The culturally competent teacher communicates in ways that demonstrate sensitivity to sociocultural and linguistic differences, using a variety of verbal and non-verbal communication techniques that encourage positive social interaction and support learning in their classroom.
Tutoring in a math class poses a different opportunity to explore the realm of linguistic differences. Here, everyone comes in fluent in either one or several languages and leaves speaking the language of math. The biggest communication problem I have faced while tutoring is that these students are not as fluent in math as I am. Occasionally when I believe that I am explaining things in a clear and direct manner the student looks at me like I have three heads. The first time this happened I was slightly taken aback and had to take a moment to think about how to rephrase my explanation in a way the student would understand. Certain mathematical processes have become so ingrained in me that I haven’t thought about the actual steps that achieve the desired goal in a very long time.
In this classroom many students are unable to do long division without the aid of a calculator. When working with Evelyn one day I assumed that she knew how to do long division, but hadn’t done it recently without a calculator. With this assumption in mind I tried to guide her through the process with directives that made sense to me but clearly seemed to come out of left field for Evelyn. While walking around the room Ms. H discovered that many students were stuck on the same part of the problem that Evelyn and I were. Responding to this she went to the board and did a sample problem, explaining the steps using a remembrance device about monkeys. After Ms. H went through this example Evelyn and I were linguistically on the same page. I could help her through the long division problem using the monkey analogy and she understood the mathematical operations she needed to perform. There have been many other instances where I have had to reconsider the mathematical language I am using to explain a concept to the students. It has honestly been one of the toughest challenges I have faced in my service learning experience. It took me a while to understand that just because I was fluent in a certain concept at that point in my mathematical career the students I am working with will not necessarily have the same grasp of the language that I did.
May 11, 2010
May 4, 2010
Prompt 5, Brown
The culturally competent teacher involves and works with families and community resources, understanding the differences in families, the important influence of family participation in students’ learning, and the benefit of collaborating with the wider school community.
In this classroom the teacher has had many problems getting in contact with student’s parents. Often the parents work multiple jobs and are hard to reach both during the day and after school hours. Some parents are hard to get in touch with because they do not want the teacher to call them. Ms. H has set up an after school tutoring program to ensure that students are receiving help with homework outside of class. On the other side of the coin, there are parents that have contacted Ms. H with concern about their child’s grades and progress. Collaboration with parents is an essential element in a student’s success. If there is no communication between home and school large events, both in the classroom and within a family, can be overlooked as a possible cause for problems in either place.
Devon, a student I have worked closely with, suddenly became withdrawn and uncooperative. When I expressed my concern to Ms. H, she informed me that Devon was having problems at home and was being bounced back and forth between parents. Prior to knowing this I assumed that I had been doing something to cause his withdrawal and inattention to the lesson. Situations like this occur all the time; no one comes into a classroom without baggage. For some students the problems they walk into school with affect their performance and if the teacher does not know about these issues they may inadvertently add to the problem by punishing a student instead of helping them find an appropriate outlet. In Brown’s article, “In the good or bad of girlhood”, the students of Mansfield felt that their teachers didn’t understand where they were coming from. The teachers assumed certain things about them and had their own ideas about how they should behave. The teachers in this case could have alleviated some of the problem by talking to the girls’ parents and having a better understanding of their life outside of the classroom.
In this classroom the teacher has had many problems getting in contact with student’s parents. Often the parents work multiple jobs and are hard to reach both during the day and after school hours. Some parents are hard to get in touch with because they do not want the teacher to call them. Ms. H has set up an after school tutoring program to ensure that students are receiving help with homework outside of class. On the other side of the coin, there are parents that have contacted Ms. H with concern about their child’s grades and progress. Collaboration with parents is an essential element in a student’s success. If there is no communication between home and school large events, both in the classroom and within a family, can be overlooked as a possible cause for problems in either place.
