Reflection 3 is due today!
1. Read Chapter 4 from DMC (white book) and Chapter 8 in TESOL (blue book).
2. You must choose 1 question from pages 153-155 from Developing Mulicultural Educators to answer thoroughly and thoughtfully (minimum of 200 words). Please write the number and question so others can refer if they choose to respond to your answers/comments.
3. You must then respond to 1 other post with comments, questions, or any other meaningful conversation by the beginning of class on April 17th at 5:00pm.
Suggestions: Keep it related to your work with your ELs! Let's let these conversations be meaningful to you and your students.
Bring your Case Study with you for our next class for peer editing.
Question #2
ReplyDeleteI like to believe that I would never use the deficiency orientation in my classroom as a way to approach my struggling students. I do not believe that ANY students are deficient in any way. But, if I am being completely honest, I most likely did apply the deficiency orientation in my classroom when I was an inexperienced teacher. I feel that, looking back on my experience as a neophyte teacher, I likely used the deficiency orientation based on my students’ socioeconomic status. I came from student teaching in a very affluent school and it was nothing like the school where I began my career. I likely used the deficiency orientation when dealing with the parents of my students. I made the assumption that my students were at a deficiency because they were from lower income families. I assumed their families did not care about their education. As I grew as an educator, and as a person, I put the deficiency orientation aside and relied more on the difference orientation. Instead of looking at my struggling students as having a deficiency, I started to look at them as simply having a difference. This difference can lead to struggles. They are not deficient in anything… instead their struggles are because their lives are different. As their teacher, I need to discover these differences, adjust my approach to reaching the student, and utilize school and community resources to offer them assistance.
I also remember being that way as a new teacher, Corey. Assumptions of deficiencies can lead to lowered expectations and self-fulfilling prophesies. But it can be hard as an experienced educator as well, as we face discouragement and disappointment when trying to help these struggling, "different" students. You are so right - we need to keep trying to find ways to help and reach these students. We may be their only hope. Hang in there! : )
DeleteCory,
DeleteI chose this question as well, and I responded very similar to you-- I did not want to admit that I have used the deficiency orientation, but when reflecting, I realized I have unknowingly, which has been unfair to my student. I think that I tend to make the biggest conclusions about my students after meeting their parents. Sometimes meeting the parents makes me more empathetic to the student, because I can see how their home life is negatively affecting school. But, I need to try to understand the parents just as much as I do the students, because they may have differences, but that does not make them better or worse then me, or any other parent of my students. I love reading things that make me think and reflect on my role as an educator. Sometimes we get so caught up in the actual content teaching of our jobs, we forget we are also creating a positive or negative experience in a child's life!
Corey,
DeleteI think it's awesome that you have reflected on your teaching and modified your views and approach. The best teachers constantly rethink and re-evaluate. I'm really glad this class is causing us to think about our views in a different way.
A
Question #11
ReplyDeleteI was first exposed to the concept of learning styles back in the 90’s. I think it is totally unrealistic to expect teachers to accommodate each student’s individual learning style for every lesson. I do, however, think it is important to implement a variety of teaching styles. This insures that students are learning in the easiest way for them at least part of the time. Students also need to be able to learn in all ways effectively. If a student learned best using manipulatives, it would be a disservice to never expose him to learning in more abstract ways. Life necessitates learning in many different ways. It is important for students to be able to learn in ways that do not come naturally or easily to them.
I also learned about Gardner’s Learning Intelligences through my gifted classes in the early 90’s. As a gifted teacher, it comes naturally for me to look for and help students develop those strengths. I think this is extremely helpful for teaching ELs as well. Instead of always focusing on their language limitations, we need to give them plenty of chances to shine in their areas of strength. Several of my ELs are in the AC (advanced concepts) math program. This acknowledgement of their exceptional ability in math gives them the encouragement they need to improve their area of weakness. Anytime we can acknowledge students’ strengths, we give them more courage and confidence for facing their weaknesses.
You're right Pam! There is no way teachers can be expected to accommodate each student's individual learning style for other lessons... I wish my administration understood that!
DeleteI also feel it is so important to let our students strengths show. By teaching to meet the needs of diverse learners we are sure to reach all of the students in one way or another! Differentiation is crucial when dealing with students from different cultures and backgrounds. Learning styles can be cultural as well!
I love that some of your ELs are in the AC math program! I know that they will definitely have more confidence and motivation to strive for success in some of their weaker areas. I also like to try to emphasize strengths of each of my students. I feel it is important to give them that time to shine while continuing to strive for success in other areas. I have a variety of activities in each of my Daily 5 "Centers". This gives my students multiple ways of learning through their own choice. It seems to work well!
