT “is an approach to instruction that responds to the sociocultural context and seeks to integrate cultural content of the learning in shaping an effective learning environment” (Ooka Pang, 2001). Aspects to include within a curriculum can be, but are not limited to experiences, events, values, perspectives and issues of a community. This style of teaching can also be used to affirm student’s identity and act as a lens to study from.
Ana Villegas (2002) has outlined a list to help teachers accomplish CRT. First she suggests that we expand our sociocultural consciousness. Second, we as teachers should have an affirming attitude towards students from culturally diverse backgrounds. Also, we should make a commitment to act as agents of change and ground ourselves in constructivist views of learning. Villegas(2002) states that we must also take the time to get to know our students, “if teaching involves assisting students to build bridges between their preexisting knowledge and experiences and the new material they are expected to learn, then teachers must know not only the subject matter they teach but also their students”. And finally we as educators must take what we know about our students to give them access to learning.
In order to make the curriculum culturally relevant to the students, the teacher must first be able to take apart the “official knowledge” and expose it for the weaknesses it has (Landsman, Lewis, 2006). I heard a student once say that history is written by white men, so how can I (a black female) relate to it. Finding ways to rebuild the curriculum so that it relates to that student and others is how a teacher can coop with this question (Landsman, Lewis, 2006). For example, when talking about a revolution I can ask the students to start their own revolution. They would name their revolution, decided who would be in their revolution and figure out the best ways to get their points across. Looking at a revolution through their own eyes, for their own reasons, would give them an inside look on why other people a long time ago would start a revolution.
A white teacher can teach Asian students, an Asian teacher can teach black students and so on and so forth. We just need to put in the effort to make teaching culturally relevant. It will benefit ever single student in our classes and it will also benefit ourselves. We need to teach our students how to learn from and get along with other cultures. It is the only way we can produce a society that will have the ability to work together to solve future problems.
References:
Landsman, J., & Lewis, C.W. (2008). White teachers/diverse classrooms: A guide to building inclusive schools, promoting high expectations, and eliminating racism. Sterling, VA: Stylus Publishers.
Ooka Pang, V. (2001). What is Culturally Relevant Teaching? From Author, Multicultural education: A caring-centered, reflective approach.
Villegas, A.M. & Lucas, T. (2002). Preparing Culturally Responsive Teachers: Rethinking the Curriculum. Journal of Teacher Education, 53 (1), 20-32.
By Jennifer Pitt
We as teachers need to prepare ourselves to be culturally responsive. Some people will argue that it would be better to have teachers teach their own culture. Yet in a world with so many cultures, the possibility of having this actually happen is slim. This is because in some areas of the United States there are not enough teachers to teach the amount of students of a particular culture. Furthermore, while there may be benefits of teaching to one’s own culture there is also deficits. For example, there is no ability to learn from and about other cultures, there is no way to learn how to interact and work with other cultures. It is what we learn from each other, and how we learn to get along with others that is extremely important in America because once our education is done we will be out working in the real world with other cultures. It is important that as educators we encourage a learning of multiple cultures so that as a society we can move forward.
One such way to effectively teach to the many cultures in our classroom is called Culturally Relevant Teaching (CRT). CRT “is an approach to instruction that responds to the sociocultural context and seeks to integrate cultural content of the learning in shaping an effective learning environment” (Ooka Pang, 2001). Aspects to include within a curriculum can be, but are not limited to experiences, events, values, perspectives and issues of a community. This style of teaching can also be used to affirm student’s identity and act as a lens to study from.
Ana Villegas (2002) has outlined a list to help teachers accomplish CRT. First she suggests that we expand our sociocultural consciousness. Second, we as teachers should have an affirming attitude towards students from culturally diverse backgrounds. Also, we should make a commitment to act as agents of change and ground ourselves in constructivist views of learning. Villegas(2002) states that we must also take the time to get to know our students, “if teaching involves assisting students to build bridges between their preexisting knowledge and experiences and the new material they are expected to learn, then teachers must know not only the subject matter they teach but also their students”. And finally we as educators must take what we know about our students to give them access to learning.
