1 / 22

Empathy to Advocacy

Explore the journey from empathy to advocacy for English learners, providing insights, activities, and research on empowering student voice in ESOL settings. Discover the power of authentic caring and ethical teaching practices. Learn how to support student success, foster relationships, and address diverse needs in the classroom. Join the movement of advocating for a more inclusive educational experience.

dianan
Download Presentation

Empathy to Advocacy

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Empathy to Advocacy Dawn Digsby Turner Middle School Douglas County Schools February 7, 2019 KSU ESOL Conference

  2. Purpose • To be intentional about the needs of EL’s • To provide ESOL student experiences allowing them to use their voice • To establish empathy • To provide suggestions for advocacy More Importantly – To Act

  3. Opening Activities Please spend about 10 minutes exploring the activity given to you. Please select one or two people from your group to share your findings with the whole group when instructed. 1. Educational Quotes 2. Video Views 3. Informational Reading 4. Ayiti: The Cost of Life Game

  4. Empathy Lesson • Your turn • Pretend that you are the student • You just moved to Guatemala with your family and you have very limited or no Spanish language skills

  5. Student Presentation • Por favor lee El Camello Jorobitas • Respuestas de las Preguntas • Respuesta Escrita YahirHernandez – 10th grade Uriel Valle Uriostegui – 10th grade

  6. El Vocabulario

  7. ESOL Population TMS ESOL Numbers: Total Student Pop.: 781 Active ELs: 52 (15%) Monitored Students: 32 Yr1 & Yr2 Newcomer Students: 6 Language: Spanish & French We are growing!

  8. What the Research Says When students use their voice: • It can be an excellent catalyst for change • They can cause teachers to be empathetic – It must be authentic • It helps to increase student achievement

  9. Ethical Implications TKES Standard 2: The teacher plans using state and local curricula and standards effective strategies, resources, and data to address the differentiated needs of all students. TKES Standard 9: The teacher exhibits a commitment to professional ethics and the school’s mission, participates in professional growth opportunities to support student learning, and contributes to the profession.

  10. Literature Review A Story Legitimating the Voices of Latino/Hispanic Students and their Parents: Creating a Restorative Justice Response to Wrongdoing and Conflict in Schools • Restorative Justice Practices • Culture of Care Project (Tom Cavanaugh) a. Ethic of caring b. Culturally responsive pedagogy c. Restorative practices 3. Authentic Caring vs. Aesthetic Caring

  11. Latino High School Students’ Perceptions of Caring: Keys to Success • Colorado HS – Demographics Hispanic White African American 54% 42% 4% • Building Relationships is upmost important • Questionnaire Revelations: Male Female Encouragement 80% 86% Offering Help 80% 81% Comfort 85% 91% Being Nice 41% 40% Listening 39% 44% • Caring must be authentic

  12. A Critically Compassionate Intellectualism for Latina/o Students: Raising Voices Above the Silencing in Our Schools • Educational Model a. Authentic caring b. Social justice centered curriculum c. Critical pedagogy • Silencing a. Curriculum b. Teacher and student relationships c. Racist discourse

  13. I Believe that Student Voice is Important

  14. Findings cont’d

  15. Findings cont’d

  16. Student Perceptions Post Presentation

  17. Positive Outcomes • 11 students exited that year • More Collaboration • Lasting relationships and caring form our teachers led to excellent gains in closing our achievement gap: ****EL’s : ELA & Math ****SWD’s : ELA, Math, Science & Social Studies Remember these outcomes takes small steps – Don’t give up!!!!!!

  18. What Can You Do to Help? Advocate for: • Student success (i.e. help with priorities) • Hospitality (i.e. newcomer support group – Mrs. Digsby/Mrs. Dukes) • Placement (gifted and other supports) • Support in classes (foster a collaborative environment between ESOL teacher and content teachers as much as possible)

  19. Data GMAS YR17-18

  20. Access to Presentation Please contact me at Dawn.Digsby@dcssga.org

  21. Thank You! For attending and participating in our presentation!

  22. References Cammarota, J., Romero, A.(2006). A Critically Compassionate Intellectualism for Latino/a Students: Raising Voices Above the Silencing in Our Schools. Multicultural Education, 16-23. Cavanaugh, T., Garcia, E., Vigil, P.(2014). A Story Legitimating the Voices of Latino/Hispanic Students and their Parents: Creating a Restorative Justice Response to Wrongdoing and Conflict in Schools. Equity and Excellence in Education, 47(4), 565-579. Garza, R., Huerta, M.(2014). Latino High School Students’ Perceptions of Caring: Keys to Success. Journal of Latinos and Education, 13: 134-151. Fact Tank Article: http://www.pewresearch.org/fact-tank/2016/09/08/key-facts-about-how-the-u-s-hispanic-population-is-changing/ Ayiyiti Cost of Life Game: https://ayiti.globalkids.org/game/ Lost For Words Video: https://www.youtube.com/watch?v=dMg1ztoPitI

More Related