Equity – Page 10

November 23, 2015 Tisha Nelson Building Inclusion, Communication with Parents and Guardians, Differentiated Instruction, Diverse Learning Needs, English As Second Language (ESL), English Language Learners (ELLs), Equity, General, Integration, Literacy, Math, Use of Technology

Suggestions for Making Your Classroom ELL Friendly

This year I have the opportunity to serve my school as an English as Second Language (ESL) teacher for the first time. This privilege allows me to support students in Primary, Junior and Intermediate grades as they navigate the landscape of school and English language acquisition. But to be honest, I have alway been an ESL teacher. Since my very first year of teaching, my classes have always had students for whom English was not their first language. In this way, we are all ESL teachers regardless of if we have the designation or not. Similarly, if we take the notion of learning English literally, all of our students are English Language learners because they are constantly being introduced to new vocabulary and are learning the nuances of academic language for oral communication, reading and writing. In Ontario, however, the term English Language Learner or ELL, is defined as a student “born in Canada or newcomers whose first language is other than English or is a variety of English significantly different from that used for instruction in Ontario schools” (Many Roots, p. 51). Knowing this, how might classroom teachers tweak their practice to make their classrooms ELL friendly? I offer 4 easy teacher practices that will support ELLs in any classroom.

1. Keep expectations developmentally appropriate.
The ways we view our students determines the kind of learning we invite them to. This sentiment is particularly important to understand when designing programs that address the learning needs of students for whom English is a new language. Learning a new language, by any account, is a task of both perseverance and determination. As such, we need to be mindful that our English language learners have a multitasked learning situation. Focusing on the skills they bring from their native language as opposed to the limitations they have as they acquire English nurtures an asset based approach to engaging students as capable learners. When we embrace this mindset towards teaching English language learners, we can maintain high expectations for all students. Valuing the prior learning of all students, including ELLs in imperative in building upward to new understandings. Inviting students to share what they already know about a topic is always a great starting point for learning. Students who are English language learners have prior knowledge and this knowledge may or may not exist in their native Language. Regardless, valuing students’ prior knowledge solidifies the difference between cognition and language acquisition as two separate and distinct processes. For the most part, English language learners are developmentally ready for the learning that their peers are engaged in – they simply need to acquire the English skills to make the thinking that is already taking place in their minds visible in English.

2. Value students’ first language.
Nurturing an inclusive classroom community lets students know that they are both valued and respected as learners. Inviting students to continue to use and develop their native language is another way not only to accommodate ELLs but also to keep the learning expectations high. When students are able to use their native language to demonstrate their understanding and thinking in tasks that invite cognitive demand, the transition to English does not lower the expectation but rather accommodate the student’s opportunity for engaging deeply with ideas. The English language is further acquired when students translate their thoughts into English rather than the other way around. Valuing students’ first language can also be demonstrated by creating dual language or multilingual learning resources. With the partnership of students who are also native speakers of additional languages, parent volunteers, colleges and community partnerships, teachers can prepare translated learning resources for all students to use.

Students are invited to participate in collaborative learning experiences by expressing their ideas using their first language

Dual Language posters translated in traditional Chinese to support English Language learners in my class.

3. Develop new vocabulary in context with the help of online resources.
When students are invited to continue to use and development their fluency of their native languages, teachers can employ many new technologies that can support English acquisition while yet maintaining native language fluency. Using tools such as Google Translate can serve as a bridge between a student’s first language and English. Similarly, introducing new vocabulary in context makes both social academic learning more meaningful in English. An idea or word may not be unfamiliar to a student learning English in that they may already have an understanding of the concept in their native language. When this happens, using tools such as Google Images and YouTube can serve as a bridge to comprehension of and acquiring English words. Word walls are also useful resources for students in all grade levels and for all subject areas. It is a tool to support students as they acquire new vocabulary in the context of their learning. In this way, all students can be viewed as English language learners as they engage in expanding their academic vocabulary. The inclusion of students’ native language on word walls is a simple accommodation that goes a long way to supporting student learning. The gesture speaks to the value for the student’s native language and a respect for the process of learning English. Native English speakers can also benefit from the dual language approach in that they can be exposed to the languages of the world and additional ways of knowing.