In order to make the curriculum culturally relevant to the students, the teacher must first be able to take apart the “official knowledge” and expose it for the weaknesses it has (Landsman, Lewis, 2006). I heard a student once say that history is written by white men, so how can I (a black female) relate to it. Finding ways to rebuild the curriculum so that it relates to that student and others is how a teacher can coop with this question (Landsman, Lewis, 2006). For example, when talking about a revolution I can ask the students to start their own revolution. They would name their revolution, decided who would be in their revolution and figure out the best ways to get their points across. Looking at a revolution through their own eyes, for their own reasons, would give them an inside look on why other people a long time ago would start a revolution.
A white teacher can teach Asian students, an Asian teacher can teach black students and so on and so forth. We just need to put in the effort to make teaching culturally relevant. It will benefit ever single student in our classes and it will also benefit ourselves. We need to teach our students how to learn from and get along with other cultures. It is the only way we can produce a society that will have the ability to work together to solve future problems.
References:
Landsman, J., & Lewis, C.W. (2008). White teachers/diverse classrooms: A guide to building inclusive schools, promoting high expectations, and eliminating racism. Sterling, VA: Stylus Publishers.
Ooka Pang, V. (2001). What is Culturally Relevant Teaching? From Author, Multicultural education: A caring-centered, reflective approach.
Villegas, A.M. & Lucas, T. (2002). Preparing Culturally Responsive Teachers: Rethinking the Curriculum. Journal of Teacher Education, 53 (1), 20-32.
To Mandate English or Not to Mandate English
To Mandate English or Not to Mandate English
By: Jennifer Pitt
The United States continues to be the most monolingual of all the current developed countries (Melendez, 1989). For this reason the topic of English as a second language (ESL) is becoming to become more of a hot topic as the amount of immigrants to this country steadily increases. The main debate in among educators and politicians is how do we best teach these new comers? Should be we mandate English, or should we approach a bilingual system?
As an educator who has done student teaching in the heart of China Town in New York City I have seen my fair share of ESL students. The general population of the school was 50% Chinese, 25% Latino, 15% African American, and 10% White. Almost every other student did not speak English as a first Language. Students at this school greatly benefited from the ESL programs at the school. Seeing students succeed in a setting that is so supportive, with the majority of the students thriving in the environment, I believe there are strong reasons for bilingual education. I also believe we, as a country, need to rethink the goals of bilingual education. While many schools have great supportive systems for bilingual education many do not. Another example of a school producing great results is a school in the Bronx that, due to the large number of Hispanic students, literally had bilingual classes. Students, depending on their level were taught both in English and Spanish. As their English improved, the amount of Spanish said in the class decreased. Students not only got to learn English, but they gained a greater understanding of the material being taught because it was clarified to them in their primary language. This school is producing not only ESL students who have a good grasp on English, but also have a strong knowledge base.
Yet there is a problem within our society that makes the idea of bilingual education seem wrong. As Sonia Nieto (1992) states, “for some groups… bilingualism is seen as a handicap. This is usually the case with our Latino, American Indian, Asian, and other Caribbean students, those who represent the majority of the language-minority students in our classrooms”. This thought upsets me, I believe that people are not inferior because of what language they originally spoke. The colonist who settled this “great” land were all immigrants seeking to escape some kind of prosecution. Who are we to try and force any idea, especially of ‘English only’, on others?
Research in Singapore, Switzerland, and Israel has shown that bilingual children have greater cognitive flexibility than monolingual children (Melendez, 1989). I also believe that students who are given the ability to take part in a bilingual education, especially those new to the United States, will have a greater feeling of acceptance. The feeling of acceptance is a crucial part of any successful education system. This acceptance can lead to motivation and hardworking students who want to stay in school in succeed.
Nieto (1992) suggests viewing linguistic diversity in the following ways. We should perceive language diversity in a positive condition, not as a negative. We should also develop an awareness of the roles that language discrimination has played in educational history. Nieto also suggests that we understand the role of bilingual education within a multicultural perspective. Educators should also look for the benefits of linguistic diversity for all students, not just ESL students.
I believe in the benefits of bilingual education. It is my belief that as a society, if we stand by bilingual education, we can overcome many political and educational problems in the United States. We must go back to our roots. Our founding fathers felt no need to declare a national language, why must we try to now?
Melendez, S.E. (1989). A Nation of monolinguals, A Multilingual World. National Education Association Journal.
Nieto, S (1992). We Speak in Many Tongues: Language Diversity and Multicultural Education. In Carlos P. Diaz, Ed., Multicultural education for the twenty-first century. Washington, DC: NEA.
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