Throughout this program, I have gained content knowledge and skills in the area of reading and literacy. I have also expanded my teaching practices, experiences, and expertise in order to meet the needs of culturally, linguistically, and academically diverse learners in my classroom. I have obtained a lot of knowledge and skills throughout this program. First, I have gained strength in creating literacy instruction and assessments that meet the needs of culturally, linguistically and academically diverse learners. Second, I have gained knowledge and experience of the challenges and opportunities of implementing the Common Core State Standards. Third, I have learned and implemented a variety of research-based instructional strategies to …show more content…
First, my teaching practices have changed in many ways to meet the needs of linguistically, culturally, and academically diverse learners in my classroom. I have incorporated a variety of sheltered instruction observation protocol, code switching, and the push-in model to meet the needs of the linguistically diverse learners in my classroom (Brooks & Karathanos, 2009;Echevarria, Short & Powers, 2008; Maxwell, 2013b). I have also transformed my teaching practice by creating a culturally responsive classroom and practices to meet the needs of the culturally diverse learners in my classroom (Laureate Education, 2014f). Additionally, I have implemented flexible grouping, cluster grouping, different learning styles, differentiation, effective response to intervention, and progress monitoring to meet the needs of the academically diverse learners in my classroom (American Institute for Research, Center on Response to Intervention, n.d.; Brulles & Weinbrenner, 2012; Scholastic, n.d.). Throughout this year, I have been able to build and maintain strong relationships with all my students. I have been able to meet the individual needs of all my students through the variety of research-based instruction strategies, textbooks, articles, journals, knowledge and information gained from this program. My students have made tremendous growth in reading and literacy this year. I have learned a tremendous amount of information from this program that has contributed to the amazing success of my eighteen wonderful first grade
Richards, H., V., Brown, A., F., Forde, T., B. (2006). Addressing diversity in schools: culturally responsive pedagogy. Retreived March 30th 2014from http://www.nccrest.org/Briefs/Diversity_Brief.pdf
The purpose of this study is to figure out which ways experienced teachers work best with culturally and linguistically diverse students. This study illustrates which strategies experienced teachers have found to work best. The diversity in school in the United States has increased each year. This means that there are an increasing amount of students who are learning English, English language learners (ELLs). This article comes from the perspective that each child should be taught to their specific needs. All students deserve a fair chance to learn. Fair means that every student is treated differently, not equally. Every student learns differently. In order to give every student a fair chance at learning, you must teach them according to their needs. An experienced teacher, Tiffany, describes her experiences working with culturally and linguistically diverse students. This study watches her methods and discusses what works based on data analysis of the success of her students.
For teachers to be effective in providing equitable learning opportunities, they must be informed about the dynamics of diversity in the student population. This awareness should be aimed at providing meaningful and engaging learning activities that are sensitive to the linguistic, gender-based racial, ethnic, cultural, and exceptional needs of the students (Indiana University Teaching Handbook, 2012). However, before teachers can create meaningful opportunities for learning, they must be aware of their students’ strength and weaknesses. Diagnostic assessments provide detailed information that can help the teacher identify areas of weaknesses in order to help students evolve through the reading stages. After identifying students’ deficiencies
...racy skills to function as adults, and we have a responsibility to our students to help them acquire those skills. We need to improve our weak characteristics of our campus and continue to use our strengths to develop new programs that will benefit our students’ abilities. If given the chance to improve my campus’s literacy programs, I would do whatever it took to make it a success and I would use multiple resources to find answers to questions that I could not answer. I would bring all these things together to make an after school literacy program a success.
Echevarria, J. Teaching language minority students in elementary schools (Research Brief No. 1). Santa Cruz, CA, and Washington, DC: Center for Research on Education, Diversity & Excellence. (2003)
John F. Kennedy once said, “A child miseducated is a child lost.” As educators it is our job to teach all students to the best of our ability in order to prevent children from becoming lost in the educational realm. We can do this by adequately familiarizing ourselves with the current demands of the United State’s educational system. These demands consist of implementing a rigorous and relevant framework into every classroom along with knowing and being able to meet the new Common Core State Standards. Throughout this paper, I will discuss the Rigor and Relevance Framework and how it relates to the Common Core, the new demands of the Common Core Standards, how these standards provoke new means of assessment, the shift towards more informational-based texts, and the new ways of assessing writing through performance.
