Click here to load reader
Upload
nguyenhanh
View
212
Download
0
Embed Size (px)
Citation preview
12
69 3
Construction Zone
3:6
C
RE
AT
ING
A S
UP
PO
RT
IVE
TE
AC
HIN
G A
ND
LE
AR
NIN
G E
NV
IRO
NE
MN
T F
OR
EL
LS
It’s about TIME
• Itisimperativethattheentirestaff increasetheirinterculturalcompetence,basedonthenineareas.Thiscanbefacilitatedbysomeonewhoiswellversedinculturaltopics,andisabletopresentawiderangeof engagingactivitiesforstaff toincreasetheircompetence.
• Itwouldbewisetoadministeranattitudinalsurveytostaff basedonthenineareasof interculturalcompetence,toincreasetheirself-awarenessanddeterminestaff needs.
• Staff shouldbeinvolvedinactivitiesdesignedtoenhancetheirabilitytodevelopandmaintaineffectivestaff-studentrelationships.
Potential CosTs
• Workshoppresentersand/orspeakerstofacilitatethedialogue.Thecostsforthesesessionscanrangefrom$500-$3000perday,inadditiontopossibleteacherstipendsandsubstitutecosts.
• Materialsshouldbemadeavailabletostaff onthevariousculturesandreligionsrepre-sentedinthestudentbody.
TENDING TO THE SPIRIT/CULTURE
CreatingaSupportiveTeachingandLearningEnvironmentforEnglishLanguageLearnersWhy go this route?
Itisnecessarytobuildtheenvironmentthatwillsupportlearning.Itdoesnotjustmagicallyappear.Ittakestime,commitment,andbelief inoneself andone’sstudents.Allstudentscanlearn,giventheappropriatesupportsandmodels,oncethebarrierstoresponsiveeducationareeliminated.Thesebarriersinclude:
• Climatebarriers• Expectationalbarriers• Culturalbarriers• Languagebarriers• Contentbarriers• Resourcebarriers• Deliverybarriers• Assessmentbarriers• Communityinvolvementbarriers(SEEINSERTCforStep2)
Inasupportiveandresponsiveenvironmentstudentsfeelmoreconfidentandcapableof accessingthelanguageandcontent,andteachersfeelmorecompetent,andknowtheyhavedonetheirbesttomeettheneedsof theirstudents.
You’ll know you’ve arrived when…
• Whenstudentshavebuiltmeaningfulandtrustingrelationshipswithotherstudentsandadultsintheschool
• Studentstakerisksininteractingwithothersandproducinglanguage
• EnglishLanguageLearner(ELL)attendanceratesincrease• ELLsaremotivatedtolearn• Thereisactiveinvolvementbyparents• Studentsarereadytolearn!
1 Get to Know Your StudentsGettoknowthemasawholeindividual,notjustasanEnglishLanguageLearner.
Eachstudentcomesintoourschoolsystemwithacultural/linguisticbackgroundthatweneedtobecomefamiliarwith.Understandingtheseuniqueaspectsofourindividualstudentsmakesthedifferencebetweenthestudentbeingreadytolearnornot.(SeeINSERTforStep1.)
2 Build Connections and RelationshipsItisimportantthatthechildseethatyouvaluethemasaperson,andarewillingandeagertobecomeanimportantpartof theirlives.
Assignthestudentabuddy,notnecessarilyasamelanguagepeer.ThiswillhelpthemacquireEnglish,andgetthemtospeakEnglishmorereadily.Donothavethemdependtoomuchonanativelanguagepeertotranslate,ortheywillnotstrivetounderstandEnglish,andwilljustwaitforthetranslation.Additionally,wemustencourageteacher-parent,parent-teacherrelationships,whichcanonlybeinitiatedwhenthestudentfeelscomfortableenoughtobringtheparentintothesetting.(SeeINSERTSA,BandCforStep2.)
3 Increase Your Cultural KnowledgeLearnasmuchasyoucanaboutthelanguageandcultureof yourstudents.
Encouragestudentstoexpresstheirpointsofviewandopinionsondifferentissuesandshareinformationabouttheirculture.Bringlanguageandcultureintotheclassroom.Cultureisarecipeforbehavior,whetheritbesocialoracademicbehavior.Thebetterweunderstandastudent’sculture,wecanmorefullyaccommodatetheirsocialandacademicbehavior.(SeeINSERTforStep3.)
