1 / 24

Culturally and Diverse Students

tyler
Download Presentation

Culturally and Diverse Students

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. Poverty 21st Century 1

    2. Introductions Dr. Katherine Sprott Sandra L. Fernandez, M.S Ronna Olivier, M.S 2

    3. Introduce the Technology Webinar page Left side: Chat box Box: questions Questions in the box will be answered during webinar Poll information for interactive participation 3

    4. Objectives Next Session February 28, 2011 Current Poverty Rate Deficit / Asset Models Shifting Paradigm Defining Poverty 4

    5. What is the current poverty rate in America? Please Respond in chat box 5

    6. Current Poverty Rate 6

    7. Midwest Region Increase from 12% to 13.3% The Census report said that the national poverty rate for children under age 18 grew faster in 2009 than it did for the population as a whole, increasing 1.7 percentage points to 20.7%. 7

    8. 8 Please generate a list of characteristics. List in Chat Box. Daisy Butler lives in this small room with her five children and grandson for 8 dollars a night at The Dallas Life Foundation. Daisy chose to live here in order to send her kids to City Park Elementary School.        Daisy Butler lives in this small room with her five children and grandson for 8 dollars a night at The Dallas Life Foundation. Daisy chose to live here in order to send her kids to City Park Elementary School.        

    9. Wordle http://www.wordle.net/ 9

    10. Deficit Model Dirty Poor Vocabulary Lack of Background Knowledge Unmotivated Dysfunctional Unorganized Equating SES/ intelligence 10

    11. Deficit Model Drawing on well-established stereotypes Ignoring systems conditions Defining students/families by their weakness not their strengths 11

    12. Deficit Model This approach start for assumption that students of poverty and diverse culture have deficits that teachers need to “fix” to improve achievement”. (Tileston and Darling, 2009). 12

    13. How do we shift our conscious from “those kids” to “our kids?” 13

    14. Shift of Consciousness Transition from deficit to asset approach Must think about self-efficacy as a gatekeeper to motivation. Must understand the intersectionality class with race, gender, disability and others factors Must reject deficit ideology , “Culture of Poverty” and “classism” Must see how we are socialized (Media) Must avoid the missionary mindset ( We can fix them) 14 This perceptive can heighten or mitigate effects of poverty when it provokes adversity for the student. Awareness of student adversity and related needs allow us to advocate. This approach empowers the relationship with others. To achieve this type of relationship with student necessitates an intentional transition from deficit to asset perspective. Self efficacy is wrapped up in how students feel about learning, based on past experiences. Self efficacy is built by authentic success in the classroom. When curriculum is watered down without rigor, it does not make student fell good about themselves. Each and every student deserves a quality education. This perceptive can heighten or mitigate effects of poverty when it provokes adversity for the student. Awareness of student adversity and related needs allow us to advocate. This approach empowers the relationship with others. To achieve this type of relationship with student necessitates an intentional transition from deficit to asset perspective. Self efficacy is wrapped up in how students feel about learning, based on past experiences. Self efficacy is built by authentic success in the classroom. When curriculum is watered down without rigor, it does not make student fell good about themselves. Each and every student deserves a quality education.

    15. Why A Paradigm Shift? “Our beliefs can affect the ways in which we view and treat students, the quality of education we provide them and our expectations of their potential.” Thompson , 2010 The first prerequisite for change is your belief in it---and your willingness to change yourself first. Jensen, 2010 15

    17. Asset Model Strong Family Unit (Collective vs Individual) ( Tileston & Darling, 2009) 15 seconds Motivated/relevance (Barr & Parrett, 2008) Culturally responsive classrooms and context for learning (Hoover, 2009). Educational resources ( Gorski, 2009) Strong Resiliency ( Bernard, 2004) Leadership (Marzano, Waters, McNulty, 2005) 17

    18. Asset Model (Lindsey, Karns, Myatt, 2010) 18

    19. Asset Approach This asset focus on the strengths of students. Recognizing and acknowledging students and their communities as assets foster respect and trust that they can be architects of their own futures. 19

    20. What Can We Do? Cognitive Reconstruction Monitor Yourself -21 days and record in journal. Try to become aware of negative thoughts about students and parents. Criticize and critique negative thoughts when occur. At the end of second 21 day period reread write a summary what’s revealed. Continue to use this strategy and record your thoughts. Read literature to help the reconstruction process. Leave your comfort zone by intentionally interacting with those who are different. Thompson, 2010 20

    21. What Can We Do? (Handout) Educate ourselves about class and poverty. Reject deficit theory Make school involvement accessible to all families. Continue reaching out to families. Respond when colleagues stereotype poor students and families. Never assume that all students have equitable access. Ensure learning materials do not stereotypes. Gorski, 2008 21

    22. What Can We Do? Advocate to keep low income student from assigned unjustly to special education or low academic tracks. Validate students experiences and intelligences. Make curriculum relevant Teach about issues related to class and poverty Teach about antipoverty work Advocate for healthy school meal programs Examine proposed corporate-school partnerships Gorski, 2008 22

    23. 23 Please generate a list of characteristics. List in Chat Box. Daisy Butler lives in this small room with her five children and grandson for 8 dollars a night at The Dallas Life Foundation. Daisy chose to live here in order to send her kids to City Park Elementary School.        Daisy Butler lives in this small room with her five children and grandson for 8 dollars a night at The Dallas Life Foundation. Daisy chose to live here in order to send her kids to City Park Elementary School.        

    24. Wordle http://www.wordle.net 24

    25. Questions/ Thank You Dr. Katherine Sprott Kansas State University (Midwest Equity Assistance Center) krs8888@ksu.edu 785-532-6408 Sandra Fernendez, MS. Kansas State University (Midwest Equity Assistance Center) sfdz@ksu.edu 785-532-6408 25

More Related