When I enter any particular classroom at any particular school, my first instinct is to look around and find something I identify with. The Latino background in me longs to see something that reflects or resembles my culture. When I do find something, it makes me happy and it's even an opportunity to initiate conversations about the artifact's background.
So this got me thinking about my students. I teach English language learners (ELLs). My students come from diverse cultures and backgrounds. Many of them are cross-cultural students (read more about it here).
The point is, because of who my students are, it is my responsibility to establish and maintain an environment where all my students feel comfortable and safe. So as I rearrange my classroom and decorate my walls, I have to be intentional with my decor.
You see, when students step into your classroom, they look around and they immediately search for something they can recognize. They look around for something to connect, whether is cultural, emotional, or linguistic; they long to identify with something...ANYTHING that assures them that their backgrounds are accepted....I can guarantee you that a desk globe and/or a world map on a wall doesn't quite do the trick.
After reading, "To Connect Across Cultures, Find Out What You Have in Common", I realized that I need to do more...WE need to do more in our classrooms to build trust and connections with our ELLs. We need to be intentional about what's in our classroom and support our students with diverse cultures find similarities and not differences among cross-cultures.
We need to come together and share ideas among educators on ways to bring awareness and gain multicultural backgrounds as well as activities that will help our students be sensitive to a diverse population.
I am going to start posting pictures of everything I have in my classroom that supports and promotes students' diversity using the hashtag #ELLchat_Snaps and I encourage you to do the same.
I can't wait to see the wonderful things you are doing in your classrooms to make your ELL feel important, comfortable, and accepted!
Thank you for reading!
Grit: perseverance and passion for long-term goals.
When I went through high school as a newcomer student, my mother was there. When I put myself through college, my mother was also there. She witnessed my struggles, my failures, and hardships. So every time we talk about my accomplishments, she asks: "But how did you do it?" "Where did you get the strength from to finish your goal?" My answer was always: "I don't know, I just felt like I had to keep going." Today I know that it was because of grit!
Character Lab has a great post on grit that states that "Grit is a critical strength of most people who are successful."
It also gives some examples of what grit looks like:
In Boosting Achievement we learn that SIFE and refugee students, "embody grit and perseverance." We know this to be true because their experiences and hardships required them to be strong and committed to surviving in their environment.
"Many SIFE come to America with enough pain to fill a lifetime of sadness and despair." ~ Tan Huynh
Our responsibility as their educator is to guide them in using that strength found within them and apply it toward school and life goals.
Dr. Duckworth reminds us that grit "requires deep interest" - This means that our students need to be engaged in what they are interested in even if they fail. We have to provide opportunities for them to take risk and try.
Carol provides us with a great lesson she learned with her student, Hamsa. Watch this video where he shows perseverance in doing what he knows he can do and is interested about.
Ideas for Encouraging Curiosity, Creativity, and Global Thinking
Boosting Achievement provides a great list of ideas and opportunities to encourage our SIFE students to engage in topics of interest:
For more ideas and for details about given ideas on page #43 and #44, please visit bit.ly/SalvaBLog
Great video about meeting the needs of refugee students:
Older SIFE students may appear to have a wider educational gap, but FEAR NOT. According to Boosting Achievement, SIFE students come with a sense of urgency, and often have a deeper appreciation for educational OPPORTUNITIES!!
They already have the most important predictor for success: PASSION. PERSISTENCE. MOTIVATION. Just provide the opportunities and watch them soar!!
Thank you for reading!
Part One: Working with Students Who are SIFE
I don't know about you, but I want my students to remember me as their teacher for a life time. However, in order for this to happen, I need to make sure I strengthen my relationship with each and every one of my students. And relationship building starts by learning students background.
Let me start by emphasizing how important it is to know our students' background because each category of language learners is different and each requires a unique level of support. Here is an article I found very relevant to this topic: Good Teachers Embrace Their Students' Cultural Background. Here I learned that as teachers, we tend to use our own experiences when planning the lessons we teach, but then students cannot create connections because is not relevant for them. However, when we know students' background, their story, their struggles, their past, we would lean toward activities and materials that will support students in making connections.
Boosting Achievement does a fantastic job highlighting and providing awareness of the many different categories our language learners' background. Just take a close look at the chart below.
