Day FOUR Creating Culturally Responsive Classroom Environments. Creating Culturally Responsive Classrooms. Agenda. Session Objectives:. In table groups. What connections have you made since last session? Any a-has? - PowerPoint PPT Presentation
Creating Culturally Responsive Classrooms
Creating Culturally Responsive Classroom Environments
1AgendaIntroductions and OverviewMini- Research Project De-BriefCheck in- Reflection Questions/Discuss ReadingBehavior meets Needs: Colors/RTLunchVignettesArtifactsHomework assignments!2Session Objectives:Participants will be able to identify how to share power and voice with students,to create relationship-driven classroom management practices, and to build a culturally responsive classroom environment.
Creating Culturally Responsive Classroom Environments Participants will be able to identify how to share power and voice with students, how to create relationship-driven classroom management prac-tices, and how to build a culturally responsive classroom environment.
3In table groupsWhat connections have you made since last session? Any a-has? Share what you found on related to your mini-research project assignmentand your follow up to the community mapping activity.What does this tell you about how students might see themselves in your community?In teams- sharing about community.4Reflections:
Part I:Think of a student you struggle connecting with, lacks motivation, or is disrespectful. Describe the situation, your thoughts and feelings.
What is the biggest challenge you face in classroom management?
Think of an aspect of classroom management that mostly consumes your negative thoughts about teaching, students, or school. Describe the scenario, your thoughts and feelings about it.
Part II: Take some time to reflect about the situation you described above, particularly focusing on your thoughts and feelings about the event. From the perspective of this scenario, what does it reveal aboutThe beliefs, attitudes, and biases do you bring into the classroom?How your beliefs, attitudes, and biases reveal themselves in the classroom?Individual- I dont anticipate them sharing, but we connect back.5The ReadingCount off by 5- in your assigned group, define your assigned element of CRCM. Then identify examples of how you see that element working, or NOT working, in your classroom or building. What needs to happen to improve?
Recognition of ones own ethnocentrism;Knowledge of students cultural backgrounds; Understanding of the broader social, economic, and political context; Ability and willingness to use culturally appropriate management strategies; andCommitment to building caring classroom.Number off.6Connect Behavior to NeedsThink back to the 1st session, and the Colors activity- What behaviors might you see in the classroom, as each group tries to get their needs met?
Think back to session 3, and Roadville/Trackton.. What behaviors might you see in the classroom, as each group tries to get their needs met?
Look back at your reflection from earlier- what connections can you make?
In teams7On Teachers.Think about your best teacher, ever. And your worst one. Turn to a partner and tell the story of each. After all pairs are done,As a whole group- use chart paper to make a T-Chart, with one column for best and one for worstWrite words that describe each.What themes emerge for each?For larger groups, have each table do a t chartOne to start this activity. Is to have everyone thing about their favorite teacher and write on sticky notes the characteristics of that teacher put them on chart paper- the, have them do the same about their worst teacher. theme and discuss the characteristics.
8basic human needs
Group by grade level or role (pull out teachers, admin, etc) ..teachers, about your classroom. Pullout teachers, about your student groups/relationshipsFor admin- do you see this? Do you create it at the school level?
Fill out the needs assessment on basic human needs, regarding your classroom.. Individually rate the bullets- then, in triads (and try to have one of the three be a coach or admin), complete the evidence and shift columns.
9Defining a Discipline ProblemVignettesClass Maps dataUse the class maps survey tool activity to examine the the sample data provided- Then, look at the data you brought, also using the survey tool activity sheet.
How can you establish a routine of using this form of data (student feedback) to improve school?Class Maps- debriefIntroduction to Class MapsCollect and analyze student survey data describing elements of effective classroomsAssemble the information into a graphic description of the classroom (Class Map)Examine the significance of the Class Maps Survey results data with students in a class meeting and solicit their perspectives on the causes and remedies for the classroom weaknessesPlan strategies to strengthen the classroom learning environmentImplement strategiesReevaluate the classroom environment through another Class Maps Survey to assess changes in the learning environment.
Activity: Analyze sample data set modeling how to implement and reflect on Class Maps Survey data.13Resource search:http://www.tolerance.org/professional-development/strategiesCRCM competitionIn your team, write a vignette that describes your most frustrating classroom management problem.Trade vignettes with the other teams- Try to solve the problem youve been givenSmall Group Work:
Look at the artifacts you brought- explain your approaching to creating a positive classroom culture. What are some ways that you currently foster positive and personal relationship with your students?How do you acknowledge the influence of your own cultural background, values, and biases? How do you incorporate the cultural backgrounds, values and needs of your students?What strategies can you use to ensure that the needs of students are being met?What are some barriers to creating culturally responsive classrooms? Brainstorm strategies to remove/reduce these barriers.Grade and role alike teams?16ClosingWhat are you committing to between now and next session? How will you hold yourself and your team accountable?For next session, you will need to read the following handouts:BanksGood & BrophyAlso- bring with a copy of the state common core standards and/or WI model academic standards that you need to be integrating into your classroom- and, some sample materials that use in your classroom (lesson plans, units, assessments, texts)
You might want to do a quick closing activity.
Then, Have the articles ready for them to pick up and take home, and Dont forget to have everyone complete the session evaluation 17