How are we doing in creating a socio-culturally supportive climate?
· What have I done in my classroom?
· Have I learned about the different cultural backgrounds of my students?
· What can I do to improve?
Our ELL staff does a wonderful job of helping us understand our students' backgrounds and family situations. We met with Izabela and Angie at the beginning of the year to discuss the specific needs of our ELL students. Since I moved to 3rd grade from 1st this year, I know most of my students and their families. There are a couple of families I would like to establish a closer connection with. Also, I would like to have parents come in and share with our class about their backgrounds.
"Reach" has many reading selections with Spanish words and cultural aspects of the Hispanic Culture. I have taken the time to talk about some of the cultural highlights in the stories and I even brought Mexican tamales and a Cuban coffee maker to my class.
We recently had a parent night for our non-english families to assist with filling out the back to school paperwork, we had english and spanish sessions for our curriculum night, and we are offering ELL classes for our parents during the school day. Some of our classes have also had "cultural" days where the students and parents shared things about their home cultures and traditions. We are continually assessing how we reach our students and families and strive to make it a positive experience for our non-english speaking families.
Classroom discussions is a way I allow my students to share their backgrounds. While learning about Burke County then and now, we discussed the Case Farms plant and students were excited to share their many of their family members traveled from Guatemala to work at the factory. During our study, the students related to the Indian Removal Act by writing about their own culture and how they would feel to trade in their culture if it meant staying in the same location. Students were excited to share the music they listen to and food they eat.
Our EL instructor has been supportive to provide cultural background for staff as well as instrumental in assisting with specific needs of families. In the transition next year, much heavier support will need to be put into place to assist staff.
This is the area where I feel that my classroom has been most successful, and I give the majority of the credit to Mr. Guttierrez. I have always made an effort to have an inviting, supportive classroom, but Daniel has provided me with a wealth of background information that is exceptionally helpful for me to understand the life experiences of my EL students.
As we have conversations in our classes, I ask the students to tell me about their families and things they do at home. Some are shy and won't talk about it while other are very open. I always try to make them feel comfortable talking about their culture and let them know that I am interested in their lives. I have learned from one student that his dad does not allow his family to celebrate a lot of American holidays. Most of my other students celebrate many of the same holidays Americans celebrate. I have had many of my Hmong students tell me they do not like speaking Hmong but they have to when they visit their grandparents. They will not share any Hmong words with me either. I find this very interesting.
I am fortunate in that I know the majority of my students because I moved from 3rd to 5th this year. This makes things a little easier in helping my students make a better connection with the literature that we are working on.
Our ELL staff does a GREAT job at creating supportive climate for our students. We meet with with our two ELL staff at the beginning of the year to discuss the needs of our ELL students. I meet most of the ELL families at open house at the beginning of the year and I keep in communication with them on ClassDojo. I have a friend of mine that is helping me with my Spanish as well. Just to make sure that the school is a friendly and a welcoming environment for non-english speaking families.
I have a wonderful staff of teachers who will bend over backwards to provide support for ELs. The staff and I allow students (mostly newcomers) to translate materials into their native language. We also use cognates. The newcomer at our school knows who to ask for help or if something needs to be translated. This student will now try to do everything in English first and will use Translate or the dictionary as a needed. This child would also refer to cognates when he views content vocabulary words.
I know most of my students background. Sometimes, I feel like a detective.
Something, I would like to work on is providing the right support an EL would need.
I try to get to know families and happenings in their life such as new homes and new siblings. I encourage and help secure interpreters for conferences and send home interims, report cards or other academic documents in their home language.
I am lucky since I moved from fourth to fifth this year with many of my students. Last year was my first year at Hillcrest and a HUGE cultural learning experience for me! Adriana Morris was a huge help, I don't know what I would of done without her last year. Plus my fourth grade team teaching me the background knowledge. It is amazing. I have worked for Burke county for 18 years, but working at a school with a high ELL population is like I have moved somewhere completely different, wonderful, but different. Teachers who don't do it, can't possibly understand.
Our ELL staff does a wonderful job of helping us understand our students' backgrounds and family situations. We met with Izabela and Angie at the beginning of the year to discuss the specific needs of our ELL students. Since I moved to 3rd grade from 1st this year, I know most of my students and their families. There are a couple of families I would like to establish a closer connection with. Also, I would like to have parents come in and share with our class about their backgrounds.