He is a seven-year-old Hispanic first grader whose home language is Spanish. Student 1 comes from a low socioeconomic background with academic challenges in reading. He struggles to learn basic sight words and is weak in phonic and phonemic awareness. Student 1 receives after school tutoring and is at the RTI Tier 3 level, which gives him frequent intense instruction with the Reading Specialist during the school day. Another way to help the ELL student as noted by Vázquez-Montilla, Just, and Triscari (2014) is the availability of professional educator training to improve instruction for the growing diversity populations in the schools. Perhaps the practice of culturally responsive teaching would help Student 1 connect with literature through his experiences or information. This teaching method would involve using the language learner’s “funds of knowledge” as a springboard into language
Sheltered instruction: An empowerment framework for English language learners by Helen Abadiano and Jesse Turner discuss the movement in the early 1900s to develop standards for bilingual education in response to “Goals 2000: Educate America Act” along with other legislation designed to promote higher expectations in academia for all students (Abadiano & Turner, 2003). Abadiano and Turner note that English as a Second Language (ESL) in not listed as one of the federal designated content areas included for standard development. Federal legislation went so far as to imply that English Language Arts would address the needs of ELL students, and that the content standard changes were meant to help all students. The number of students form diverse culture and linguistic backgrounds is increasing and in response to this increase and lack of federal expectations the Teachers of English to Speakers of Other Languages, Inc. (TESOL) created a taskforce to not only monitor the reform efforts but to encourage “professional groups working on content area standards to address the needs of ELLs. This led to the pursuance of the development of standards for English as a second language. The ESL Standards for Pre-K-12 Students was published in 1997” (Abadiano & Turner, 2003). Abadiano and Turner also discuss Sheltered Instruction and Sheltered Instruction Observation Protocol. It is accepted that Sheltered Instruction is an effective method of ELL instruction but the problem lies in what is considered effective sheltered lessons. This inability to come to a conscience “led the Center for Research on Education, Diversity & Excellence (CREDE) to embar...
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students to gain a high level of respect for those unlike them, preferably from a judgmental and prejudiced view. Diversity has a broad range of spectrums. Students from all across the continent; students from political refugees, indigenous Americans, and immigrants bring their cultural and linguistic skills to American classrooms. Students not only bring their cultural and linguistic skills, but they bring their ethnicity, talents, and skills.
For my community involvement project, I volunteered at Memminger Elementary School for a program called “Reading Partners.” The program focuses on helping children build strong literacy skills to carry with them into their academic careers. It requires the tutor to read to the student that has been assigned and in turn the student reads to the tutor. The program assists in teaching the students valuable reading skills. Being able to read is critical to a child’s educational success. The program works with more than 100 schools within seven states. The program is geared toward students of low-income families. The statistics for children’s literacy in the United States are astonishing. “In 2011, just thirty-four percent of the nation’s fourth graders in public school could read proficiently” (National Center for Education Statistics, 2011). The program itself has had exponential success. Principals and teacher have reported that “Reading Partners” has helped increase students’ reading levels. During my time at the program I accumulated twelve volunteer hours.
The world is currently undergoing a cultural change, and we live in an increasingly diverse society. This change is not only affect the people in the community but also affect the way education is viewed. Teaching diversity in the classroom and focusing multicultural activities in the programs can help improve positive social behavior in children. There is no question that the education must be prepared to embrace the diversity and to teach an increasingly diverse population of young children.
Today is the second session that I had counselor with this particle client. He came in to see me for the same problem that he had before. But except this time client had be doing a little than before. Before I started with the interview I had use the five stages and dimension of the interviews a client. I want to have an empathic relationship with my client, and gathering story and find the strength of my client is part of getting to know my client. This time I had set a realistic goal that my client can work toward without feeling that he is not in control of making the decision. The next is stage restoring finding what is not working now and trying to find an alternative that will work then take the action of letting the client go or
The concepts included in providing a more diverse, multicultural education are requiring teachers to review their own issues and prejudices while expanding their knowledge of the many cultures that make up the classroom. These efforts help the educator recognize the various individual and cultural differences of each student, as well as gain an understanding on how these differences impact the learning process. The purpose of this paper is to reflect upon individual and cultural difference research and why diverse students struggle to succeed in school. Furthermore, I will share some instructional approaches I could implement in the classroom to accommodate diverse students. Finally, I will discuss the responsibility of educators in addressing the issue of how our o...
Through the completion of my graduate program in Curriculum, Instruction, and Assessment, I have gained an immense amount of knowledge and a plethora of skills which I have used and found valuable in my seventh grade English classroom. My outlook on student learning and my empathy towards students has also been positively affected by the program. These learning opportunities have led me to become a better educator both inside and outside of the classroom.
In conducting her research, the author understood that she needed to describe key issues of culturally diverse students, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In reading Cultural and Linguistic Diversity: Issues in Education (2010), s...