DeletePam-You make a great point about it being unrealistic to accommodate every child's learning style in every lesson. The thought alone is exhausting. Thanks for sharing that some of your EL's are in Advanced Math! I have explained to my class that being in "ESOL" has nothing to do with how smart you are. My class spelling bee champ is a former ESOL student!!
DeleteQuestion #4 Discuss how the beliefs that are held in the deficiency orientation can lead to the development or continuation of stereotyping, prejudice, and racism.
ReplyDeleteThe deficiency orientation is defined by its name. When we hold this deficiency orientation, we see certain students as lacking something that they need in order to progress. Many times, we begin to make assumptions about the students’ lack of motivation, and/or their parents or families. We might decide that because “Johnny” doesn’t turn in his homework, his parents don’t care about helping him. When his parents don’t schedule a conference on conference night, they must not be interested. “Johnny” doesn’t do well because he doesn’t try, and so on. From these ideas, stereotyping and prejudice begin. If “Johnny” happens to be Hispanic, then we can assume that Hispanics are uninterested and unmotivated. If we continue to harbor those feelings about “Johnny” and his family, then they become stronger, which can even lead to racism. The more frustrated we get with “Johnny” and his parents, the worse it becomes. This attitude is not helpful for anyone.
As educators, our job is to help all of our students be successful. In order to expect success, it is vital that we get to know our students, and to understand their cultures and backgrounds. By doing this, we can foster the difference orientation. By looking at each student as an individual with differences, we can find their strengths and build upon them in constructing knowledge. This will take us away from stereotyping, prejudice, and racism and point us toward success!
My Dearest Cathy! I told you empathy as a professional educator is indeed one of your strengths! I agree with you. There is no multiple choice answer such as a Specific Ethnic Group has a deficiency in orientation such as lack of motivation. In order of us to foster the difference orientation, we will have to develop a positive habits of mind.
DeleteOur students are individuals and can succeed. This attitude will be contagious in our Professional Learning Communities and our attitudes toward helping all students succeed will be worth catching! I am so proud to be on your team! You are one of my heros as an educator!
11. Should a Teacher Focus on a Students' Learning Styles? A key question is whether students should learn only from the style that is theirs or be encouraged to develop strengths in additional settings, senses, intelligences, styles, and strategies. As I relect on the reading, this topic of debate and classroom teaching experiences, I believe students should be encouraged to develop strengths in additional settings, senses, intelligneces, styles and strategies, but given opportunites through differentiating of content based on students' individualizes learning style to learn with their strength. I don't believe students should learn only from that style. I think educators should know the students' strength and learning styles. This knowledge can be very helpful when assessing ESOL's knowledge of a topic. Early childhood education presents opportunites to engage all students in an arrary of learning experiences. Especially our multicultural learners, when engaged in various opportunites to learn the teachers might observe other strengthes that will prove to be helpful when planning effective instructions that will lead to the students' mastery of the skills. One of my favorite book studies was on a book entitle Teach with Your Strength: How Great Teachers Inspire Their Students. (Oct. 2005)Liesveld, Miller, and Robison all encourged educators to teach to their strength, but once students are iinspired follow thier learning style. Also, I have worked with Renzulli Learning Style renzullilearning.com, and found all students through the differentiated learning based on their individualized learning will succeed in many learning styles. If these content based learning opportunites are presented students will have several pathways to skills mastery.
ReplyDeleteHi Sonya,
DeleteI agree that students should be encouraged to develop strengths across learning styles. There is not one sure and definite way to teach every child. Differentiated teaching is the key to developing lessons that build on students' strengths, especially for ELL students. This will result in mastery of specific skills and improved learning. I'm going to have to check out that book Teach with your Strength. I like the idea of my students being inspired from me teaching from my strengths!
2. Recognizing Deficiency and Difference Orientations in Your Own Teaching. In what circumstances or settings, and why, do you believe that you do or you will use the deficiency orientation in the classroom? The difference orientation?
