Using Cultural Strengths To Promote Classroom Enjoyment and Learning

1. Using Cultural Strengths To Promote Classroom Enjoyment and Learning An Overview of Research And the application at Oak Terrace School

2. Traditional School Culture School culture is relatively consistent across the U. S. and reflects individualistic values of the European American Culture: 1)Respect for individual property 2) Stay in assigned seats 3) Keep hands to one self 4) Individuals are responsible for their own learn Marzano 2003

3. What affects learning? According to Rothstein-Fisch and Elise Trumbull, Managing Diverse Classrooms, an analysis of 50 years of research shows that classroom management is the single greatest influence on student learning.

4. Key Awareness It should not be necessary for students to give up home values and reject parental expectations to function successfully in our schools.

5. Culturally Responsive Teaching “Classroom organization and management are among the elements most strongly influenced by teacher’s knowledge of cultural differences.” Managing Diverse Classrooms Carrie Rothstein-Fisch Elise Trumbull

6. Over Emphasis on Achievement Trumps Basic Needs Maslowe’s Hierarchy of Needs Physiological Food, Water, Shelter, Warmth Safety Security, Stability, Freedom from Fear Belonging and Love Friends Family Teachers Self-Esteem Achievement, Mastery, Recognition, Respect Self-Actualization Pursue Inner Talent, Creativity, Fulfillment

7. Focus on Achievement and skipping belonging Keeping in mind, Maslow’s Hierarchy of Needs, we need to remember that achievement and self esteem can only come about after belonging and love. Self esteem comes about naturally and easily when we are with others we feel valued, wanted, a membership. Kunc argues that the pyramid is changed in schools so that self esteem and achievement become prioritized without attending to belonging. We essentially attempt to skip this step. We have made belonging something that has to be earned rather than just a right.

8. A Case for Making Belonging Important • CNN Report on Teenage Suicide Attempts Report from CNN October 20, 2009 1 in 10 Caucasian American high school students attempts suicide each year 1 in 10 African American high school students attempts suicide each year 1 in 5 Latino American high school students attempts suicide each year

9. Dominant Culture vs. Responsive Culture In the dominant(individualistic) culture the most important relationship is between the student and the teacher. In the responsive culture the most important relationship is between the students.

10. Social Relationships First When it comes to completing a task teachers should: • Let kids be responsible for each other • Let kids tell stories • Let kids work towards group goals • Let kids read together • Let kids work together in centers/stations • Let kids share

11. Musical Chairs a New Way Two ways to play musical chairs- Competitively with Rejection Cooperatively with Inclusion

12. Checklist for Culturally Responsive Environments “The learning environment is inviting. The teacher communicates inviting messages in a variety of ways. The teacher manages the classroom with firm but loving control The students believe that they can accomplish what is asked of them. The learning community stresses collectivism rather than individualism.” Why Culture Counts SandraK. Darling Donna Walker Tileston

13. Practical Applications in the classroom • Call on the group- choral response • Class meetings • Displaying family photos of everyone • Class and school are seen as a family- use the roles to support understanding • Group supplies • Group rewards • Group homework practice • Network parents and children for special events

14. Research to Improve Learning that supports Culturally Reflective Classrooms Why Culture Counts • Explicit Feedback 37% gain • Cooperative Learning 28% gain • Praise 29% gain • Verbalization of steps of the task 46% gain • Goal Setting 34% gain

15. Karen Mapp Harvard Researcher Fortress School- Parents don’t care about education, this is the reason why kids are failing, no matter what we do the parents don’t come, we do all this work and they don’t care. This comes from a feeling of frustration and only dealing with a small group of “cooperative parents”, they do what “they are supposed to do” and they can give a misrepresentation of what is actually happening for students and families. Teachers don’t see it as their job to reach out to families and schools, and office staff aren’t trained to support diverse families Come If We Call School- Parents are told what will happen, we’ll call you when we need you, otherwise let us be, we are the experts.

16. Schools Supporting Cultural Strengths Open-door School Joyce Epstein suggests you need a family outreach action team http://www.csos.jhu.edu/P2000/center.htm Parents have access to the Principal and to the teachers. Having parents involved is valued, encouraged, and creative thinking is used to break barriers. Partnership School Home visits for every new family http://www.pthvp.org/, family activities connect to student learning, clear open process for resolving conflicts, families are actively involved in decision making

17. Metanalysis of Research on Parent/Child relationships Karen Mapp analyzed 51 research studies and she came to this conclusion. Families of all backgrounds are equally involved at home although forms of involvement vary by culture and ethnicity.

18. Building Relationships How do we build these relationships? The joining process includes: 1)Welcoming them to the building or having a Nordstrom’s mentality 2)Honoring the work they do, respect them, validate them for any contribution they make. Example, teachers at the school they rolled out the red carpet for parents- strong parent engagement programs have encouraged families to stay in the neighborhood and reduce mobility 3)Always connecting parent events with learning- learning is at the core.

19. Practical Applications at Oak Terrace School • Parents welcome at breakfast and lunch • All parents belong to the PTA • Fruit and Veggie grant- parents work together • Families invited in for learning centers • May meetings for kindergarten families • Before and After school care • Activity buses for all after school programs • Principal Coffees • Family Classes • Indoor school soccer league • Red t-shirt for all kids-staff • Monthly Get to Know You Events • Partnering with community organizations

20. Conclusion 1971Seymour Sarason The Culture of the School and the Problem of Change “Reforms that focus on curriculum, Instruction, or school organization without regard for the culture of the school can’t be expected to succeed.”

21. Closing • Jigsaw handouts to summarize important information • Summarize 3 important points • Closing ???