[Improving reading engagement and equity in the classroom to meet the needs of underserved students]
WHY??? [To implement use of specific observational tools for school administrators to assess our progress in meeting the needs of underserved students, and to effectively describe, respond to, and plan for change to better meet their needs within a culturally proficient classroom]
About Cultural Proficiency
· Given how foundational cultural proficiency is to academic achievement in nearly every content area, it is critical that school administrators support teachers in developing cultural proficient mindset and skills as efficiently, effectively, and equitable as possible. It is an approach to build foundational knowledge about the connection between culture, history, and self-awareness within current school and community contexts.
Classroom Strategies:
· Reading lesson engagement: Vocabulary and reading acquisition could involve the use of imagery, games, drama, humor, and mystery to engage students· Active learning instruction: The active learning instructional model is designed to engage student critical thinking: with partners in a group, to express ideas in reading and writing, and explore personal attitudes.
· Language Instruction: When a student receives adequate individual attention to their personal language needs, they tend to do better.
· Instructional time for choosing literature: Inappropriate choices for student reading, by the teacher, can place the reading material beyond the student’s ability to comprehend. By giving all learners time to choose literature they would be engaged in will benefit them.
· Teacher Professional Development: Attending conferences and seminars to stay abreast of the different strategies to promote an equitable classroom will be important
· Cultural Pedagogy: Cultural integration through various cultural popular literatures such as magazines is important. Establishing a comfortable connection between instructor and students is essential. Working with individual learning and cultural styles surfaced as a way to connect with different students. Cultural ties could help connect teacher and students as teachers strive to learn more about their students’ culture and students. strive to learn more about English and creating an equitable place to learn.
· Reading and Writing Pedagogy: Students will engage in genuinely meaningful tasks. Thus, student engagement is the first objective of instruction. Incorporating games, support from teachers, help in reading difficult words, encouragement to read outside of classes, grouping of students, and making connections to students’ cultures can support and create a more equitable classroom.
· Utilizing as Many Resources as Possible: Conferencing with demonstrations, videos, guest lecturers, and think-aloud guides, build and expand on student background knowledge to increase comprehension
· Culturally responsive instruction: Building on the ethnic foundation of all learners through various types of ethnic literature.
· Building parent involvement: One strategy would be a teacher reaching one ELL parent every week to talk about his or her child, or to educate the parent about a school occasion. Regardless of what language the teacher or students’ parents use, parental backing is a major key to scholastic achievement
· Increasing Writing Opportunities: One exercise is to require students to participate in a week-by-week written work plan that concentrates on adding to a certain expertise.
[The various cultural pedagogical strategies that were explored regarding instructional support strategies will help school principals support teachers overcome those student barriers in creating a classroom that is culturally equitable. These strategies will benefit principals and teachers in enhancing their teaching models to focus on their culturally diverse student body and refine instructional strategies to create a more equitable classroom.]
Get started right away:
It’s easy to begin implementing these strategies…Take Risks!