ReplyDeleteAfter reading summary of Deficiency Orientation, I was sad that teachers can result to treating students in such a way that can have lasting effects on the student’s identity. I was especially saddened by the story described in Figure 4.1 about Bing’s daily experience in his classroom with his teacher who uses the deficiently orientation. The question I choose challenged me to think about myself as a teacher and if I have ever used this view with my own students. While I would never want to admit it, I do believe that I have felt this way about particular students that I currently serve. The example that comes to mind for me is one of my 5th grade ELL students. He comes from a family with 4 older siblings (all brothers), and all 4 of them have dropped out of school in the 9th grade. Sometimes I feel like this is his fate, no matter what. I hate that I think this way, but when I think about his role models and the way education is valued in his household, I realize that in my mind, my expectations for him are lower than some of my other students. I am thankful that this chapter opened my eyes to this fact, and I hope to do more to encourage his success. When reading about the Difference Orientation, I was inspired to think about the ways that I can change the way I teach this student—not to fix his opportunities for a brighter future—but to build upon the strengths he has now and encourage these strengths in all subjects so he has the self-confidence to know that he can succeed in school and have a bright future.
Jaime, I agree with you, is sad, the lack of understanding and frustration might lead teachers to mistreat their students. I am glad that we are being exposed to this views and hopefully will lead us all to be more sensitive to our students.
DeleteBest wishes to you and your students.
#11 Should a teacher focus on a students’ learning style?
ReplyDeleteI believe that good teaching is based on relationships. In difference orientation, we are asked to learn about our students in order to find out the best way to teach them. How can we do that without building that relationship and finding out as much as possible so that we can teach our students in a style or method that they can relate to?
As a teacher of special education students, we have a philosophy about learning and teaching: If chocolate doesn’t work, try strawberry. I think this holds true when talking about learning styles. The question asks “if a child should learn only from the style that is theirs”. I have never met a student who responds to merely one style of teaching. It’s important to create a learning environment that is rich with different teaching strategies and to expose students to a variety of learning styles. If they aren’t “getting it” with a chocolate lesson, try strawberry!
Each of the different components of learning styles holds its own importance. Look at your classroom and decide if the physical setting is appropriate. Is the classroom designed to optimize instruction? Must the students sit at their desks or would they benefit from sitting on the floor with a clipboard for a desk to take that spelling test? Does this student work better in a group or are they a loner and would be more successful working independently? These are only a few of the questions that an educator needs to ask themselves when setting up classroom rules or planning a lesson. I have always been a big fan of multisensory approaches to teaching. I may be “old school” but I think it’s crucial to identify what kind of learner a child is. Are they a visual learner, auditory, or would hands- on approach best fit their needs.
Every time a teacher sits down to write a lesson plan, they must think about all of their students. What is going to be the best way to present the information, so that each student has an equal opportunity to understand the lesson? This applies to all students whether they are ELL, gifted, learning disabled, have behavior issues, or is just an average student. Building that relationship with your students and addressing your lesson to fit their learning styles is the basis for being a great teacher.
Question 2
ReplyDeleteRecognizing Deficiency and Difference Orientations in Your Own Teaching...
I believe that in a diverse classroom the use of the difference orientation is appropriate. In this teaching orientation teachers see the students as different, not as deficient by their lack of English Language skills nor by the display of different behaviors considered out of the norm. In the TESOL book, we learned that "cultural patterns drive behavior" for example; Asian children who will not make eye contact or Muslin boys and girls who will not seat next to each other. Behaviors and learning styles are adapted into the learning and teaching styles from early life experiences. Students will be successful in a classroom where the "teacher instructional styles are congruent with the learning style of the student." (Cornet 1983) The task of differentiating teaching to adapt all learning styles and cultural sensitivities is the responsibility of he teacher. I like the example of Professor Escalante, he employed the different orientation teaching style and adapted his teaching to the learning needs of his students and with extraordinary results with the behaviorally challenged. Cultural identity is intertwined with cognitive learning styles and it should be recognized when teaching students, specially ELL.
11. Should a teacher focus on a Students’ Learning Style?
ReplyDeleteI feel teachers should start out the school year with interest inventories and student questionnaires. Through this data as well as through observations, teachers can begin to build a profile for each child. It is crucial to get to know the whole child, not just the child as a student. When you form a bond with a student and show them that you appreciate what they have to offer as a person, you have their respect. You must have a child’s respect for them to be willing to learn from you. Teachers should differentiate for special needs, academic ability, and learning style. Why would you not use information that can help a student be more successful? We should treat students how we want to be treated. I know I am not an auditory leaner AT ALL. If a teacher only presented content in an auditory manner, I would be very unsuccessful. I put myself in my students’ shoes. I don’t want them to become frustrated. I feel you should expose students to all learning styles, though, not just cater to their preferred style. I also think it is important to teach students about the different learning styles and help each child identify the way they learn best. Our guidance counselor presented a great lesson for our 5th graders about this. She helped the students figure out their style and even gave them suggestions for possible careers that are good choices. We can’t help how our brain is wired when we are born. If you fail to take into consideration the different ways children learn, you are failing your students.