Devon, a student I have worked closely with, suddenly became withdrawn and uncooperative. When I expressed my concern to Ms. H, she informed me that Devon was having problems at home and was being bounced back and forth between parents. Prior to knowing this I assumed that I had been doing something to cause his withdrawal and inattention to the lesson. Situations like this occur all the time; no one comes into a classroom without baggage. For some students the problems they walk into school with affect their performance and if the teacher does not know about these issues they may inadvertently add to the problem by punishing a student instead of helping them find an appropriate outlet. In Brown’s article, “In the good or bad of girlhood”, the students of Mansfield felt that their teachers didn’t understand where they were coming from. The teachers assumed certain things about them and had their own ideas about how they should behave. The teachers in this case could have alleviated some of the problem by talking to the girls’ parents and having a better understanding of their life outside of the classroom.
Prompt 4, Delpit
The culturally competent teacher is aware of the diverse cultural groups represented in his/her classroom, investigates the sociocultural factors that influence student learning, and is able to integrate this knowledge into his/her teaching.
Working with Aviv one day I realized how different my experiences have been from the students I am tutoring. We were doing a set of word problem from their text book. One problem had Brett’s usual walking route unusable because of construction, the students were supposed to find the shortest possible replacement path using the Pythagorean Theorem. Before starting any of the actual work Aviv began to read the problem and said to me, “What kind of a name is Brett?” After recovering from my slight shock that he had never heard the name Brett I told him it was a pretty common name. He responded that he had never heard it before and it seemed strange to him. While he was saying this I was thinking that Aviv was an unusual name that I had never heard before entering the classroom. After some reflection I realized that I was so familiar with the name Brett because it was common in my socioeconomic status and race. For the student his name might be equally as commonplace within his community. This realization made me understand how different the contexts of our experiences were. I think because of this, I would be at a disadvantage in this classroom. The culture these students have outside of school is different from my own, and different from what Lisa Delpit calls the ‘culture of power’. The clash of these two cultures within the classroom has the potential to become a disaster, with both sides fighting to be understood.
The challenge of communicating across these cultural boundaries can be mitigated by explicitly explaining the rules of the culture of power, in the case, the rules of the classroom. It seems like common sense that in order for students to understand what you expect of them you must explain it to them clearly. During my service learning I saw the disconnect between the culture of power and the culture students bring with them into the classroom in action. Previously, I believed that students in urban schools performed poorly because they lacked motivation and ignored school and classroom rules. In the classroom it was obvious that the students occasionally did not know what was expected of them. Previously, I’ve posted about the in class assignment that morphed into a quiz. Ms. H was upset that the students were not doing what she expected of them and responded by making the assignment a quiz. The students didn’t understand what they had done wrong and was upset that it was now a quiz. They thought that working together on the assignment was acceptable (as it usually is) and that a reasonable amount of chatter was allowed. The situation could have been avoided completely had Ms. H explained when assigning the work that it was to be done silently and alone instead of assuming that it would be done that way.
Working with Aviv one day I realized how different my experiences have been from the students I am tutoring. We were doing a set of word problem from their text book. One problem had Brett’s usual walking route unusable because of construction, the students were supposed to find the shortest possible replacement path using the Pythagorean Theorem. Before starting any of the actual work Aviv began to read the problem and said to me, “What kind of a name is Brett?” After recovering from my slight shock that he had never heard the name Brett I told him it was a pretty common name. He responded that he had never heard it before and it seemed strange to him. While he was saying this I was thinking that Aviv was an unusual name that I had never heard before entering the classroom. After some reflection I realized that I was so familiar with the name Brett because it was common in my socioeconomic status and race. For the student his name might be equally as commonplace within his community. This realization made me understand how different the contexts of our experiences were. I think because of this, I would be at a disadvantage in this classroom. The culture these students have outside of school is different from my own, and different from what Lisa Delpit calls the ‘culture of power’. The clash of these two cultures within the classroom has the potential to become a disaster, with both sides fighting to be understood.
