This is a unit that I am really looking forward to and hoping to grow from. It is perhaps where I feel most inadequate in my teaching. Without a solid knowledge base in my student's native language, I often feel like I lack in several of the 'best practices' categories and I really strive to become stronger in this regard
The categories that I think I am weakest in are using my assessments to inform instruction, specifically with my kids that are still learning basic English. I'd say that most of my in-class work is geared toward students at the CELDT level 3-4 [since this is where the bulk of my students are currently] and I have not yet totally adapted to meet the needs of my students at CELDT-2. I am only just know getting better at working on issues of sentence structure/word order with my lowest ELLs as well-- I had falsely assumed that it would just 'come' with more practice/English-only interaction. Parts of speech and word order are proving to be a major challenge.
I'm also really week in terms of respect for home language and cutlure. I am constantly praising them for being able to speak Spanish/ "talking up" being bilingual, but I really don't know enough about their culture. I constantly finding myself thinking that I need to read up on this, but have not have time yet. I want to understand their culture better, but with the language barrier... my conversations with their parents about this have not been as productive as I had hoped.
I am probably strongest in terms of using the GLAD strategies for UbD, and I'll even admit that I did not do the best job of this during past units. So far with geography I've used a KWL, T-Chart, Web, Input Chart, CCD, etc... and I have been really trying to focus on bringing more visuals in to my UBD as well as Blending, Read-Alouds, etc. I marked myself highest on Meaningful, Thematic instruction and Models/Visuals/Graphic Organizers. This seems to be an area where I am finally now getting confident about using these strategies, but I still look forward to more improvement as I learn more from this unit.
Tuesday, March 24, 2009
Tuesday, March 3, 2009
110 Equity
I found the article The Silenced Dialogue to be perhaps the most interesting of the articles that we have read so far— it reminded me of the conversations we had about Diversity and Achievement during the summer institute.
Question:
Given what we have learned in this article, what is the answer for a teacher who does not know the language? Frankly, after reading the article I am grappling more than ever with what I am likely doing wrong, how inaccessible the information might be because of my lack of cultural knowledge, etc. I especially found myself puzzled by some of the conversation on the implications of language in culture of power versus a culture without the nuanced language that I am accustomed to speaking with. (34). I often find myself asking students questions like “What should you be doing to get on green again?” or “How does a Rocketeer behave?” in my classroom management. The idea of indirect adherence to rules that Delpit spoke of is something that I think I struggle with—should I just be more direct to help these children? Or is not helping them at all if I am not using the language of the culture of power?
Quote:
“The rules or codes I’m speaking of relate to linguistic forms, communicative strategies, and presentation of self; that is, ways of talking, ways of writing, ways of dressing and ways of interacting. [3.]The rules of the culture of power are a reflection of the rules of the culture who have power” (25) This piece of the article- listing off the attributes of the ‘culture of power’ stuck with me in a particularly strong way. It is something that I often feel so conflicted on—am I being entirely disrespectful to their ways and culture in my lack of awareness? Our school emphasizes the importance of the culture of power, but what will happen when the ‘power’ this children are getting will inevitably clash with the cultural ties of their families and community?
Comment:
There is so much on this article that was really valuable—it caused me to think back on my own cultural associations, inherent power possessed, etc. I have recently experienced some frustration in terms of student/home/family lives so I think this unit could not possibly come at a better time for me. I am still trying to adjust and learn more about the community that I’m teaching in—I sometimes feel like the biggest outsider among the staff since I do not even speak the appropriate language and I think that drives an inherent divide between myself and the students.
Question:
Given what we have learned in this article, what is the answer for a teacher who does not know the language? Frankly, after reading the article I am grappling more than ever with what I am likely doing wrong, how inaccessible the information might be because of my lack of cultural knowledge, etc. I especially found myself puzzled by some of the conversation on the implications of language in culture of power versus a culture without the nuanced language that I am accustomed to speaking with. (34). I often find myself asking students questions like “What should you be doing to get on green again?” or “How does a Rocketeer behave?” in my classroom management. The idea of indirect adherence to rules that Delpit spoke of is something that I think I struggle with—should I just be more direct to help these children? Or is not helping them at all if I am not using the language of the culture of power?
Quote:
“The rules or codes I’m speaking of relate to linguistic forms, communicative strategies, and presentation of self; that is, ways of talking, ways of writing, ways of dressing and ways of interacting. [3.]The rules of the culture of power are a reflection of the rules of the culture who have power” (25) This piece of the article- listing off the attributes of the ‘culture of power’ stuck with me in a particularly strong way. It is something that I often feel so conflicted on—am I being entirely disrespectful to their ways and culture in my lack of awareness? Our school emphasizes the importance of the culture of power, but what will happen when the ‘power’ this children are getting will inevitably clash with the cultural ties of their families and community?
Comment:
There is so much on this article that was really valuable—it caused me to think back on my own cultural associations, inherent power possessed, etc. I have recently experienced some frustration in terms of student/home/family lives so I think this unit could not possibly come at a better time for me. I am still trying to adjust and learn more about the community that I’m teaching in—I sometimes feel like the biggest outsider among the staff since I do not even speak the appropriate language and I think that drives an inherent divide between myself and the students.
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