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Beyond the Bake Sale

Beyond the Bake Sale

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Beyond the Bake Sale

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  1. Beyond the Bake Sale Chapter 6

  2. How can we deal with issues of race, class, and culture? Addressing Differences Page 113

  3. Students from every country in the world go to school in America This variety is what we call “Diversity” Page 113

  4. diversity • Brings rich resources and opportunities for school and communities, but it also brings conflicts and misunderstandings • It comes to school daily and we need to be prepared for it Page 113

  5. Diversity includes differences of… • Race • Language • Income • Religion • Sexual orientation • Occupation • Ethnicity • Class • Disability • Culture • Nationality Page 114

  6. In regards to diversity, Beyond the Bake Sale states that… Principals, parents, teachers, and community members have stated they face three major challenges Page 114

  7. 3 Challenges • How do we improve student performance in a school with huge and constantly changing cultural diversity? • How can we address racial tensions and bias, including some educators’ low expectations of low-income families and children of color (especially African American and Latino children)? • How do we deal with different class, which no one wants to talk about, or even admit exist? Page 114

  8. The author’s hear a lot of complaints about parents Such as: • Those parents don’t teach their children how to behave • They’re working so many jobs they don’t have time to help their kids. • They’re not even trying to learn English • They don’t value education the way we do The book states, “Do any of these remarks sound familiar?” Page 115

  9. We must examine our assumptions about families • Do we expect all parents to respond the same way that middle-class parents do? • When they don’t come to school events, we may think, “They don’t care” or “ They don’t value education.” • Instead, we need to focus on ways to draw parents into the school and make them feel welcome. Page 115

  10. Remember Chapter 3 stated: “All families, no matter what their income, race, education, language, or culture, want their children to do well in school – and can make an important contribution to their child’s learning.” “Even if your experience seems to cast doubt on this, thirty years of research bears it out.” Page 115

  11. Ways to engage Spanish speaking families • Understand Cultural Values – Informal activities at home tend to be more important to Hispanic parents than meetings, workshops, and committees at school. • Build on the strength of extended family – parents like being treated as members of the school family. • Make a personal commitment to learn about Hispanic culture – invite families to share their cultural values, stories, and traditions with teachers and in class. Page 116

  12. Improving student performance in culturally diverse schools • Find out more about the cultures in your school • Invite speakers from those communities to talk to the faculty • Find out what multicultural professional development is available from the state, district, local universities, or local organizations. • Welcome parents with a “Welcome Questionnaire” from Chapter 11. All families have unique individual needs. • In invitations, address all languages and make it clear that all family members are welcome including extended family. Pages 116-117

  13. Cultural Celebration Example • Hmong New Year Community Celebration • Children perform songs, dances, and a play • Enjoy a feast of traditional foods • Have a Hmong exhibit of artwork • Have everyone attend to learn about another culture that is different from their own culture Page 117

  14. Making events family friendly • Remember to: • Have translators to interpret at events- use headsets for large groups • Send invitations in multiple languages • Provide hands-on activities • Discuss standards and accountability and how families can help at home • Make everyone feel WELCOME! Page 119

  15. Relating to people of a different background • Be familiar with students’ home cultures • Help students find connections between their lives and what they are studying • Incorporate students’ and families’ knowledge, culture, and learning styles into classroom instruction Page 121

  16. Lessons and information about different cultures can enhance curriculum • Include families’ countries of origin in school geography lessons. • Ask the media specialist to supply literature about cultures in the school and have a special reading time about them. Include these materials in classroom libraries. • Ask family members to tell traditional stories about their culture. • Show videos about cultures represented in the school. Page 121

  17. Native American day example from An Elementary School in Georgia • A member of the Muskogee Creek Tribe set up a Creek encampment behind the school. • He talked about the different languages and housing used by various tribes and demonstrated hunting weapons. • Students had a chance to take part in sand painting, poetry, and Native American Writing. • Different Native American foods were available to sample such as beef jerky and dried fruit. Page 124

  18. Different Cultures respond differently to family involvement We can support learning at home through: • homework surveys (in chapter 11) to see what families are doing at home • Addressing the language barrier with translators for meetings and phone calls. Using headsets at large group meetings. • Translating report cards, official documents, notices and newsletters. • Have a special welcome meeting for families of different cultures • Learn some basic phrases in Spanish or other needed languages Pages 125-127

  19. Addressing racial tension and bias 1. Use the power of the school to promote positive relations and open dialogue • Build partnership with families in the care of children • Listen and learn about racial experiences through staff development • Visit student’s homes and neighborhoods • Use current news, good literature, and other teachable moments in the classroom to discuss racism and color Pages128-132

  20. Addressing racial tension and bias • Raising Expectations for Children and Families • Positive or negative teacher talk can become part of (and reflect) a school’s stream of beliefs Pages 134-135

  21. Addressing racial tension and bias • Focus on the positive by: • Creating an environment in which teachers emphasize high standards, hard work, and meeting students’ needs • Don’t allow students’ life circumstances as an excuse to reduce standards or accountability for these students. • Recognize the challenges faced by students and families to enhance our commitment to help families. Pages 134-135

  22. Addressing racial tension and bias • Find out more about families and their circumstances by using the “Family Welcome Questionnaire” in Chapter 11 – this can be used to contradict negative stereotypes about families and build knowledge to help engage families. Pages 134-136

  23. Addressing racial tension and bias • Get to Know the Community and Identify its Assets. Make a list of neighborhood resources to support the school and enrich children’s learning: • Organizations such as private businesses, churches and religious groups, Boys and Girls Club, Neighborhood houses • Public institutions such as community centers, libraries, recreation facilities, parks, police and fire stations • Social services such as child care centers, hospitals, clinics, counseling programs, and family resource centers Pages 136-138

  24. Addressing racial tension and bias • Physical features such as parks & vacant lots/buildings – that could become playgrounds or community centers • Local radio stations, newsletters, and newspapers • Informal citizens’ groups such as clubs and organizations *All of these items on the list you form could be valuable assets & resources for the school to help address racial tension/bias Pages 136-138

  25. Dealing with Class Diffrences • How might staff respond to families who don’t seem to have middle class advantages? • Identify and draw on resources they do have – every family has something to contribute to the school For Example: They can listen to children read, design and sew costumes for a school play, organize meetings in their neighborhood, set up a clothing exchange, give music or art lessons, demonstrate specialty skills such as through carpentry, computer, or job related skills Pages 139-140

  26. Dealing with Class Diffrences • Use surveys and interviews to see what families would like from the school • Make rules together – involve families in SIT and PTO/PTA planning committees • Make sure families feel welcome and included – complete a “school climate survey” – example in chapter 11 Pages 142-143

  27. Strategies to bridge diversity • A fiesta for Latino families, with speeches by community group leaders in Spanish • A barbecue at a housing complex where many Asian families live • Welcome new families at housing complexes by visiting them and introducing them to the school Pages 144-145

  28. homework • As a school, complete the checklist for Chapter 6 found at http://tinyurl.com/9wk8brwlocated on the SCS staff tab under parent engagement Beyond the Bake Sale Chapter 6 information. • Turn in the homework documentation form and attendance sheet located at http://tinyurl.com/9wk8brw located on the SCS staff tab under parent engagement Beyond the Bake Sale Chapter 6 information.