Diversity in the Classroom

Diversity in the classroom is not only indicated by race or ethnicity. Diversity can involve preferences, interests, socio-economic class, cultural backgrounds, religion, gender, sexual orientation as well as learning styles and special needs. With each of these forms of difference, students come to the classroom with hosts of experiences, world views, cultural contexts, and sets of experiences that make teaching even more demanding.

In the classroom, teachers need to develop best practices to address diversity. By being aware of the cultures presented and the diverse needs of all students, the teacher will be better suited to serve their needs. When the teacher can embrace diversity, the students will develop a better understanding of cultures and other differences. According to research, teachers that are culturally responsive share five characteristics: 1) They develop a culturally diverse base; 2) They design lessons that are relevant; 3) They demonstrate a caring attitude toward cultural diversity; 4) They develop cross-cultural communication techniques; and 5) They utilize culturally respectful instruction. 

Today, the need for teachers to design lessons that embrace diversity is greater than in the past. Teachers that not only embrace diversity in the classroom but work to incorporate it positively into their curriculum are more successful educators. Students not only have diverse needs and come from diverse backgrounds, but they have diverse ways of learning. Some learn through visual means, others by auditory measures, and some learn kinesthetically. These differences increase the challenges in developing lessons. Teachers need to develop ways to adapt the curricular content and delivery to meet the needs of the students’ individual and cultural differences. 

The bottom line is that by reaching out to the students in an effort to understand them, teachers can bridge the cultural gap, make a better connection to the students, ultimately having a positive influence on their future.

Until next time...

Back to School

We have completed the first week with students and much to our appreciation, our students were as happy to be back as we were to see their faces. As I visited classes this week I realized how much I missed the interaction with staff and students. How important interpersonal communication can be. I have been coming to work since the closure in March, with very little time off. Limited staff has also been on campus with me and it was very weird. Schools are meant to be bustling with students and staff. With everyone gone, it was a ghost town. This certainly doesn’t mean I am glossing over the difficult times with students. We know we have those every now and then however, those times add to the richness of the experience. I am sure you would agree that student behavior, though difficult when dealing with it, can be a bit of a laugh in hindsight. It’s because they are kids and kids do silly things. Our inherent duty is to shepherd the herd. To help develop kids. To get them prepared to take on their world. That duty is not one I take lightly and it is why our actions speak much louder than our words. Take the weekend to rest and recharge. It’s been a tough week. Have a most excellent weekend....Go PUPS! (cue The Police - Don’t Stand So Close To Me).

Until next time...

Clap It Out

Infection in schools is not the best topic to discuss however, it is important. We must acknowledge that not all infections make one sick but are still contagious nonetheless. What is the most infectious thing in a classroom you may ask? The first answer that comes to your mind would probably be the common cold or the flu. Most teachers understand that the viruses that are shared around are certainly highly contagious however, that is not the answer. Some of you may have even thought of a yawn as your first guess. Again, though yawns are highly transmittable, they are not the answer. 

The most contagious, infectious, and spreadable thing in an educational setting is enthusiasm. It will cross the barriers of any personal protective equipment, it can permeate glass partitions, and even be spread through a distance learning video lesson. Enthusiasm breeds an excitement to learn. Though it is not scientifically measurable or quantifiable, it can be observed. We see it when a subject or discussion is interesting and a question is posed to students. Hands immediately shoot up in response. Excitement.

Excitement breeds a desire to learn and in turn, builds more enthusiasm to learn more. This eagerness to learn can build upon itself. This feeling is found within all students or every person, for that matter. The desire to learn is not found only in one subgroup. It is found within everyone, everywhere. Once the lightbulb is illuminated, the fervor to learn is intrinsic. The individual has the desire for knowledge and it will continue until it is extinguished. Most of the time that happens for some extrinsic reason. As an educator, it is vital to understand and identify when the student is excited about learning and help to fan that flame. 

For educators, this is not a great revelation. Student enthusiasm can breed a desire to learn however, the greatest challenge is how to start. Enthusiasm can begin with simply being overtly excited about the subject. I sometimes use a tool that I borrowed from watching countless high school sports. I get my team to clap-it-out. When I start clapping, even though I am the only one performing, smiles begin to happen. I am explicit in my action, loud, and even a bit crazy in my delivery and it works. It is only one of a thousand ways to ignite enthusiasm and enthusiasm is infectious. 

Until next time....

Student Engagement.

It is clear in all the research that when a student is engaged, learning happens. Engagement therefore becomes a critical goal when attempting to understand what drives the learner. For us, the engagement level of the student is an important factor to consider when speaking about a culture of high expectations.

Research reports engagement is tied more closely to the relationship with the teacher than with the subject matter. When the teacher makes the student feel acknowledged, the student will work harder for the teacher leading to improved student achievement. Several research studies show the best settings that were discovered for reaching students were during discussions where the teachers and the students developed relationships and understood the talents of each other. In all the studies reported that a healthy learning environment involves a community of learners and everyone should feel they are welcome. 

