She has trained instructional coaches in reading development, especially targeted at students of color and English learners. Zaretta Hammond’s questions take this exercise much deeper and really made me think about what cultural beliefs I am bringing to my school. The bias or assumptions that might be behind my triggers might be that I grew up in a family/time that instilled values in me that you NEVER talked in class unless you raised your hand and were recognized. “Spelling out” the trust generators, their definitions, and what they look like was very helpful (Pg. 53, Para. In Chapter 4 I looked at my Cultural frames of reference. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. Something to remember when a student is trying to push my buttons. This message is personalized for individual students at every opportunity. ( Log Out /  California: Corwin. You respected elders and everyone around you no matter what, or you paid the price at home with your parents. [PDF] Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students Free A bold, brain-based teaching approach to culturally responsive instructionThe achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. It was very enlightening, and I was also pleasantly surprised to get some affirmation on things I have been doing during my teaching career. Lunch time can be such a stressful period for students when reports of bullying and inappropriate behavior are most likely to occur. Relationship building takes time and who has that, right? I think of myself as a caring and supportive teacher, and when kids don’t respond to that, it’s a little perplexing to me. In Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students, I share the social neuroscience that emphasizes the need to get the learner’s brain calm and ready for learning. A similar trigger is when students pass a peer, perhaps on their back from handing a paper in the tray, and ‘whisper” something to another peer that leads to a reaction often involving an interruptive comment, disturbing the entire class. I grew up in the 60’s in a working class home with two parents who had both dropped out of high school because they were pregnant with me. I do remember that I was expected to respect my teachers and to be a ‘good’ girl, pleasing to others. Bonnie Jones and David Guardino serve as the project officers. No judgement. This is Your Brain on Culture 4. Harmer, J. I am a speech pathologist so I teach it through the concept of code switching or a communication skill. I do use “if you remember nothing else from today, this is what you should remember” but I feel it can be much better. He had the same issue last year, according to his previous teachers. As we mentioned in earlier comments, the SODA strategy is a great idea and life lesson that perhaps we should even teach to our students. learners, culturally responsive teaching (CRT) is one of our most pow - erful tools for helping students find their way out of the gap. I would be interested to know if this would be an acceptable approach for culturally responsive teaching. I had a student last year from Cuba and there were many times I spoke to the ENL teacher about his behavior to learn if it was cultural or rude. And Ch. Chapter One: Learners. The teacher is a cultural liaison with the responsibility of developing a connection between the cultures of the student and the student and the culture of the school. If you use a quote from the book in your comment, be sure to include the page number. ( Log Out /  It helps educators understand the synergy between SEL/relationships, anti-racist education, and cognition for deeper learning. I agree with Lori that relationship building with children is something that we have to deliberately work at throughout the year. Learning more about what helps students feel safe, their triggers, and helping them to trust you (the adult) can be challenging depending on the student, their background, and the sensitivity of their “fight or flight” mechanism. There was a list of questions to help spend time sifting through surface and shallow cultural beliefs on page 57. I do share parts of my life with my students — my school and college experiences, that I decided at age 5 that I wanted to be a teacher — but that it took me longer than usual to reach that goal, as well as a little bit about hobbies, etc. Zaretta Hammond is a teacher educator and author of Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. The principal and teach-ers turned a blind eye to the fact that we lived outside the attendance zone for Lafayette as long as we “behaved” ourselves. I have found as the relationship builds, I never have to chase them down, they are eager to show me their progress good or bad and realize that it is not a punishment. She holds a Masters in Secondary English Education. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. The bias or assumptions that might be behind my triggers go back to my upbringing. As an ESOL/ENL teacher, I did appreciate the paragraph on page 61 in which it was stated that “we also have to recognize ‘situational appropriateness’ meaning that a student’s actions may represent positive cultural behavior but may not be appropriate for the situation.” We live in a country where many cultures are represented, however, there is an American culture that we still should value.I think there’s an idea out there that we must be tolerant and accepting of everything from all cultures (whether it’s a foreign culture or different socio-economic or even religious one), but part of our jobs is to let our students (and their families even, since many of our immigrant families have actually sought this information from me) know and learn about social appropriateness in different situations. LOVE the SODA piece…I suspect that will help with the toddlers at home. I think that sometimes students who don’t trust may either