Preparing New Teachers for the Students That They Will Really Have in Their Classrooms

2022 ◽  
pp. 29-42
Author(s):  
Toni Franklin ◽  
Stephanie T. Marshall ◽  
Vanessa Hinton
Keyword(s):  
Classroom Management ◽  
New Teachers ◽  
Culturally Responsive ◽  
Teacher Shortage ◽  
Linguistically Diverse ◽  
Current Data ◽  
Culturally And Linguistically Diverse ◽  
Academic Needs ◽  
Social Emotional ◽  
The Social

The mission of this chapter is to address new teachers' understanding of effective classroom management and instruction for classrooms that include students who are culturally and linguistically diverse (CLD). Because a growing number of classrooms have students who are CLD, it is critical that new teachers understand the integrated use of culturally responsive pedagogy (CRP) and high-leverage practices to address the social/emotional, behavioral, and academic needs of all students within the classroom. In this way, new teachers will be better prepared for such classrooms and more likely to be retained within their school and profession. Current data shows that the rate in which new teachers are entering the field is not enough to help solve the current teacher shortage crisis.

scholarly journals RTI for Students Presenting with Behavioral Difficulties:Culturally Responsive Guiding Questions

2017 ◽  
Vol 19 (3) ◽  
pp. 85 ◽  
Author(s):  
Kathleen Abou-Rjaily ◽  
Susan Stoddard
Keyword(s):  
Learning Disabilities ◽  
Culturally Responsive ◽  
Challenging Behaviors ◽  
School Personnel ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Special Education Services ◽  
Social Emotional ◽  
Education Services ◽  
Guiding Questions

Response to Intervention (RTI) is a tiered intervention that assists school personnel in determining eligibility for special education services. Studies support the use of RTI as an early intervention for addressing significant learning disabilities (SLD) and social emotional behaviors, as well as for students who are culturally and linguistically diverse (CLD) and not making progress through general interventions. However, recommendations for implementation are not explicitly provided, especially for culturally responsive implementation.  While proposed as a model for students with challenging behaviors, there is an absence of culturally responsive methods to support CLD students. This article will discuss the use of culturally responsive guiding questions in an RTI framework.

Green Thumb Educating

2019 ◽  
pp. 81-112
Keyword(s):  
Learning Process ◽  
Sense Of Belonging ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
High Expectations ◽  
Linguistically Diverse Students ◽  
Meaningful Relationships ◽  
Esl Learners

In this chapter, the author presents the metaphor Green Thumb Educating to describe a culturally responsive approach common amongst culturally responsive educators in literature. Through this culturally responsive approach, students are empowered and held to high expectations and supported through rigorous academic obstacles. The author demonstrates how educators' beliefs about developing positive and meaningful rapport with children shapes their culturally responsive approach. The author makes the case that culturally responsive educators, also known as Green Thumb Educators, approach the teaching and learning process by first prioritizing the development of meaningful relationships with students. Culturally responsive educators approach culturally and linguistically diverse students like ESL learners by creating a sense of belonging in their classroom through the development of meaningful relationships.

How the Traumatic Experiences of Students Manifest in School Settings

2012 ◽  
pp. 23-36
Author(s):  
Ron Hertel ◽  
Mona M. Johnson
Keyword(s):  
Classroom Management ◽  
Traumatic Experiences ◽  
Classroom Behaviors ◽  
Social Emotional ◽  
School Settings ◽  
The Social ◽  
Strength Based ◽  
Professional Self ◽  
Core Practice ◽  
The Impact

The impact of trauma resonates in schools and can impair learning as well as cause challenging classroom behaviors. This chapter defines trauma as a response to adverse life experiences that can negatively affect physical, emotional, academic, and intellectual functioning. Specifically, it describes the impact of trauma on neurobiology and brain development, as well as academic, cognitive, behavioral, and social/emotional functioning. It also outlines practical, applicable strategies for addressing classroom management as well as six specific principles for educators who seek to support the social/emotional and academic development of students impacted by trauma. Professional self-care is also outlined as a vital core practice necessary to assist teachers in consistently approaching students from a strength-based perspective.

