What Successful Teachers Do in Diverse Classrooms : 71 Research-Based Classroom Strategies for New and Veteran Teachers

by Neal A. Glasgow

• ISBN13: 9781412916165
• ISBN10: 141291616X
• Format: Hardcover
• Copyright: 2006-04-20
• Publisher: Corwin Pr

Summary

"I can't wait to share it with my faculty to allow every teacher to better accommodate our diverse learners." -Verena Shanin, ESOL Teacher Berea Middle School, Greenville, SC "These strategies will provide teachers with the tools that will ensure that they comply with the No Child Left Behind Act." -Steve Hutton, Educational Consultant, Highly Skilled Educator Program Kentucky Department of Education "This book is a wonderful contribution to the field." -William Sommers, Teacher Eden Prairie Public Schools, MN " Sarah McNary says it best when she states that there is no one definition of culture and no single technique that works every time. That sums up the complexity of this issue for educators." -Toby Karten, Graduate Instructor College of New Jersey and Gratz College, PA Improve teaching and learning in diverse classrooms with these research-based strategies! Bridging the gap between theory and practice, this one-of-a-kind resource focuses on cultural awareness and culturally responsive teaching of students who are economically disadvantaged, sexual minorities, English language learners, and those with special needs. Grounded in the best peer-reviewed research, each classroom strategy contains: A clear, concise description of the recommended strategy A synthesis of the research base Guidelines for application within the classroom Precautions and pitfalls to avoid during implementation Source citations for further research and follow-up Use this innovative resource to create a culturally and linguistically rich classroom environment in which all learners feel safe, challenged, and ready for academic success!