I asked my students to add Chinese translations to our Math word wall. This highlighted the relationships between numbers, as the ideas of addition and multiplication are embedded in the ways Chinese numerals are written.

This is a screenshot of what a Grade 2 student, a stage 1 ELL, wrote as she was communicating an idea with me. I used Google Translate to take a picture of her writing and was able to translate and further communicate with her.

4. Embrace inclusive practices when communicating with parents.
When a student is an English language learner, it is important to also be aware of their parent or guardian’s experience with English as well. Whenever possible, supporting parents in the journey of their child’s language acquisition should be considered. Using resources mentioned above in addition to school-board translators and parent volunteers when communicating with parents is also crucial when English is also being acquired by parents. Ensuring that partnerships between students, teachers and parents is essential for the success of all children. We should be mindful to support parents who are English language learners in the context of the kind of communication that goes home, the necessary accommodations in place for parent-teacher meetings and the information needed for navigating the Ontario school system are essential in order to leverage the playing field for success.

The first page of a presentation to the parents of my students during Curriculum Night.

An assessment report sent home as communication to parents about student achievement.

Teachers in Ontario school are all ESL teachers and our students all, English language learners. Designing classroom spaces and learning opportunities with the principles of universal design will support English language learners but also enhance the learning experience of native English speakers. Keeping learning expectations high for all students, valuing students native languages and inviting parents as partners are essential ingredients to providing an enriched learning experience for English language learners. For more information check out the ministry document Many Roots Many Voices:Supporting English Language Learners in Every Classroom A Practical Guide for Ontario Educators https://www.edu.gov.on.ca/eng/document/manyroots/manyroots.pdf.

October 31, 2015 Shawna Rothgeb-Bird Building Inclusion, Challenging Topics, Equity

Creating an Inclusive Space in the Classroom

(Disclaimer: I suppose some of this could be considered controversial or unpopular. This is obviously being written as my personal opinions/beliefs and not meant to suggest that anyone who is doing things differently is doing something wrong.)

I work hard to make all students and their families feel welcome in my classroom. It’s important to me that everyone feels that their family has been considered carefully in my teaching and correspondence. Sometimes, it can be hard to see just how much bias is out there; it isn’t intentional, it isn’t malicious, but it can be hurtful just the same. A few years ago I took a step back and looked at what I was doing in the classroom. I examined everything carefully for any signs of bias. Here are a few of the changes I made after that critical thought:

1) I changed the wording on my class contact information sheet.

– I got rid of the words “mother” and “father”. By using “Parent/Guardian” instead, I was properly reflecting families with same sex parents, families where other relatives are caring for the child, and foster families. It’s a very simple thing but really can make someone feel valued and respected right from the start of the year.

– I added two spaces for parent/guardian, bringing the total up to four. For the child whose family is best reflected by using all of these spaces, such as blended families or polyamorous families, it can be very meaningful to be “allowed” and encouraged to include all of the guardians in their lives on their contact sheet.

– I included a space for parents to identify their child’s preferred name. I teach a program where many students are coming to our school from feeder schools. They are sometimes anxious, shy, and overwhelmed the first few days of school – not confident enough to tell a new teacher, who is a stranger, that they prefer a name other than what was on my board-issued class list.

2) My classroom is gender neutral.

– My bathroom passes are not a “boys’ pass” and a “girls’ pass”. I have two passes for the washroom. They are identical. I realize some people won’t like this and feel strongly that they should have one of each because they don’t want two students in the same washroom at the same time. I’m just telling you what works for me. You may have a student in your class who doesn’t identify with their biological sex, and asking them to take the girls’ pass when they don’t identify as female can cause some harm.

