Future Classroom Project

The WebQuest linked below is a good example of an activity I would consider implementing in my future General Science classroom. This activity allows students to work together to research the information, put it together in a visually pleasing manner, and for division of tasks between group members.  This activity would allow students with different talents to have a light shown on their specific skills.
     Global Warming WebQuest

Culturally Responsive Teaching Practices

Expeditionary Learning Blog: In the Spirit

"...collaborating with local professionals as they build their understanding..." (EL)

Encourage students to share their varied perspectives and experiences & create a supportive environment where this can occur. (CRT)

"collaborate to develop rich curriculum the bridges the gap between the classroom and community." (EL)

Build bridges of meaningfulness between home and school experience. (CRT)

"work in groups to solve problems." (EL)

Use small groups to foster collaborative learning. (CRT)

The ideas and educational steps taken in this program support different areas of Culturally Responsive Teaching, and the areas all concern group/collaborative work.

Culturally Responsive Reflection/Where I'm From

Many times, we perceive a language as one item as a whole; when in reality, languages are made up of many different dialects and forms of the same spoken language. For example, there are numerous dialects of French throughout each of the seventy or more francophone countries in the world. These dialects are not “wrong,” even though they may not comply with the “pure” French, as described by the Académie Française.  Viewing a dialect as “wrong” is a demonstration of a cultural deficit perspective. Why can’t we see that English is the same way? In our very own Appalachia, there is a dialect of English that is different from that of other areas and subcultures—this idea that there is a “right” and a “wrong” language is completely missing the culture each dialect represents. Students bring with them a piece of the home in which they were raised, and we must value their previous experiences.

"First, and most obvious, teachers and schools must accept, believe and act upon the belief that children of poverty are learners, have been learning since birth, and are ready to learn at any time, and will learn" (Purcell-Gates, 2002).

The information that a student brings with him or her into the classroom is valuable to the teacher, as well as the other students in the classroom.  Learning experiences are around every corner, and must be explored. A teacher who acknowledges the fact that student differences exist and are in place for a variety of reasons can build a stronger learning community. Making use of these important details in the classroom demonstrates a cultural difference perspective. This allows students to create an atmosphere of respect and camaraderie in the classroom.

“…they will foster a sense of community; and they will bestow a much richer education than most working-class kids enjoy” (Gonzalez, Greenberg & Velex, 1994).

Teachers are able to feed off of what their students know and are interested in. In order to make a classroom that overcomes cultural deficit perspectives, teachers must take cultural backgrounds and experiences into consideration when making lesson plans and activities for the students. Students should feel as if the information presented is relevant to their future—even when they are in an elementary classroom, they are always looking toward their future. When a teacher has reinforced past experiences with new information, students are more likely to succeed.

“… that helped the teacher and students exceed the curriculum, stretch the limits of writing, and expand the knowledge that formed lessons" (Gonzalez, Greenberg & Velex, 1994.

Teachers are capable of producing students who can speak and write in Standard American English, as well as any of the dialects of English. The way to accomplish this task is to first let students know that the way they speak or write at home is not “wrong.” Once students realize that how they speak and write at home is not wrong, simply different, a teacher may then proceed to show alternative ways of saying and writing the same message.  Making use of the culture students represent is spending their cultural capital wisely—students must be allowed free expression of where they come from and what they are made of. Discussing with others the importance of what they know can allow them to become stronger speakers and writers.

“…writers still need opportunities to talk about what they are writing about” (NCTE, 2008).

The “Where I’m From” project allowed us to demonstrate who we are, and what we represent. Being proud of a home area is only part of what it means to be a participant in the world around us. By showing others where we come from, we can say that we have specific experiences to support what we know and care about.  For myself, I am from a family of hard-working individuals who strive for the best in whatever we do. I apply this mentality in pursuing my education.  Through watching the videos of my classmates, I was able to learn about them—it almost forced me to know them in just a matter of minutes. With this type of connection, we are now more easily able to communicate about issues that are important to us.

In my classroom, I plan to create an environment where students know that their personal experiences are important and should be glorified. I plan to make connections in the community where I teach—students who realize that their education is backed up by community members are more likely to succeed.

Works Cited:

Purcell-Gates, V. (2002). “...As soon as she opened her mouth!” In L. Delpit & J.K. Dowdy (Eds.), The skin that we speak: An anthology of essays on language, culture and power.

Gonzalez, N.,  Greenberg, J. & Velez, C. Thanks Funds of Knowledge: A Look at Luis Moll's Research Into Hidden Family Resources. CITYSCHOOLS, 1 (1), 19-21, 1994.

National Council of Teachers of English (2008). National Council of Beliefs About Writing. Retrieved October 12, 2012: http://www.ncte.org/positions/statements/writingbeliefs

Where I'm From

I am from mile-high stacks of firewood, from Toyota trucks and kitchen woodstoves.

I am from the sweet-smelling kitchen, flour-covered hands, and whispering winds through the trees.

I am from the flowering Holly bush, the bright rolling hills, and hovering fog on the green mountains.

I am from snow drifts and kayaking in the yard; from the sweetest of dogs and most curious cows.

I am from long random drives and dark brown eyes and playing card games,

From crazy family gatherings and the rare “normal” moments—and families of friends not bound through blood.

I am from the loving caretakers, loud open minds; and from grandparents riding scooters.

From growing up to be what I want, and always pushing to do and be better.

I am from the wood of an altar, covered in tears—the piano and guitar loud in my ears.

I’m from the quiet Pete Lynch, Germany and England; from home-cooked meals, and bonfire talks.

From the journey to the top of a ridge, from feeling the biting breeze and watching nature make its own beautiful creations.

I am from the large Rubbermaid tubs filled to the brim with photos and stories of times long gone—memories upon memories awakened anew like the dawn.

From driving back roads and watching the wildlife; from swingsets, playgrounds, and volleyball nets.

I am from rippling clear waters, and fun on the lake.

From all of these places, I know many faces—they’ve allowed me to grow into “me.”

Cultural Difference or Deficit?

The video with the man teaching students "Proper English" and pronunciation is demonstrating a cultural deficit--he has no understanding that preserving a culture is an "okay" option. Speaking a certain way with family and peers is absolutely something that can be accepted, and something of which to be proud. He made me feel horrible for the students he was teaching, pointing out their seemingly inconceivably incorrect language skills and pronunciation--when the students were merely speaking in the way they were taught to with friends. The only way this could even feel acceptable to me is if he were explaining to the students that it is acceptable to use this language when it is appropriate--slang and specific dialects are acceptable in the right conditions.
This leads into the code-switching video--as long as one knows when it is appropriate to use slang and when to switch to a more formal type of language, why "correct" the language? It is in itself a language with grammar, syntax, and meaning--not something to be conformed to a "proper" way of speaking.  The second video showed an acceptance of the cultural differences in language speakers and learners. When surrounded by a large group of people who speak a certain way, it is inevitable to use similar styles of speaking--it is not incorrect. Language is a way of communicating: if the message is sent and received, there should be no question that effective communication occurred. People tend to believe that unless we speak in a unified language we will never be able to communicate effectively--however, if we can be more understanding of our surroundings and the people with whom we speak, we can all become more effective communicators and humans in general.