OA5 Empowering ten culturally and linguistically diverse communities in melbourne, australia, to access culturally responsive palliative care

2015 ◽  
Vol 5 (Suppl 1) ◽  
pp. A2.2-A2 ◽  
Author(s):  
Odette Waanders ◽  
Michael Kennedy ◽  
Michelle Paterson ◽  
Harriet Radermacher ◽  
Elena Petreska ◽  
...  
Keyword(s):  
Palliative Care ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Communities

scholarly journals Designing for robot-mediated interaction among culturally and linguistically diverse children

2021 ◽  
Author(s):  
Yanghee Kim ◽  
Sherry Marx ◽  
Hung Viet Pham ◽  
Tung Nguyen
Keyword(s):  
Culturally Responsive ◽  
Design Research ◽  
Linguistically Diverse ◽  
Kindergarten Children ◽  
Childhood Development ◽  
Communication Styles ◽  
Culturally And Linguistically Diverse ◽  
Positive Interactions ◽  
Language Diversity ◽  
Collaborative Interactions

AbstractThis qualitative study explored the design and implementation of a humanoid social robot that mediated collaborative interactions among culturally and linguistically diverse kindergarten children in a US school. The robotic mediation was designed to help children have positive interactions with one another. The study was grounded in theories of childhood development, intercultural communication, and culturally responsive pedagogy. Design research and ethnographic qualitative research methods were used to design, test, and improve the robot’s mediation skills over a ten-week period of active use in a real-world classroom setting. Findings describe the challenges we faced in designing robot-mediated interaction activities as well as the solutions we implemented through repeated ethnographic observations, summarized as (1) anticipating children’s communication styles with flexible design, (2) inviting children to participate with personalized, friend-like communication, (3) enhancing engagement with familiar contexts, and (4) embracing language diversity with a bilingual robot.

Understanding Theoretical Models in Education

2020 ◽  
pp. 52-77
Keyword(s):  
Human Development ◽  
Ecological Theory ◽  
Linguistically Diverse ◽  
Theoretical Models ◽  
Social Model ◽  
Culturally And Linguistically Diverse ◽  
Learning Needs ◽  
Theoretical Frameworks ◽  
The Social ◽  
The Status

Theory plays an important role in education. It is the baseline premise that evokes further investigation, and through valid study, the status of a proposed explanation can be changed from conjecture to research-based fact. This chapter poses three theoretical frameworks. The Bio-Ecological Theory/Human on Human Development posits that a child's physiological development combines with consistent exposure to his/her environment throughout the early stages of life to play a significant role in a child's overall development. The Social Model Theory on Disability suggests that society's understanding of what is considered a “disability” along with certain perceptions and biases about immigrants can inhibit effective fulfillment of learning needs on behalf of children from Culturally and Linguistically Diverse (CLD) background.

Building Capacity to Support Culturally Responsive Social-Emotional Learning Practices in Schools

2020 ◽  
pp. 135-151
Author(s):  
Natasha Ferrell ◽  
Tricia Crosby-Cooper
Keyword(s):  
Culturally Responsive ◽  
Social Emotional Learning ◽  
Linguistically Diverse ◽  
Emotional Learning ◽  
Maladaptive Behavior ◽  
Whole Child ◽  
Social Emotional Development ◽  
Life Outcomes ◽  
Social Emotional ◽  
Equitable Treatment

Research has demonstrated the positive relationship between student social-emotional development and academic achievement and overall positive life outcomes. Evidence-based social-emotional practices such as direct instruction in core social-emotional learning (SEL) components, modeling, and reinforcement of appropriate SEL skills have been found to increase student social-emotional functioning, reduce maladaptive behavior and promote prosocial behavior. However, despite reports of positive outcomes based on school-based interventions, there remain questions regarding the appropriateness of strategies and practices for students from racially, culturally, or linguistically diverse backgrounds. In order to address the needs of the “whole child,” educators must view social SEL with a culturally responsive lens to ensure equitable treatment and development for all students.

Beyond Language and Academics: Investigating Teachers’ Preparation to Promote the Social-Emotional Well-Being of Emergent Bilingual Learners

2021 ◽  
pp. 002248712110275
Author(s):  
Amy J. Heineke ◽  
Elizabeth M. Vera
Keyword(s):  
Linguistically Diverse ◽  
Well Being ◽  
Comparative Case Study ◽  
Academic Learning ◽  
Social Emotional ◽  
Bilingual Learners ◽  
Emergent Bilingual ◽  
Education Professional Development ◽  
The Social ◽  
Teachers And Students

In recent years, institutions have responded to changing school populations by preparing teachers for the growing number of emergent bilingual learners (EBLs). But this preparation largely focuses on supporting students’ academic learning and language development, despite enhanced attention to social-emotional well-being in wider educational circles. This comparative case study seeks to understand whether and how teachers are prepared to facilitate this integral component of student learning in five schools with linguistically diverse populations and varied program models to serve EBLs. We first probe how teachers draw from various facets of their preparation to support EBLs’ social-emotional well-being, including teacher education, professional development, collaboration with colleagues, and personal experiences. We then consider teachers’ and students’ perspectives on the requisite expertise to facilitate well-being in classrooms. Findings provide insight for university, district, and school stakeholders seeking to enhance teacher preparation as a means to improve the educational experiences of EBLs.

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