Diversity
Reflection:
Jim Knight defined equality as, “believing the people we collaborate with are no less important than us or anyone else, and that consequently their ideas, thoughts, and opinions are no less important than our own.” Although Mr. Knight is referring to coaching adults this same view of equality should also be applied to the students we teach. The culturally diverse populations of our communities makes school an exciting place to be. Our challenge is to help students embrace one another’s culture and celebrate our differences. This can be difficult with students who might not have had expierence with those outside their community or learned to get along socially with others. Teachers who respect and embrace differences will have an easier time creating a classroom that does the same.
The achievement gap in America shows us in many ways how, contemporary schooling has not been effective for some groups; continuing to do what we have always done further perpetuates the gap and these repeated failures over time makes it difficult to erase this gap. This can create generational ideas of failure, much like that of generational poverty. Educators today have a great deal of experience in dealing with diversity and are spending time and energy planning lessons that differentiate instruction for individual students and groups of students. These instructional plans include; those with physical disabilities, cognitive impairments and students from other cultures for whom English is not their first language. Data indicates many of these students are still falling behind their white affluent counterparts. Although we have come a long way in our attitudes about diversity; we still have challenges that must be addressed. In the right hands technology can play a primary role in helping students achieve learning goals, complete tasks, and close the achievement gap.
I come from a military background and grew up on military bases. These bases were truly multi-cultural and provided me with diverse experiences, especially when they were in other countries. I am very interested in people and try to foster that interest in my students. This year I received a valuable lesson in language acquisition as I worked with an ELL student from Italy. Her mother is fluent in both languages and informed me students in Italy learn letters in blends not in isolation. I had taken it for granted all countries taught letters individually along with the corresponding sound. In the future, I will investigate how other countries teach letters and letter sounds.
Language differences are not the only differences our students bring; we have students who need instruction tailored for their special physical and cognitive needs. Additionally, it is sad to see the number of girls who are not furthering their education in computer science and math. Kindergarten may seem like a long way from college, however, I have had parents ask that I not let their girls play in the block area with the boys. The block area is a rich environment for learning math skills and this maybe one of the experiences that influences a girl’s reluctance to encroach on male dominated territory. In the future, I will be more cognizant of my role in the classroom in encouraging girls to explore and use the more boy dominated areas of the classroom. Finally, to me the biggest obstacle to success in school is poverty. This occurred to me as I watched my Italian student make great gains this year. Her family is educated and their income seems stable, this is in contrast to some ELL students who are below the poverty line and who are also learning English. The difference seems to be in the number of experiences each group has had, with the more financially secure student having more connections in which to apply new knowledge. Additionally, data indicates poorer students have less access to technology. When technology is used it is for drill and skill and not likely for higher order thinking skills.
Kennesaw State has given me the opportunity to use technology to help meet the needs of these diverse learners. Some of the digital tools I have used with struggling as-risk students made a tremendous difference in their ability to meet their goals. I have learned a great deal about new technologies but more important I have learned to plan and manage them to create meaningful lessons that help students achieve. I have included below some of the tools and the methods I have used with students.
· Coordinating with ELL teacher on Reading Eggs for our students.
· IPads for letter/sound connections, handwriting, sight words and CVC words for students considered at-risk in language.
· SMARTBoard with SLDS interactive games that are connected to Common Core standards for students considered at risk in math.
· Using assistive technologies such as VOD (voice output device), textured key pads and Classroom Suite reading program.
· Google Earth to help students become globally aware by; visiting a students’ country of origin, to view our school, to find the destination of field trips, and chart all the places Flat Stanley had been.
· Creating Quizlet vocabulary cards and sight word cards for all students and especially ELL students.
· Speech to text technology to show speech students “what I say can be written.”
· Audacity for students with delayed fine motor skills whose verbal skills are more developed than their writing skills.
· Movie Maker as an avenue for students with fine motor issues to create a product they can share with the class.
· YouTube for music and movement activities and stories with ELL students in their native language. Additionally, subject specific content such as; science and social studies videos to support ELL students.
Knight, J. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction. Thousand Oaks, CA: Corwin Press.
The achievement gap in America shows us in many ways how, contemporary schooling has not been effective for some groups; continuing to do what we have always done further perpetuates the gap and these repeated failures over time makes it difficult to erase this gap. This can create generational ideas of failure, much like that of generational poverty. Educators today have a great deal of experience in dealing with diversity and are spending time and energy planning lessons that differentiate instruction for individual students and groups of students. These instructional plans include; those with physical disabilities, cognitive impairments and students from other cultures for whom English is not their first language. Data indicates many of these students are still falling behind their white affluent counterparts. Although we have come a long way in our attitudes about diversity; we still have challenges that must be addressed. In the right hands technology can play a primary role in helping students achieve learning goals, complete tasks, and close the achievement gap.
I come from a military background and grew up on military bases. These bases were truly multi-cultural and provided me with diverse experiences, especially when they were in other countries. I am very interested in people and try to foster that interest in my students. This year I received a valuable lesson in language acquisition as I worked with an ELL student from Italy. Her mother is fluent in both languages and informed me students in Italy learn letters in blends not in isolation. I had taken it for granted all countries taught letters individually along with the corresponding sound. In the future, I will investigate how other countries teach letters and letter sounds.
Language differences are not the only differences our students bring; we have students who need instruction tailored for their special physical and cognitive needs. Additionally, it is sad to see the number of girls who are not furthering their education in computer science and math. Kindergarten may seem like a long way from college, however, I have had parents ask that I not let their girls play in the block area with the boys. The block area is a rich environment for learning math skills and this maybe one of the experiences that influences a girl’s reluctance to encroach on male dominated territory. In the future, I will be more cognizant of my role in the classroom in encouraging girls to explore and use the more boy dominated areas of the classroom. Finally, to me the biggest obstacle to success in school is poverty. This occurred to me as I watched my Italian student make great gains this year. Her family is educated and their income seems stable, this is in contrast to some ELL students who are below the poverty line and who are also learning English. The difference seems to be in the number of experiences each group has had, with the more financially secure student having more connections in which to apply new knowledge. Additionally, data indicates poorer students have less access to technology. When technology is used it is for drill and skill and not likely for higher order thinking skills.
Kennesaw State has given me the opportunity to use technology to help meet the needs of these diverse learners. Some of the digital tools I have used with struggling as-risk students made a tremendous difference in their ability to meet their goals. I have learned a great deal about new technologies but more important I have learned to plan and manage them to create meaningful lessons that help students achieve. I have included below some of the tools and the methods I have used with students.
· Coordinating with ELL teacher on Reading Eggs for our students.
· IPads for letter/sound connections, handwriting, sight words and CVC words for students considered at-risk in language.
· SMARTBoard with SLDS interactive games that are connected to Common Core standards for students considered at risk in math.
· Using assistive technologies such as VOD (voice output device), textured key pads and Classroom Suite reading program.
· Google Earth to help students become globally aware by; visiting a students’ country of origin, to view our school, to find the destination of field trips, and chart all the places Flat Stanley had been.
· Creating Quizlet vocabulary cards and sight word cards for all students and especially ELL students.
· Speech to text technology to show speech students “what I say can be written.”
· Audacity for students with delayed fine motor skills whose verbal skills are more developed than their writing skills.
· Movie Maker as an avenue for students with fine motor issues to create a product they can share with the class.
· YouTube for music and movement activities and stories with ELL students in their native language. Additionally, subject specific content such as; science and social studies videos to support ELL students.
Knight, J. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction. Thousand Oaks, CA: Corwin Press.