The challenge of communicating across these cultural boundaries can be mitigated by explicitly explaining the rules of the culture of power, in the case, the rules of the classroom. It seems like common sense that in order for students to understand what you expect of them you must explain it to them clearly. During my service learning I saw the disconnect between the culture of power and the culture students bring with them into the classroom in action. Previously, I believed that students in urban schools performed poorly because they lacked motivation and ignored school and classroom rules. In the classroom it was obvious that the students occasionally did not know what was expected of them. Previously, I’ve posted about the in class assignment that morphed into a quiz. Ms. H was upset that the students were not doing what she expected of them and responded by making the assignment a quiz. The students didn’t understand what they had done wrong and was upset that it was now a quiz. They thought that working together on the assignment was acceptable (as it usually is) and that a reasonable amount of chatter was allowed. The situation could have been avoided completely had Ms. H explained when assigning the work that it was to be done silently and alone instead of assuming that it would be done that way.
Prompt 3, Kliewer
The culturally competent teacher should be able to use a variety of assessment techniques appropriate to diverse learners and accommodate sociocultural differences that affect learning.
I think the best way to accurately gauge a student’s learning is to assess their progress in several different ways. Not all students display their best work in the same way. Tests, homework, and class participation are all good indicators of how a student is doing in a class. However, basing a student’s grades off of one of these areas is not a complete view of their abilities. Many of the students in the classroom have part time jobs to help support their families. For these students, homework may not be their top priority after school. A culturally competent teacher would understand that each student is different. Each student learns differently, tests differently, and has different circumstances outside of school. Kliewer’s article “Reconceptualizing Down Syndrome” discusses the ways these differences have been handled in regards to students with disabilities. He also brings up the concept of human reciprocity which he defines as a form of associated living, “community establishes and is derived from each individual’s recognition of the value of every other individual”. The culturally competent teacher would recognize the value in each of their students and not only try to expand their knowledge base but also to make their progress clear in assessments.
In class I have not seen many assessment techniques implemented. Ms. H will hand out homework and occasionally I will see a student turning in work but this does not happen often. There have been a few tests since I have been tutoring there but I have never been present for one. On one Monday a student was shocked to find that they had missed a test that happened on Friday. I had been there the Monday prior to the exam and heard no mention of it. This leads me to think that the exam dates are not planned very far in advance, leaving students without much time to study. In regards to that same test there had been a take home portion, worth 20% of the final grade. The take home was due on Monday. I saw one student had in work that day. Another assessment that I observed was handled as sort of a pop-quiz. Ms. H had assigned work for the students to do alone but after ten minutes with very little productivity she declared that it was now worth a quiz grade. While the students were at lunch I helped to grade the quizzes. I was surprised to find that she handed out points arbitrarily. One student had the correct problem solving process but had made a computational mistake, they received a 4/5. Another student had completed a diagram of the problem and only finished a very small portion of the actual work, they also received a four. Some students handed in pages that were almost blank and received threes. I personally feel that a student’s grade is not a real representation of their abilities if it is arbitrarily assigned.
I think the best way to accurately gauge a student’s learning is to assess their progress in several different ways. Not all students display their best work in the same way. Tests, homework, and class participation are all good indicators of how a student is doing in a class. However, basing a student’s grades off of one of these areas is not a complete view of their abilities. Many of the students in the classroom have part time jobs to help support their families. For these students, homework may not be their top priority after school. A culturally competent teacher would understand that each student is different. Each student learns differently, tests differently, and has different circumstances outside of school. Kliewer’s article “Reconceptualizing Down Syndrome” discusses the ways these differences have been handled in regards to students with disabilities. He also brings up the concept of human reciprocity which he defines as a form of associated living, “community establishes and is derived from each individual’s recognition of the value of every other individual”. The culturally competent teacher would recognize the value in each of their students and not only try to expand their knowledge base but also to make their progress clear in assessments.
In class I have not seen many assessment techniques implemented. Ms. H will hand out homework and occasionally I will see a student turning in work but this does not happen often. There have been a few tests since I have been tutoring there but I have never been present for one. On one Monday a student was shocked to find that they had missed a test that happened on Friday. I had been there the Monday prior to the exam and heard no mention of it. This leads me to think that the exam dates are not planned very far in advance, leaving students without much time to study. In regards to that same test there had been a take home portion, worth 20% of the final grade. The take home was due on Monday. I saw one student had in work that day. Another assessment that I observed was handled as sort of a pop-quiz. Ms. H had assigned work for the students to do alone but after ten minutes with very little productivity she declared that it was now worth a quiz grade. While the students were at lunch I helped to grade the quizzes. I was surprised to find that she handed out points arbitrarily. One student had the correct problem solving process but had made a computational mistake, they received a 4/5. Another student had completed a diagram of the problem and only finished a very small portion of the actual work, they also received a four. Some students handed in pages that were almost blank and received threes. I personally feel that a student’s grade is not a real representation of their abilities if it is arbitrarily assigned.