– I make an effort not to divide things by gender, such as in Phys Ed. Many students love playing “girls versus boys” in group games, but what they (and adults) often don’t realize is that this may be hurtful to some students in the class. Some of my transgender friends have told me that they knew they were transgender at a very young age, often before the age I teach (Grade 4), and for that reason I try to be cognizant of not asking students to identify with a particular gender.

3) I generally don’t celebrate holidays in the classroom. (This is contentious, I know. This is just what works for me and you may have strong feelings about this. That’s okay!)

– I don’t want my students to feel they need to miss an entire day of school if they don’t celebrate a particular holiday, such as Halloween. I let the school handle any Halloween celebration (such as a costume parade) but in my classroom, it’s generally a pretty standard day aside from changes to the schedule. I don’t mind costumes in the classroom, but I don’t do a day full of Halloween-centric activities and I don’t throw a party.

– Mother’s Day/Father’s Day activities can be very hurtful to students whose parents are estranged, deceased, or never existed (such as same sex couples where there is no mother or no father). I appreciate the sentiment behind having students create cards, crafts, etc. for their parents for these holidays, but we need to be aware of the harm we can do by making these activities part of our lessons for all students. Instead, I let students know that they can stay in during lunch/recess and I will provide them with supplies and help to create things for their parents if they choose.

– We don’t sing Christmas songs. There are many winter-themed songs you can sing with your class which aren’t about specific holidays. For the students in your class who don’t celebrate Christmas, being asked to sing songs about it can be a little uncomfortable.

– I don’t give out Christmas cards. I do give cards to my students on the last day before the break, but they generally wish students a happy new year. If I know that family celebrates Christmas, I may add a note about that.

That isn’t an exhaustive list of all the things I do to try and make an inclusive space, but it’s a start. This doesn’t come from a place of “political correctness” – rather, a place of kindness and compassion. If even one more person feels appreciated and celebrated in my classroom because I did these things, I consider it a worthwhile venture.

October 18, 2015 Tammy Axt Differentiated Instruction, Diverse Learning Needs, Equity

The Sound of the Recorder

This week in my class, my grade four students had their first lesson on the recorder. I know what you are thinking….musical bliss fills the room and everyone is transported to an elevated level of happiness. Unfortunately, day one of the recorder doesn’t quite bring up those feelings. As the students are still learning breath control and finger placement, day one sounds closer to possibly the worst sound that can be produced by 25 children simultaneously. Since I have been teaching recorder for a couple of years now, the day one sound no longer phases me and I know that after a couple of lessons the recorder will sound more like music and less like noise. However, this week I had an unusual experience on day one of the recorder with one of my grade four classes.

On Thursday afternoon, my last class was preparing for the very exciting first blow into the recorder. I reminded them about not blowing too hard, putting your left hand on top, covering the holes and away we went. One of my students, who is hearing impaired, quickly took the recorder out of his mouth and made a very pained facial expression. I went immediately to him and asked what was wrong. He told me that the noise was too loud. We spoke for a few minutes and we decided that he would move his chair across the classroom and try the lesson from there. We played for another 10 minutes or so and I checked in with him again. He told me that he was getting a headache from the noise so we put our recorders away for the day and switched over to playing a game about the staff.

After the class, I immediately spoke with the classroom teacher and asked for the contact information of the consultant who is familiar with this student’s case. We had a meeting the next day where we both brought up concerns around damaging the child’s hearing further and the ability to limit the noise but still continue to hear the teacher. During the meeting we came up with a few strategies that I could use to minimize the impact of the sound. I also had a meeting with my vice principal to ensure that he was allowed to go into the hall to work with a partner if he needs break from the sound (which is not common practice at my school).

Tomorrow, I will bring all of the strategies to my student to be discussed further. It is important that he have input into his learning and that he not feel like he is being excluded from the classroom. I will ensure that he has a lot of choice and that we can change things at any time if it is not working for him.