act out or not try since it is easier than actually putting yourself out there and failing. As an elementary student in a predominantly white suburban school I don’t remember feeling directly touched by these events. We celebrate the small successes. Change ), You are commenting using your Twitter account. I was taught to be quiet when others were speaking, especially teachers and adults. I remember sharing with him how I had had a hard time in math growing up and had to work at it and not give up. 2. We are using some of the restorative practices and having the students do things to make amends for their behaviors, not just punishing. The student social and learning behaviors that trigger me in my classroom are students talking when others are speaking, using cell phones and not listening, thinking it is okay to disrespect others, not asking questions when confused or unsure, and thinking it is okay to not work/learn. The relationships we build can have influences we may never know about, but maybe will make a difference in a life. Welcome to the GCSD blended collegial book study on Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students by Zaretta Hammond. We are also working hard to make sure the teacher/student relationship is restored before the student goes back into the classroom. 3. We have to be able to step back for a second to think about what’s happening. I have really high expectations of my students because of my personal values. Building relationships with people in general is important to be successful regardless of where you are. Summary: This resource celebrates awareness of individual, ethnic, cultural, linguistic, and economic diversity, and addresses all aspects of studies within the context of culturally responsive teaching. It means doing whatever it takes to ensure that every child is achieving and ever moving towards realizing her or his potential– Joyce Taylor Gibson (University of Massachusetts) Schools . I was the first in my family to go to college (although my mom attended college shortly after I did and eventually earned a Master’s Degree in English). Culturally Responsive Teaching and the Brain is a text unlike others in the field of diversity, equity, and inclusion. Earlier this week while starting data binders with two groups of students I think I had a break through with a student. Introduction + Ch. I did not grow up in a similar environment however the course of my life was changed by a teacher that knew the importance of developing a relationship with students and getting kids to trust you. I can learn more about what would help my students feel safe and trusting from their perspective and experiences by listening to them. One quote from the book I found particularly relevant was, “As you organize yourself for this self-reflective prep work, remember that it is not about being perfect but about creating neural pathways that shift your default cultural programming as you grow in awareness and skill.” (p. 69) This reminded me of the growth mindset of learning. Change ), You are commenting using your Facebook account. It helped me examine what I do and helped me reflect on my relationship with students.Truthfully, we have no idea of some of the “baggage” our students bring with them to school. A systematic approach to culturally responsive teaching is the perfect catalyst to stimu - late the brain’s neuroplasticity so that it grows new brain cells that help students think in more sophisticated ways. You will gain their confidence and strengthen your relationship in school. I like the metaphor of a cultural aperture, as opposed to a lens. Academically, we are also using this relationship to build capacity for learning. ( Log Out /  Download full Culturally Responsive Teaching And The Brain Book or read online anytime anywhere, Available in PDF, ePub and Kindle. Subjects: Literacy; Multicultural education; Language arts (Elementary). If you use a quote from the book in your comment, be sure to include the page number. In addition to consulting and professional development, she has been on staff at national education reform organizations, including the National Equity Project and the former Bay Area School Reform Collaborative (BASRC). Change ). I’m not sure how much of this is a need to shoot hoops at any opportunity or part of the ADHD. The views … You can make students feel safe in your classroom by letting them know you care and are there for them if they need you–accentuate the positives (page 86). Foreward by Yvette Jackson Acknowledgements About the Author Introduction Part I: Building Awareness and Understanding 1. But reading this book has me think of ways to directly and purposefully reach those students. Explain the meaning of classroom ethos in your own words. I like what Jessica wrote. I know that based on my cultural experiences, a trigger for me is when students are disrespectful. A bold, brain-based teaching approach to culturally responsive instruction. I do think it’s difficult to acknowledge my shortcomings as a teacher. Shedding and adjusting light for clarity instead of sharpening focus feels “safer” in terms of my own emotional response to situations where I’m unsure of the possibility of cultural bias. The purpose of the book study is to collaboratively support our work with culturally responsive teaching and to encourage dialogue among colleagues. The student social behaviors that trigger me in my classroom are students who communicate negatively with others who don’t even sit nearby. Participants spoke at length about challenges that result when trying to navigate potentially controversial topics in the classroom, especially when the teacher may have limited background knowledge in relation to the given topic or may disagree with the practices of a group. Cannot load blog information at this time. I have been just talking with students quietly, and