My school is a private school but likely has a greater diversity
that some of its competitors. This means that I do have classes with kids from
a range of backgrounds and socio-economic statuses. This can give rise to
challenges but if a teacher is sensitive to these issues they can be balanced
out so everyone gets an equal chance. Ladson-Billings (1994) has a list of
areas which make up culturally sensitive teaching. She thinks that parents need
to be involved, students need to be treated as individuals with their own
strengths and weaknesses, instruction should be multifaceted in order to reach
all students and the teachers should be facilitators who create an environment relevant
to each student’s cultural and educational needs. Sound like a lot? It is! But
it can be broken down somewhat.
Even in a streamed classroom you can meet kids with a wide range
of abilities and learning styles. Teachers have to be aware of this and make
sure the class speaks to all the students. This requires displaying the
material in as many different modes as possible so each student can have access
via a medium they are comfortable with
and have the time to assimilate the material also. I tend to use Powerpoints
which I make available to the students, but also have worksheets, use video and
online games such as quizlet and kahoot.
In class we learn about and practice note taking in various styles so
student are exposed to a system that might work best for them, and I encourage
students to try new ways and share practices and thoughts in how the learn and
take notes. I am open as to what works and does not work for me, and say what
works for one may not work for the other! During class it is important to use
lecture, reading, group work, discussion and hands on activities and projects
so that students who learn in different ways have their best opportunity to
learn. When students are working the teacher should meet with small groups if
necessary of people are struggling with content or language in order to
facilitate learning. Carefully choosing partners of groups can help with this
so peer teaching can occur.
Involving parents, and the community at large is important too.
There is a school requirement that all report cards get feedback from teachers,
and if students are failing or close to failing parents are emailed in advance
with extra information and thoughts. Also we use an online system for homework
and grades where parents can log in and review everything. This does ensure a
good mount of feedback to the parents even if it can often not be good news! I
have often said I need to be better and send out 2 positive emails a week but I
have not found myself doing so thus far. In terms of involving the community
beyond that, I have some work to do also and I have not introduced students to
many minority scientists, when I certainly should!
I do try very hard in class to treat everyone as individuals with
their own needs and abilities. Differentiating as much as possible is large
part of this but also it is important to set high standards and to avoid bias
and stereotyping (Snowman & McCown, 2015). I have worked hard this year to
have students think about what winning is to them and I try to get them to
formulate a plan which will get them their win. I have also worked on improving
students attitudes towards their ability and motivation. If they have a better
mindset and view of their abilities, it is likely they will have more success.
I feel I do not have any initial bias towards a particular students and I try
to keep an open mind as the year goes on but it can be battle. I try little
things like not looking at names on tests as I grade them, as even a simple action
such as that can generate prejudicial thoughts like “well this guy has not
passed a test since Christmas” can impact fairness.
Mindset can be vital in this area. The unfortunate inequalities
can have inordinate effects on student’s outlook and there is a self-fulfilling
prophecy in thinking “I will not be able to do this!” This is the enemy of
progress and requires constant vigilance. If we can get little successes to
breed successes we can motivate students above and beyond their supposed
“ability” and let them move forward with increased confidence.
Thanks
References
McCown, R. & Snowman,
J. (2015). Psychology
Applied to Teaching (14th ed.). Stamford,
Connecticut: Cengage Learning
Dweck, C. (2006). Mindset;
The New Psychology of Success. Ballantine Books
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