Finally, later this week, I will be calling home to discuss the plan of action and to inform the family of his reaction to the recorder which may be important in their next meeting with their audiologist.

June 14, 2015June 15, 2015 Alison.Board Building Inclusion, Challenging Topics, Equity, Professional Learning and Growth, Wellness

Addressing Equity

The elementary school that I teach at is a K-8 school with approximately 540 students. It has grown over the century with new additions, since its original build in 1923. I have only known the school for the past three years that I have been teaching there. So I consider the school to be diverse with many new Canadians, mostly from Bangladesh. It is also higher needs in terms of the challenges students face for success, according to the Learning Opportunity Index. The family income has declined for families attending the school, as demonstrated by the data. Many of the parents work part-time, multiple jobs, and through the evenings, nights, or on weekends.

What I found interesting to note, is that teachers who have taught at the school for more than ten years, many for more than 15 years, have difficulty seeing the demographics of the school as they are. They continue with the same fund raising projects as they always have, yet lament that there is less participation or interest from the students. They continue to book trips that cost more that an hourly wage that most families would make, then are disappointed in the attendance. It is only in the past year that they have been questioned about the cost required for students to attend their own graduation celebration. The teacher response in regards to how they are accommodating a student population with a decrease in family income, is to encourage students to come forth if they don’t have the funds and the staff will address it or provide the funds, based on the individual situation.

Recently I was talking to a teacher from another school board about equity and teacher bias. She recommended the ETFO publication, Possibilities: Addressing Poverty in Elementary Schools to read. It is an excellent resource. It not only encourages a change in mindset by educators about assumptions and biases in regards to poverty, but it provides strategies and literature connections to address the real needs of students for academic success and well-being. It also provided information on how to engage parents and the community of a lower income status.

According to TDSB, “Educational research has demonstrated that children from lower income families face more significant barriers in achieving high educational outcomes.” It is essential that we as educators are aware of these facts and barriers, as well as the strategies and supports necessary for the students that are in our schools right now.

Link to ETFO publication: http://www.etfo.ca/ProfessionalDevelopment/ETFOsBookClubs/Lists/ETFO%20Book%20Club/DispForm.aspx?ID=37

February 16, 2015February 17, 2015 Alison.Board Communication Tools, Communication with Parents and Guardians, Equity, Learning in a Real Life Context

Technology and Social Media for Communication

For years I have maintained a class website. I found as parents became more tech-savvy, they enjoyed seeing the photos of student learning and reading about what was happening in the classroom. This seemed more timely, environmental and cost-effective than a monthly newsletter (as I was in a community that all parents had access to a personal computer). It also allowed parents the option to log on to the site at any our to find information or revisit an earlier post. Websites allow for documentation of the learning and growth of students.

This year I wanted to try Twitter. It was a new learning curve for me, but I could see the benefits of its immediacy. So last fall I started a Twitter account for our grade 6/7 classroom and invited parents and students to follow. Students created a logo contest in the class and selected a piece of student art to represent our account. I have found many benefits to Twitter instead of a classroom website. They include:

Timeliness – I usually take a photo and send a message once a day from my classroom. It is so quick and simple from my smartphone that my posts are more frequent than logging into a website and writing a post for a class website.
Focused – I find that my tweets are focused and meaningful. For example, I select a specific moment during math or science and take a photo that makes the learning visible. When I would write posts for my website, I often felt overwhelmed in covering all the subjects and providing enough detail.
Connections/Information/Networking – Sending tweets and using hashtags from our classroom has created dialogue with other educators, students, and interest groups, that would not be possible through a website. For example, my class was excited to be retweeted by Bird Studies Canada when we shared a photo of one of our students feeding a chickadee from his hand. This introduced us to information about the Great Backyard Bird Count, an accessible activity that interested students could learn more about. It also initiated an environmental leaders project to make and maintain bird feeders at our school.
Reflection/Assessment – As a daily activity, tweeting from the classroom provides me with a purpose to capture learning and document it. I am then able to review my tweets weekly and reflect on the highlights or areas of need as assessment for learning.
Social Media Etiquette – Tweeting with my students allows for authentic discussions about how to conduct ourselves with appropriate image use. We also review our messages and discuss what they can convey.
Accessibility – Although my school is recognized as higher needs due to lower family incomes, some students have access to smartphones that they can use in the classroom with our Bring Your Own Device program. Others can share the iPads and netbooks that are available to our class.
Engagement – Each month, more students get their own account or encourage their parents and become excited about our classroom tweets that are retweeted by the Principal or the board to an even wider audience. We have participated in tweet chats with other classes, using a visual display of the tweets so the whole class can be involved in the discussion.