Prompt 2, Kozol
The culturally competent teacher should be able to account for, demonstrate awareness of, and respond to the sociocultural distinctiveness of her or his students, families, and communities when planning for and delivering instruction.
According to Infoworks, 56% of students at Ambition High are Hispanic, 28% are African American, 5% are Asian and 10% are white. These statistics match what I have observed in the geometry class I am tutoring in. The majority of the class is either African American or Hispanic; there is one white student and one Asian student. Infoworks also reports that 73% are eligible for free or reduced lunches. This data also coincides with what I have observed in the classroom. Many students talk about their parents working multiple jobs or needing to have a part time job to help support their family. Bilingual students make up 6% of the population and 7% of students receive ESL services. The small numbers reported here surprised me. Almost all signs in the hallways are posted in both English and Spanish. During passing times the hallways are filled with students speaking both Spanish and English. The class itself has at least five students that speak Spanish fluently out of a class of twenty.
I was initially under the impression that this was a diverse classroom. After reading Kozol’s article “Still separate, Still unequal” I can see that I was using that word improperly. Because most of the students were racially different than I was my first instinct was to label it diverse. In regards to the true meaning of the word, Ambition High can hardly be called racially diverse. Over half of the students are of a single ethnic background and over three quarters are made up of only two ethnicities. This school does seem to be resegregating. The reasons for this cannot be attributed to the neighborhood that the school is in because students have a choice in where they attend high school. The statistics might be a reflection of the entire city but I am not sure if that is true here. After spending so many hours in the classroom it has become obvious that even though the students may not be ethnically diverse there are no two students that are alike. Every person in the classroom has something valuable to contribute. Josh is always reliable for that hilarious one liner that makes everyone laugh, Ava can always be counted on to finish her work early and help others; Michael will never shy away from answering questions or doing work at the board. Each student within this classroom is vital to the way it functions.
According to Infoworks, 56% of students at Ambition High are Hispanic, 28% are African American, 5% are Asian and 10% are white. These statistics match what I have observed in the geometry class I am tutoring in. The majority of the class is either African American or Hispanic; there is one white student and one Asian student. Infoworks also reports that 73% are eligible for free or reduced lunches. This data also coincides with what I have observed in the classroom. Many students talk about their parents working multiple jobs or needing to have a part time job to help support their family. Bilingual students make up 6% of the population and 7% of students receive ESL services. The small numbers reported here surprised me. Almost all signs in the hallways are posted in both English and Spanish. During passing times the hallways are filled with students speaking both Spanish and English. The class itself has at least five students that speak Spanish fluently out of a class of twenty.
I was initially under the impression that this was a diverse classroom. After reading Kozol’s article “Still separate, Still unequal” I can see that I was using that word improperly. Because most of the students were racially different than I was my first instinct was to label it diverse. In regards to the true meaning of the word, Ambition High can hardly be called racially diverse. Over half of the students are of a single ethnic background and over three quarters are made up of only two ethnicities. This school does seem to be resegregating. The reasons for this cannot be attributed to the neighborhood that the school is in because students have a choice in where they attend high school. The statistics might be a reflection of the entire city but I am not sure if that is true here. After spending so many hours in the classroom it has become obvious that even though the students may not be ethnically diverse there are no two students that are alike. Every person in the classroom has something valuable to contribute. Josh is always reliable for that hilarious one liner that makes everyone laugh, Ava can always be counted on to finish her work early and help others; Michael will never shy away from answering questions or doing work at the board. Each student within this classroom is vital to the way it functions.