When a student fails to feel connected to the classroom, disruptions may occur. It is only natural for all of us to have the desire to feel connected to others. The concept of the human touch is a motivating factor for some. This basic need can be satisfied when a teacher values and respects the student as a genuine member of the group. This approach to accepting all students is the gateway to building better student relationships. People in general want to be physically and psychologically safe and students have that same desire. A positive culture in the classroom where a student feels safe can help to provide a foundation for the professional relationship to flourish. When the responsibility for the relationship lands on one person, the relationship is doomed to fail, according to relationship studies.

It is equally important for teachers to learn about students as it is for students to learn about their teachers. The two-way communication creates the bond that develops a mutual relationship. Most importantly teachers need to be specific regarding the boundaries for the relationship. Knowing this can eliminate potential issues that may arise. Academic achievement, which is tied to student engagement, is about mutual respect. Students will not care about their performance until they understand how much the teacher cares about them. This seems to be a theme that is consistent in all areas of education.

Until next time...

Reopening of Schools

With much apprehension, we are on the verge of schools reopening. This is not just in our local area but in the greater State and across America. Though the challenges of smaller class sizes and social distancing remain, our students will be arriving soon. Like when we used to play the game ‘hide and seek’, the ‘Mississippi Countdown’ has almost been completed and our students are about to yell out “Ready or not here I come.” When they arrive, they will bring with them the anticipation of every first day of school, ever. Along with those butterflies will be a concern brought about by the pandemic. Both emotions are real and must be addressed by all of us. We are not in a position to discount any of their feelings or their emotions. We however, are in a position to build trust by relieving their concerns with our actions. We can show our students that things are going to be fine. We need our actions to speak for us as words can sometimes be lost in the climate. I know it has become cliche’, but we are truly ‘all in this together’. Since that is the case, my challenge is for each of us to go ‘all in’. To borrow imagery from a game of cards, push the chips to the center of the table and go “All In”. Have a most excellent weekend....Go PUPS! (cue The Beatles - All You Need Is Love).

Until next time...

Rule of Awkward Silence

Awkward silence is an effective tool in education. In business, the strategy is often referred to as the ‘Rule of Awkward Silence’ however, in education, we simply call it wait time. As a rule, business people are taught to not answer questions presented until pausing for 10 seconds to gather thoughts. Many times, that 10 seconds of dead air can feel like an eternity and it makes people really uncomfortable. This strategy is employed by some very successful companies such as Apple, Tesla, and Amazon to name a few. Though they use the strategy, they certainly didn’t discover it, though it may have been used on them in grade school. Teachers however, have used wait time for as long as there have been lessons. The wait time creates the awkward silence and many educators are quite comfortable with the idea.

Now the 10 second rule is a general rule of thumb. A teacher will ask a question of the students (not an individual student, but the whole class). Once the question is asked, the teacher will call on a random student and wait for the answer. Many young teachers forget this very valuable part of the lesson. The wait time allows the student to process the question, though it feels very awkward for those around them. Once 10 seconds is past, the teacher will call for the answer. If the student does not know, then another student may be called upon to move the lesson along. When done correctly, the silence is deafening. 

In education, we also utilized the ‘Stop and Count to 10’ strategy when helping students work through conflict. Whether we are talking about actions or just words, we ask students to stop and count to 10 before taking the next step. Oftentimes, it clears the mind, so a better decision can be made. With that in mind, I don’t believe it is awkward at all. It is a valid and important part of our communication process. Just think how great things would be if we could pull back some things we have said, or maybe never said it all. Embrace the awkward silence and always pause before you speak or act. Everything else will take care of itself.

Until next time...

Power of the Positive

In this time of distance learning due to the COVID-19 pandemic shutdown, it is important to note how important positive relationships are for students. Positive relationships contribute to an overall positive school culture and at times can moderate other negative interpersonal interactions. Furthermore, negative interactions that do not get moderated can impact the perception of ability within a student. To use a common phrase, the positive interactions will outweigh the negative. Research shows that strong positive teacher-student interactions promote an increase in student achievement. Additionally, students tend to behave better and have better grades when support relationships are present. Not only does positive interaction impact student achievement, but the impact on scholastic adjustment and academic goal orientation is notable.

The positive effects of relationships at school are not only extended by the teacher. Research finds that when students perceive caring and support from an adult it is positively associated with emotional support. Furthermore, the relationship between a teacher and the student is not only associated with better student behavior but it is linked to increased engagement. Students also concern themselves with their peers. If the peer group demands engagement, then the students will reciprocate with increased academic engagement levels. Moreover, peer groups can increase student motivation to participate, engage, and become a success.

The bottom line in the research is that students are more successful in school when positive relationships exist. Building those relationships is the most difficult challenge educators have in this distance learning environment, but they are up to the task.

Until next time...