I have found Twitter to be an effective tool for increasing engagement and communication. I can use it to feature student voice and reach a community larger than our classroom or school. It also informs my own practice as I follow educational posts to inspire me!

December 3, 2014December 4, 2014 Mike Beetham Building Inclusion, Challenging Topics, Equity, Learning About Your Students

Inclusive Celebrations

Should I celebrate this holiday or that holiday in my classroom? Should I have a holiday free classroom? These are questions that have no simple answers. An inclusive classroom pertains not only to the different learning needs of your classroom but also to the cultural diversity of your group of learners, your school community and the neighborhood in which your school exists.

Over my career I have been very fortunate to have worked with many inspiring, talented colleagues that have always created ways that developed a sense of community within our school by embracing the uniqueness of each and every culture. These were often shared in music, art, drama and other types of public sharing. The end result was that we always left knowing and appreciating more about the global school community. More importantly our students were provided opportunities to build cultural bridges that can be carried with them throughout their life.

I have included a website that provides tips on celebrating cultural diversity. As well, there are many resources available to facilitate awareness such as a multi-cultural calendar.

10 Tips on Celebrating Cultural Diversity in the Classroom this Winter Season

November 26, 2014November 26, 2014 Tammy Axt Building Inclusion, Differentiated Instruction, Diverse Learning Needs, Equity, General, Planning

Teaching Students who are Hard of Hearing

This is the second year that I have had a couple of students who are hard of hearing in my music classroom. How do you teach someone to sing or play instruments when they can’t hear the sound they are producing? This is the question that I was faced with last year. After some trial and error and a brand new book “Music for Children with Hearing Loss” by Lyn Schraer-Joiner, I am by no means an expert, but I have learned a few things.
First and foremost, the students that I have act just like any other student in my class and want to be treated as such. They do not like to be singled out or have any attention brought to them, so when I make modifications to the program for them I try to be subtle about my changes.

When the two classes come to see me for music, I am very aware of a few things:
1) I only speak when I am facing the students. I do not speak when I am facing down to play an instrument or when my body is turned to the blackboard.
2) I ensure that the students who are hard of hearing are beside a good model for singing songs. This can be a skilled student or myself.
3) When I am speaking one on one with the students who are hard of hearing I lean down to their level. I speak normally and do not overemphasize any words.
4) In all of my other classes, I do not repeat the answers that have been given by students during class discussions as I feel that it diminishes their voice. The exception to this rule is in my classes with my students who are hard of hearing.
5) I bring manipulatives beside my mouth so that the students can focus on my mouth and the manipulative at the same time.
6) Brand new learning for me this year was to place the soprano glockenspiel, xylophone or metallophone on a raised music stand or table as this will make it closer to the chest cavity, which will help the student hear the instrument more clearly.
7) When I do activities where the students have to match the feeling of the music on the piano, I arrange it so my students who are hard of hearing are closer to the piano as the notes get higher.
In a nutshell, after working with my students who are hard of hearing, their singing and instrument playing have really improved over the course of the year or so during which I have taught them. Singing and instrument playing is a skill that all can achieve given the right instructional practices.