ReplyDeleteKaren,
DeleteThank you for recognizing what a great job our ladies to with their families!
"Reach" has many reading selections with Spanish words and cultural aspects of the Hispanic Culture. I have taken the time to talk about some of the cultural highlights in the stories and I even brought Mexican tamales and a Cuban coffee maker to my class.
ReplyDeleteWe recently had a parent night for our non-english families to assist with filling out the back to school paperwork, we had english and spanish sessions for our curriculum night, and we are offering ELL classes for our parents during the school day. Some of our classes have also had "cultural" days where the students and parents shared things about their home cultures and traditions. We are continually assessing how we reach our students and families and strive to make it a positive experience for our non-english speaking families.
ReplyDeleteClassroom discussions is a way I allow my students to share their backgrounds. While learning about Burke County then and now, we discussed the Case Farms plant and students were excited to share their many of their family members traveled from Guatemala to work at the factory. During our study, the students related to the Indian Removal Act by writing about their own culture and how they would feel to trade in their culture if it meant staying in the same location. Students were excited to share the music they listen to and food they eat.
ReplyDeleteDaniel, That is so helpful for our students to make connections from their real lives to literature!
ReplyDeleteOur EL instructor has been supportive to provide cultural background for staff as well as instrumental in assisting with specific needs of families. In the transition next year, much heavier support will need to be put into place to assist staff.
ReplyDeleteThis is the area where I feel that my classroom has been most successful, and I give the majority of the credit to Mr. Guttierrez. I have always made an effort to have an inviting, supportive classroom, but Daniel has provided me with a wealth of background information that is exceptionally helpful for me to understand the life experiences of my EL students.
ReplyDeleteAs we have conversations in our classes, I ask the students to tell me about their families and things they do at home. Some are shy and won't talk about it while other are very open. I always try to make them feel comfortable talking about their culture and let them know that I am interested in their lives. I have learned from one student that his dad does not allow his family to celebrate a lot of American holidays. Most of my other students celebrate many of the same holidays Americans celebrate. I have had many of my Hmong students tell me they do not like speaking Hmong but they have to when they visit their grandparents. They will not share any Hmong words with me either. I find this very interesting.
ReplyDeleteRegina, Ask Sandy her perspective on this!
DeleteAsk questions about current events pertaining to my students' home countries (ex: Hurricane Irma and the DR)
ReplyDeleteAllow a few minutes for students to teach some vocabulary in their native language.
Ask lots of questions! :)
I am fortunate in that I know the majority of my students because I moved from 3rd to 5th this year. This makes things a little easier in helping my students make a better connection with the literature that we are working on.
ReplyDeleteOur ELL staff does a GREAT job at creating supportive climate for our students. We meet with with our two ELL staff at the beginning of the year to discuss the needs of our ELL students. I meet most of the ELL families at open house at the beginning of the year and I keep in communication with them on ClassDojo. I have a friend of mine that is helping me with my Spanish as well. Just to make sure that the school is a friendly and a welcoming environment for non-english speaking families.
ReplyDeleteI have a wonderful staff of teachers who will bend over backwards to provide support for ELs. The staff and I allow students (mostly newcomers) to translate materials into their native language. We also use cognates. The newcomer at our school knows who to ask for help or if something needs to be translated. This student will now try to do everything in English first and will use Translate or the dictionary as a needed. This child would also refer to cognates when he views content vocabulary words.
ReplyDeleteI know most of my students background. Sometimes, I feel like a detective.
Something, I would like to work on is providing the right support an EL would need.
I try to get to know families and happenings in their life such as new homes and new siblings. I encourage and help secure interpreters for conferences and send home interims, report cards or other academic documents in their home language.
ReplyDeleteI am lucky since I moved from fourth to fifth this year with many of my students. Last year was my first year at Hillcrest and a HUGE cultural learning experience for me! Adriana Morris was a huge help, I don't know what I would of done without her last year. Plus my fourth grade team teaching me the background knowledge. It is amazing. I have worked for Burke county for 18 years, but working at a school with a high ELL population is like I have moved somewhere completely different, wonderful, but different. Teachers who don't do it, can't possibly understand.
ReplyDelete