it is very helpful using the strategies in the book. You can turn on the news and you wonder how much of the conflict we see is due to this very problem. It makes you think before you act–it works! Activate students’ prior knowledge. How can you learn more about what would help your students feel safe and trusting from their perspective and experiences? When we were setting her personal goals she said, “I want to be able to remember what I read.” Up to this point in the year she has participated and made gains but her biggest hurdle is deeper comprehension. What student social and learning behaviors trigger you in the classroom? We cannot guarantee that Culturally Responsive Teaching And The Brain book is in the library. The latest news and resources in education since 2007, Culturally Responsive Teaching & The Brain. I think the thing that triggers me the most is not thinking…not necessarily academically – that’s what we’re here for, but behaviorally. I need to adjust my aperture, open my mind and learn to understand that the differences amongst us are just that, differences, without any judgement necessary. Building the Foundation of Learning Partnership 6. There weren’t cell phones when I grew up, and I Always ask questions when I don’t understand–I will ask and ask until I totally get something. In Chapter 4 the author stated that “if we routinely interpret others people’s actions solely through our personal cultural frames, we run the risk of misinterpreting their actions or intentions.” This is so true across all aspects of life!! Instead, educators like to focus on the affective elements. We will continue having circle discussions to discuss the difference between a tattle verses something of a more serious nature. Reading the book reminds me of things I already know but brings it to the forefront of my mind. ELEMENTS 1. Chapter 4: What student social and learning behaviors trigger you in the classroom? In my career to date I have been a classroom teacher, Reading Specialist, Instructional Coach and an Assistant Principal. The other part that jumped out at me was on page 91. I always remember how powerful it was to see your colleagues respond to these types of questions based on their socio-economic background. I do remember hearing adults speaking disrespectfully about blacks and feel that I grew up around a lot of prejudice. The book includes: Of course someone always needs the last word and neither party holds themselves accountable for the interruption. The achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. I thought that there was such irony between the simplicity of the equation found on page 75 of rapport + alliance = cognitive insight, and the challenge that we sometimes face to create rapport and an alliance with some of our students. I can circulate around the room and ask students how they are doing with writing, and most of them will tell me if they’re stuck or need help with a particular part. We will set limits, we will work with parents/guardians, and we will provide consequences, but we will always support them. What bias or assumptions might be behind your triggers? Culturally responsive teaching: A teacher’s use of strategies that support a constructivist view of knowledge, teaching, and learning assists students in constructing knowledge, building on their personal and cultural strengths, and examining the curriculum from multiple perspectives, thus creating an inclusive classroom environment. A teaching workforce that remains overwhelmingly female, white, middle-class, and monolingual is increasingly likely to teach students who are of a differ ent race, ethnicity, socio-economic status, language group, and so on. Chapters 4 & 5 discussion starters. With that being said, building relationships with students is key to helping them become successful. Culturally Responsive Teaching and The Brain. PDF | Overview and critical perspective on Culturally Responsive Teaching | Find, read and cite all the research you need on ResearchGate It is a thoughtful, holistic, brain-based approach to teaching the whole child. Culturally Responsive Teaching PRINCIPLE #1 Students are affirmed in their cultural connections. I have another tricky student in a different group that I think I am getting closer but he still isn’t fully ready so I will keep finding ways to break down his barriers. He’s been spoken to about this constantly, in multiple classrooms/settings, and the behavior continues. This month, to create a sense of trust and safety in my relationship with students we have continued using our “circles” to talk about a recent incident that made students feel unsafe. I found it interesting to read in Chapter 4 the example of the student who said he would mind sitting down. A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally Responsive Teaching and The Brain is not just a “bag of tricks” teachers can pull from to help students from more diverse backgrounds do better. Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. Click Get Books and find your favorite books in the online library. It doesn’t matter how you got here. We started out the school year with a community building activity for the whole school. Climbing Out of the Gap 2. I believe that is part of my job specifically and it’s an important piece even though there may not be any specific Common Core standard telling me so. We actively pursue new PBIS initiatives to reward positive behaviors no matter how small. However, I think we all become guilty of getting caught up in what we have to accomplish and what needs to be taught instead of building relationships. She currently designing a literacy program to accelerate low reading skills among high school students. I am also triggered by those who seem to need a special invitation to take out their materials or open their textbook to a specific page. I also explained how I had to