February 4, 2014February 4, 2014 Alison.Board Assessment, Equity, Report Cards, Resources

Assessment and Planning for Reports

Whenever I complete reports, I seem to reflect on the practice of evaluation and how to improve my assessment practices. Here is what I have noticed:

assessment begins when you first meet your students. This provides a starting point, so you can recognize growth or progress. Initial observations may seem too obvious to record, but are often useful at time of the Progress report or the first interview with parents.
observation charts made like a grid with the students first names in alphabetical order are my preferred format. I have tried observation notebooks (one for each student) and index cards. The grid observation chart is simple as I can copy a stack and keep on clipboards around the room for quick accessibility. It is also easy to see if a block is empty – ensuring that I am making observations equitably. I also find these observation charts useful when marking. There is enough space to provide a grade for an assignment as well as a quote or excerpt of the student’s work. I then add the sheet to my assessment binder. When writing reports, I can refer to the grade of an assignment as well as an excerpt, which I include as an example for the report – showing how the student demonstrated their understanding.
photos are an excellent way to capture student work and refer to during report writing. I have used my smart phone to capture pictures of the students in tableaux, their writing in their notebooks, artwork, collaborative pieces, brainstorming discussions, math activities, and music (video of the students experimenting with instruments). Referring back to the photos and videos provided evidence of student engagement and understanding that I may have missed with anecdotal notes.

In addition to my preferred practices, there is a section in The Heart and Art of Teaching and Learning book (pp 84 -90) that provides practices more specific for Early Years, guidelines and considerations for report card comments, as well as information on IEPs and English Language Learners.

December 4, 2013December 4, 2013 Alison.Board Building Inclusion, Classroom Management, Differentiated Instruction, Equity, General

Top Ten for Maintaining Classroom Community

The other day one of my less participatory students described our classroom as “welcoming” in his writing journal. I was pleasantly surprised by his point of view and reflected on what might make it a positive space him and his fellow students. Here is a list of what actions, arrangements, and routines contribute to our positive classroom community:

Greet the students as they enter the classroom every morning.
Incorporate Tribes activities on a monthly basis, or when needed.
Allow students a few minutes to chat and get settled before beginning the first lesson of the day.
Arrange desks in groupings of different sizes to suit the needs and learning preferences of the students.
Provide bean chairs/big pillows for students to use when reading or working independently or in small groups.
Invite students for class discussions or read-alouds at the class carpet. They choose to sit on the carpet or bring their chair.
Display student writing, math problem solving, art, and student book reviews or graffiti on walls around the room.
When there is an issue, address it quietly in the hall or away from the eyes of peers.
Provide a round table in the centre of the room for casual teacher-student conferences and peer meetings.
Check in with students as they leave for home each day.

November 21, 2013November 21, 2013 Alison.Board Building Inclusion, Equity, General, Inquiry, Integration, Learning About Your Students, Learning in a Real Life Context, Literacy

“I Know Here”

At one of our first staff meetings this year, we had a discussion about building community in our school. What is our community? How do we see ourselves? Many of the teachers had a difficult time describing our school community. We are in a building with additions that have been attached on various levels, resulting in doors and stairs that physically separate the classrooms into small groupings of three or four to a floor. The community outside of the school is also diverse. There are few apartment buildings as well as a neighbourhood of homes, a park, and a plaza of stores.

To discover our community through student inquiry, all the classes read the book I Know Here by Laurel Croza.

We then asked the students to take a similar approach and define their community with words and representations. The results were outstanding. Every age from Kindergarten to grade 8 was able to identify what made the community unique and they presented their own perspective. To extend that sense of our community defined by student voice, we set up a literacy night at the school to showcase the student work. It included descriptive writing, drawings, 3D representations, photos and videos.

The experience was rewarding for the teachers, students, and parents of our school community. The work was meaningful and the children were engaged. It was a topic that was accessible to all and promoted equity throughout our school. The children were also able to share new insight and point of view with us, the educators.