Table of Contents

Foreword	xi
Donna Heath
Preface	xiii
Acknowledgments	xv
About the Authors	xvii
Introduction	xix
Making the Multicultural Connection	1	(30)
Strategy 1: Be sensitive to the diversity of today's classrooms	1	(3)
Strategy 2: Move beyond ``color blind'' teaching and take the time to know students in specific localized cultural contexts	4	(2)
Strategy 3: Reflect on how multicultural competence is defined today	6	(3)
Strategy 4: Help immigrant students by understanding their personal beliefs	9	(2)
Strategy 5: Make sure white ethnic students get multicultural education too	11	(3)
Strategy 6: Cultivate multicultural connections	14	(2)
Strategy 7: Develop and promote a positive ethnic identity	16	(2)
Strategy 8: Watch for factors of exclusion that influence multicultural curriculum choices	18	(4)
Strategy 9: Focus on the classroom management factors that best reflect culturally responsive teaching	22	(6)
Strategy 10: Include multicultural works when developing a quality English curriculum	28	(3)
Including Students With Special Education Needs	31	(34)
Strategy 11: Recognize that different cultures view disabilities differently	31	(3)
Strategy 12: Teach all students about disabilities to facilitate the social acceptance of students with special needs	34	(2)
Strategy 13: Avoid excessive drill and repetition when teaching math	36	(2)
Strategy 14: Spend more time teaching a few key concepts rather than trying to cover it all	38	(1)
Strategy 15: Tailor homework to ensure success for students with disabilities	39	(3)
Strategy 16: Spend the time to develop and use a variety of assessment strategies	42	(1)
Strategy 17: Offer positive and constructive feedback rather than criticism	43	(2)
Strategy 18: Communicate student progress early in a course, but avoid using formal grades to do so	45	(2)
Strategy 19: Ensure students receive appropriate instructional or assessment accommodations	47	(1)
Strategy 20: Be aware of potential bias when considering the recommendations of the Student Study Team	48	(2)
Strategy 21: Focus on classroom process before course content to increase time on task	50	(2)
Strategy 22: Consider using Universal Design for Learning principles when designing lessons	52	(2)
Strategy 23: Encourage students to set process goals when learning new technology	54	(2)
Strategy 24: Create scaffolds to help students learn complex skills and procedures	56	(2)
Strategy 25: Focus on instructionally centered communication when working with students with learning disabilities	58	(2)
Strategy 26: Encourage students with disabilities to develop positive interpretations of their academic performance	60	(3)
Strategy 27: Use instructional strategies that support the specific needs of students with attention deficit hyperactivity disorder	63	(2)
Cultivating Gender Sensitivity	65	(14)
Strategy 28: Open the dialogue with students regarding gender equity issues	65	(3)
Strategy 29: Support male and female students differently during school-to-school transitions, as gender can influence their needs	68	(2)
Strategy 30: Become aware of the traits of gifted females	70	(3)
Strategy 31: Work to prevent inequities between male and female students' class participation	73	(1)
Strategy 32: Consider how students sometimes treat female teachers differently than male teachers	74	(2)
Strategy 33: Address gender issues in the classroom to increase student success and confidence	76	(1)
Strategy 34: Be prepared for subtle gender bias in academic situations	77	(2)
Including Students Who Are Sexual Minorities	79	(17)
Strategy 35: Create a classroom environment of safety and respect	79	(2)
Strategy 36: Access libraries to provide a more inclusive collection for sexual minorities	81	(1)
Strategy 37: Explore curriculum that includes minority sexual identity and sexuality	82	(3)
Strategy 38: Weigh the issues of choosing to remain closeted versus coming out within educational settings	85	(2)
Strategy 39: Consider the effect of teachers coming out	87	(1)
Strategy 40: Be aware of the diverse and complex path that gay males undertake in self-defining themselves as gay	88	(4)
Strategy 41: Work to prevent low-level violence in schools	92	(4)
Supporting Students Who Are Economically Disadvantaged	96	(24)
Strategy 42: Teach group skills to help low-income students establish a positive and encouraging support network to increase their likelihood of attending and completing higher education	96	(2)
Strategy 43: Use cooperative test review and study guides to improve student achievement	98	(3)
Strategy 44: Encourage all students to enroll in rigorous courses, and build in the needed supports to facilitate their success	101	(1)
Strategy 45: Use a variety of print materials to inspire student reading and writing	102	(2)
Strategy 46: Explore the effects of pacing on student learning when working with low-income students	104	(1)
Strategy 47: Teach self-regulation and attention-sustaining skills to help students improve their performance	105	(2)
Strategy 48: Explore team teaching to address the needs of economically disadvantaged students	107	(1)
Strategy 49: Mentor economically disadvantaged students to improve their aspirations	108	(2)
Strategy 50: Make academic success the first priority for economically disadvantaged students	110	(1)
Strategy 51: Use a variety of assessments to identify gifted students from under-represented groups, particularly economically disadvantaged students	111	(2)
Strategy 52: Support equal access to extracurricular activities to promote student connectedness	113	(2)
Strategy 53: Use popular films featuring urban classrooms as starting points for reflection and critical analysis	115	(2)
Strategy 54: Be aware of the factors that contribute to the failure of highly competent students	117	(3)
Meeting the Needs of English Language Learners	120	(18)
Strategy 55: Be wary of low expectations for language minority students	120	(5)
Strategy 56: Reflect on the complex issues surrounding school literature selection for bilingual and bicultural students	125	(1)
Strategy 57: Carefully consider the use of cooperative groups with second language students	126	(2)
Strategy 58: Explore the definition of literacy and the complexity of the term when applied to bilingual and bicultural students	128	(2)
Strategy 59: Actively address the diverse needs of English learners	130	(2)
Strategy 60: Prepare for a cultural and linguistic mismatch between teachers and their students	132	(2)
Strategy 61: Select spell-checker programs that meet the needs of the specific student population	134	(2)
Strategy 62: Consider portfolios to create an overview of student performance and growth	136	(2)
Working With Parents	138	(9)
Strategy 63: Develop strategies to help parents help their children succeed academically	138	(2)
Strategy 64: Include parents from marginalized groups by making them feel welcomed	140	(3)
Strategy 65: Involve minority and culturally diverse parents as resources in the classroom	143	(2)
Strategy 66: Consider the positive and negative effects homework has on students and their families	145	(2)
Establishing and Sustaining Your Professional Identity	147	(12)
Strategy 67: Actively seek opportunities to expand personal experiences in multicultural settings	147	(3)
Strategy 68: Internalize that cultural experience and perspective are different for each individual	150	(2)
Strategy 69: Recognize the signs and symptoms of ``diversity-related burnout''	152	(2)
Strategy 70: Become knowledgeable about adolescent culture	154	(2)
Strategy 71: Do not underestimate the preparation necessary for placement in urban multicultural settings	156	(3)
Index	159