read through and practice the lessons for class before I taught them because I didn’t know the ways the module was teaching them. Chapter 5’s discussion of the importance of rapport with students really made me think about how I respond to conflicts that arise in my classroom. I didn’t like the way I heard adults speak about blacks and I though Martin Luther King Jr. was a wonderful man. While some behaviors are blatant disrespect, some are not. Do you do this deliberately or randomly. H325A120003. I am planning to try a new one for the rest of the year. Many diversity trainings and … How do you create a sense of trust and safety in your relationship with your students? In this blog post I’d like to discuss how each brain rule can be applied to the Comprehensible Input / TPRS classroom. When you are able to name a thing, it moves out of the realm of mystery into concreteness. That deep cognitive insight into what makes a student tick, getting them to trust you, and helping you understand what might trigger you is a process. I like that Chapter 5, gave some other ideas for “trust generators” to try in the classroom. Culturally Responsive Teaching and the Brain. But the discussion of trust generators gives me additional ideas about how to approach seemingly difficult-to-reach students. “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” Maya Angelou. We are using both CICO and good friend to monitor the needs of the students with an adult they choose that they have a relationship with. It was interesting to see the interaction of the teacher and student when he thought he was responding to her question and she thought he was disobedient. CHAPTER 2 WHATS CULTURE GOT TO DO WITH IT? CHAPTER 4 PREPARING TO BE A CULTURALLY RESPONSIVE PRACTITIONER, CHAPTER 5 BUILDING THE FOUNDATION OF LEARNING PARTNERSHIPS, CHAPTER 7 SHIFTING ACADEMIC MINDSET IN THE LEARNING PARTNERSHIP, CHAPTER 8 INFORMATION PROCESSING TO BUILD INTELLECTIVE CAPACITY, CHAPTER 9 CREATING A CULTURALLY RESPONSIVE COMMUNITY FOR LEARNING, CHAPTER 6 ESTABLISHING ALLIANCE IN THE LEARNING PARTNERSHIP. I have participated in a similar exercise for poverty in a large group setting. I wanted to develop a better rapport with him but really struggled to. She has also designed national seminars such as the three-day Teaching with A Cultural Eye series for teachers and school leaders. In the past, I have sent students to the unit office for a few minutes as a disciplinary consequence. 1 discussion starters: Create a free website or blog at WordPress.com. This year as a building we have really tried to focus on how important the relationship building with kids actually is and are continuing to work on it deliberately. I usually like to handle things myself before sending students out of the room; but when you have a large group and the student is being very disruptive, sometimes your reaction is to just send the student out. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. 79). What's Culture Go to Do with It? I know trust takes time, making yourself vulnerable, showing examples or people who have overcome big obstacles and on and on until you find the thing that will help break down the walls. Perhaps the best example of his practice is the efficacy with which he communicates high expectations to each student. My ESL students from Asia tell me that in their schools they did not question the teacher; their jobs as students was to pay attention and learn from lectures. I teach my students to be respectful of others around them, to ALWAYS ask questions (I tell them that is the kind of person I am) and that’s how they learn things, and that knowledge is power, so they should take advantage of every opportunity they get to learn. Not only is the whole “practicing emotional self-management” (p. 66-67) a great exercise for the culturally responsive educator, I believe it would also be an incredible life skill to teach our students, particularly the older ones. Culturally responsive teaching must start with addressing implicit bias. We will explore questions such as, “How do we get an adult involved?”, “Who is the best person I can go to when I feel its necessary to share something that makes me feel uncomfortable?”, and “What should I say?” Our discussions have certainly strengthened our classroom community. Culturally responsive teaching & the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. When this happens, I strive to foster relationships between these students and other adults in the building. Culturally Responsive Teaching & The Brain. Along with a focus on culturally responsive teaching, Ms. Hammond has a strong research agenda around literacy, vocabulary development, and equity. CHAPTER SUMMARY The achievement gap has denied underserved students of color and English learners opportunities to develop the cognitive skills and pro- cesses that help them become independent learners. If I take a step back, I’m more able to modify my response in a way that opens up a more positive atmosphere where students are also likely to put their best cultural foot forward. Culturally responsive pedagogy has shown great promise in meeting this need, but many educators still struggle with its implementation. ​ Once of the biggest challenge to gaining a students’ trust is not knowing how many layers of distrust gave to be peeled away and where the root causes of the distrust come from. Research shows 70% of communication is nonverbal, so it isn’t always What you say as how you act. Download and ads free more important than any academic content we are working... The school year with a focus on culturally responsive instruction help with the toddlers home. All lose out on something Special especially targeted at students of color and learners! You paid the price at home with your parents but that would be a ‘ good ’ girl, to. 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