Prompt 1
I am completing my service learning at Ambition High. The hallways of the high school resemble the busy city street it is situated on during passing periods. The school itself is divided into two separate learning communities, arts and technology, and classes are based on the community a student has chosen to participate in. There are instances when students from the arts and technologies groups intermingle but it happens very rarely when there are not enough students to justify having two classes. Theoretically, the learning communities focus on the interests and capabilities of the students to further engage them in the classroom and make abstract topics more relevant to their lives.
I am tutoring in an arts based geometry class and so far I have seen very little introduction of art into the curriculum. It seems that it would be easy to incorporate more visual learning into a geometry class and when students are asked to draw diagrams for problems or use visual manipulation to understand concepts they respond positively. This classroom is definitely on the rowdier side than any I had ever experienced. The students are outgoing and chatty but for the most part I have not seen it become much of a problem. Both the students and teacher (Ms. H)have made me feel very welcome in the classroom. The students often do work in partners or on their own during class and no one has hesitated to ask me for help if they need it. There is also an advisory period that I have observed and participated in. The two advising periods I was present for happened directly after report cards were sent home. During the first session Ms. H held private conferences with the students to discuss their grades and how they could improve in courses they had failed. The second session was spent discussing as a group the students plans after high school. In this session they had a lot of questions about everything from the SATs to what college is really like. In this instance I felt like my presence in the classroom was very valuable to them. As a more recent high school graduate than Ms. H I was able to answer their questions and tell them the things I wished I had known in tenth grade.
This focus on seeking out higher education is present throughout the school. The main hallways contain important dates for seniors including field trips to CCRI to take placement tests and the registration dates for classes. Various posters and signs throughout the school are in both English and Spanish, suggesting a high concentration of ELL students. There are also posters that announce those with perfect attendance records from each grade and learning community, being present and participating is obviously valued here.
I am tutoring in an arts based geometry class and so far I have seen very little introduction of art into the curriculum. It seems that it would be easy to incorporate more visual learning into a geometry class and when students are asked to draw diagrams for problems or use visual manipulation to understand concepts they respond positively. This classroom is definitely on the rowdier side than any I had ever experienced. The students are outgoing and chatty but for the most part I have not seen it become much of a problem. Both the students and teacher (Ms. H)have made me feel very welcome in the classroom. The students often do work in partners or on their own during class and no one has hesitated to ask me for help if they need it. There is also an advisory period that I have observed and participated in. The two advising periods I was present for happened directly after report cards were sent home. During the first session Ms. H held private conferences with the students to discuss their grades and how they could improve in courses they had failed. The second session was spent discussing as a group the students plans after high school. In this session they had a lot of questions about everything from the SATs to what college is really like. In this instance I felt like my presence in the classroom was very valuable to them. As a more recent high school graduate than Ms. H I was able to answer their questions and tell them the things I wished I had known in tenth grade.
This focus on seeking out higher education is present throughout the school. The main hallways contain important dates for seniors including field trips to CCRI to take placement tests and the registration dates for classes. Various posters and signs throughout the school are in both English and Spanish, suggesting a high concentration of ELL students. There are also posters that announce those with perfect attendance records from each grade and learning community, being present and participating is obviously valued here.
February 23, 2010
Introductory Post
Hello Class!
My name is Alexandra and this is my first year at RIC (but third in college). After switching schools twice and being undecided on a major I think I've finally got it figured out; I'm majoring in secondary education/ math. I'm a commuter and work part time as a barrista. When I'm not at school or work, I like to knit and hang out with friends. Since Dr. August shared a photo of her new puppy with us in class monday I thought I'd end my intro post with a picture of my dog. This is Princess(she came pre-named), she's a two year old ChiPoo.
My name is Alexandra and this is my first year at RIC (but third in college). After switching schools twice and being undecided on a major I think I've finally got it figured out; I'm majoring in secondary education/ math. I'm a commuter and work part time as a barrista. When I'm not at school or work, I like to knit and hang out with friends. Since Dr. August shared a photo of her new puppy with us in class monday I thought I'd end my intro post with a picture of my dog. This is Princess(she came pre-named), she's a two year old ChiPoo.
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