4 Create an Environment of High ExpectationsEnglishLanguageLearnersmuststrivetoachievethesamegoalsasnativespeakers,andarecapableof achievingthosegoalsif propersupportsareputinplaceforthemfromtheonset.
5 Develop a Student-Centered Approach to Teaching and Learning.Studentscanbetteracquirelanguagewhenactivitiesareplannedthatactivelyinvolvestudents.
Wecanonlygetmeaningfulstudentinputoncewehaveestablishedtrustingrelationshipswithourstudents.(SeeINSERTSA-CforStep5.)
The Process
A step-by-step
guide to developing a
shared school vision.
NOTE:Stepsmarkedwitha
areaccompaniedbyoneormore
inserts,includedinthispacket.
Getting more mileage from creating supportive teaching and learning environments for ELLs
How creating supportive teaching and learning environments
for English Language Learners benefits your school in regard
to the following initiatives:
Elementary and Secondary Education Act (ESEA)
• TitleIIIof ESEArequiresthatschoolsensurechildrenwhocomefromhomeswhereEnglishisnottheprimarylanguage(ELLS)areassessedannuallyforEnglishproficiencytodetermineif theyareachievingadequateyearlyprogressinEnglishLanguageacquisition.
State Accreditation System
• Acomponentof eachschool’sannualreportcardisassessmentdataonstudentperformanceof whichELLsareoneof thesub-populationsforAYP.Inorderforthesestudentstoexperiencefairaccesstothecurriculumandtheentireeducationalexperience,theymustfeelsupportedintheireffortsinasystemthatrecognizestheiruniquenessandbuildsontheirstrengths.
Michigan Continuous School Improvement Process (Mi-CSI)
Michigan School Improvement Framework
Data relating to English
Language Learners must be
disaggregated and strategies
must be included in all aspects
of the continuous school
improvement process.
Resources
OfficeofSchoolImprovement
www.michigan.gov/mde
Ex-OfficioRick Snyder, GovernorMichael P. Flanagan, Superintendent of Public Instruction
ComplianceWithFederalLawThe Michigan Department of Education complies with all Federal laws and regulations prohibiting discrimination, and with all requirements and regulations of the U.S. Department of Education.
MichiganStateBoardofEducationJohn C. Austin, PresidentCasandra E. Ulbrich, Vice PresidentNancy Danhof, SecretaryMarianne Yared McGuire, TreasurerRichard Zeile, NASBE DelegateKathleen N. StrausDaniel VarnerEileen Lappin Weiser
Books, Articles, Websites
The Principal’s Book of Lists
Ramsey,JohnWiley&Sons,2002.
The Compassionate Classroom:
Relationship Based Teaching
and Learning
SuraHartandVictoriaKindleHodson,Encinitas,CA:PuddleDancerPress,2004.
What Every Teacher Should Know
About Diverse Learners
DonnaWalkerTileston,ThousandOaks,CA:CorwinPress,2004.
Relationship-Driven Classroom
Management
JohnM.Vitto,ThousandOaks,CA:CorwinPress,2003.
Cultural Competence: A Primer
for Educators
JerryV.DillerandJeanMoule,Belmont,CA:Thomson-Wadsworth,2005.
InterculturalDevelopmentResearchAssociation
SanAntonio,TXhttp://www.idra.org.
WebsitefortheResponsiveClassroom
http://www.responsiveclassroom.org.
People
IntermediateSchoolDistricts/RESAscanserveasaresource.
For more information, contact:
MichiganDepartmentof Education
Officeof EducationImprovementandInnovation517-241-3147
SchoolImprovementUnit517-373-8480
CurriculumandInstructionUnit517-241-4285
Officeof AssessmentandAccountability517-373-0048
Officeof EarlyChildhoodandFamilyServices517-241-3592
Officeof FieldServices517-373-3921
SpecialPopulationsUnit517-373-6066
Officeof ProfessionalPreparationandTeacherCertification517-373-6505
Officeof SpecialEducationandEarlyInterventionServices517-373-9433
CommunityandFaith-basedOrganizationsinyourareaforsuggestionsandsupport.
LinktoMulticulturalEducationBasedWebsites
http://www.edchange.org/multicul-tural/sites1.Html/
NationalAssocationforMulticulturalEducation
http://www.nameorg.org/
TheSouthernPovertyLawCenter
http://www.tolerance.org/