The point I want to bring up with this chart is that not all language learners in your class fall under one category. Our students come to us with a story, with a personal and unique background, and in order for them to be successful, they must receive the appropriate support.
Take my experience as a language learner high school student for example. When I first came to the United States my teacher needed to know that I was a 'Newcomer/Recent Immigrant' and a 'SIFE' student. Not only was I learning the language but I had also missed a lot of school years in my country which put me far behind classmates my age. When interested in supporting L1 (native language) it is imperative for teachers to know the student's educational background. And to find this information could be as simple as asking the parent. Build a relationship with parents and students to provide what is best for the student to be successful in school and in life.
I believe that ALL students need our support. However, I want you to think about English language learners who are struggling academically. Why? The answer is simple: Achievement Gap! I strongly believe that the achievement gap exists among our ELs because we are not targeting and/or providing the appropriate support.
Tips to support newcomers/SIFE students:
Boosting achievement does the following recommendations for SIFEs' needs:
I also have a few recommendations for newcomer students: here.
Watch the video below by Teaching Channel to see how newcomers and SIFE students interact through the use centers to accelerate reading development. This video clearly shows that our newcomers/SIFEs have the ability and "know how to" when the opportunities as presented.
Part I has a heavy focus on Cultural Responsive Teaching. This is super important and a very hot topic in education right now. I believe is due to the growing diversity found among students in our classrooms. Part of being culturally responsive is building a relationship with our students, so last week, our focus was on getting to know our students and building strong relationships by valuing our students' stories. However, I see it as taking a step further...When we know our students' background and care about who they are, it'll reflect in what our classrooms look like. What I mean is that knowing your students will make you want to provide a place where they feel safe, comfortable, and familiar to them. Making sure our classroom decor mirrors our students' culture and background.
Boosting achievement provides great tips such as desk arrangements, and labeling school items in multiple languages. Here is another article I found helpful on providing classroom setup strategies. It's imperative to consider these tips that facilitate learning ultimately optimizing language learning and academic achievement.
Carol shares a fascinating story of a SIFE student who had to advocate for himself when he noticed he was not getting what he needed. I believe it is necessary for our students, Kindergarten - 12th grade, be able to advocate for themselves. Students will at one point in their education encounter educators or school personnel who will instead of supporting students are obstacles for students' success. That is the point when students need to stand for what they believe it is best for themselves. I found this link very helpful on tips and steps to follow on teaching students to self- advocate.
Osama is now my hero! He taught me that as an educator, there should be a level of 'shame' when I don't take the time to listen to students' needs and advocate on their behalf.
You see, as an educator, you can't be both; You either are supportive or an obstacle. Which are you? If you are reading this, is because you care about your students and want to support them. Thank you, #eduHero!
Accessing SIFEs' English Proficiency and Background Knowledge
This section really made think about ways I can gather my newcomers' background information to better serve them. In Cabarrus County, we are very fortunate to have the ELLevation platform that houses our ELs' demographic information as well as their language proficiency levels. This is a system with easily accessible data as well as targeted instructional language and content strategies.
However, I noticed that there is no place for us to flag if our student is a refugee student. While discussing his topic with our county's ESL counselor, I realized that the only way for teachers to know if a student is SIFE is to share it with the teacher. But what if the student moves to another school? Shouldn't this information be available as part of their demographic information for new teachers' easy access?
This thought is just one of the thoughts Boosting Achievement is making me realize as a read through.
Another idea I have after reading the "Refugee-Focused Intake Process" is to create a spreadsheet with some of the components Texas uses for their "Intake/Pre - Assessment Form".
I am fascinated with the three focused components: Affective, Linguistic, and Cognitive.
As an ESL teacher, my focused needs to go beyond whether students speak English or not. But also know their cognitive skills levels in math and reading, and/or issues that could affect them psychologically, mentally or emotionally.
I can't wait to see what else I learn in the coming chapters. I am definitely betting my teaching pedagogy with Boosting Achievement!!
If you are interested in reading my previous blogs on Boosting Achievement book club notes, just follow this link!
Don't forget to check you Carol's blog. Here is her blog for Boosting Achievement Week 2
Thank you for reading!