Using Cultural Strengths
To Promote
Classroom Enjoyment and Learning
An Overview of Research
And the application
at Oak Terrace School
Traditional School Culture
School culture is relatively consistent across the
U. S. and reflects individualistic values of the
European American Culture:
1)Respect for individual property
2) Stay in assigned seats
3) Keep hands to one self
4) Individuals are responsible for their own learn
Marzano 2003
What affects learning?
According to Rothstein-Fisch and Elise
Trumbull, Managing Diverse
Classrooms, an analysis of 50 years of
research shows that classroom
management is the single greatest
influence on student learning.
Key Awareness
It should not be necessary for students to
give up home values and reject parental
expectations to function successfully in
our schools.
Culturally Responsive
Teaching
“Classroom organization and management
are among the elements most strongly
influenced by teacher’s knowledge of
cultural differences.”
Managing Diverse Classrooms
Carrie Rothstein-Fisch
Elise Trumbull
Over Emphasis on Achievement Trumps Basic Needs
Maslowe’s Hierarchy of Needs
Physiological
Food, Water, Shelter, Warmth
Safety
Security, Stability, Freedom from Fear
Belonging and Love
Friends Family Teachers
Self-Esteem
Achievement, Mastery, Recognition, Respect
Self-Actualization
Pursue Inner Talent, Creativity, Fulfillment
Focus on Achievement and
skipping belonging
Keeping in mind, Maslow’s Hierarchy of Needs, we need
to remember that achievement and self esteem can only
come about after belonging and love. Self esteem comes
about naturally and easily when we are with others we feel
valued, wanted, a membership. Kunc argues that the
pyramid is changed in schools so that self esteem and
achievement become prioritized without attending to
belonging. We essentially attempt to skip this step. We
have made belonging something that has to be earned
rather than just a right.
A Case for Making Belonging
Important

CNN Report on Teenage Suicide Attempts
Report from CNN October 20, 2009
1 in 10 Caucasian American high school
students attempts suicide each year
1 in 10 African American high school students
attempts suicide each year
1 in 5 Latino American high school students
attempts suicide each year
Dominant Culture vs.
Responsive Culture
In the dominant(individualistic) culture the
most important relationship is between
the student and the teacher.
In the responsive culture the most
important relationship is between the
students.
Social Relationships First
When it comes to completing a task teachers
should:
1)
Let kids be responsible for each other
2)
Let kids tell stories
3)
Let kids work towards group goals
4)
Let kids read together
5)
Let kids work together in centers/stations
6)
Let kids share
Musical Chairs a New Way
Two ways to play musical chairsCompetitively with Rejection
Cooperatively with Inclusion
Checklist for Culturally
Responsive Environments
“The learning environment is inviting.
The teacher communicates inviting messages in a
variety of ways.
The teacher manages the classroom with firm but
loving control
The students believe that they can accomplish what is
asked of them.
The learning community stresses collectivism rather
than individualism.”
Why Culture Counts
Sandra K. Darling Donna Walker Tileston
Practical Applications in the
classroom
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Call on the group- choral response
Class meetings
Displaying family photos of everyone
Class and school are seen as a family- use the roles
to support understanding
Group supplies
Group rewards
Group homework practice
Network parents and children for special events
Research to Improve Learning that
supports Culturally Reflective Classrooms
Why Culture Counts
1)
Explicit Feedback 37% gain
2)
Cooperative Learning 28% gain
3)
Praise 29% gain
4)
Verbalization of steps of the task 46% gain
5)
Goal Setting 34% gain
Karen Mapp Harvard Researcher
Fortress School- Parents don’t care about education, this is the
reason why kids are failing, no matter what we do the parents
don’t come, we do all this work and they don’t care. This comes
from a feeling of frustration and only dealing with a small group
of “cooperative parents”, they do what “they are supposed to do”
and they can give a misrepresentation of what is actually
happening for students and families. Teachers don’t see it as their
job to reach out to families and schools, and office staff aren’t
trained to support diverse families
Come If We Call School- Parents are told what will happen,
we’ll call you when we need you, otherwise let us be, we are the
experts.
Schools Supporting Cultural Strengths
Open-door School
Joyce Epstein suggests you need a family outreach action team
http://www.csos.jhu.edu/P2000/center.htm
Parents have access to the Principal and to the teachers. Having
parents involved is valued, encouraged, and creative thinking is
used to break barriers.
Partnership School
Home visits for every new family http://www.pthvp.org/, family
activities connect to student learning, clear open process for
resolving conflicts, families are actively involved in decision
making
Metanalysis of Research on
Parent/Child relationships
Karen Mapp analyzed 51 research
studies and she came to this conclusion.
Families of all backgrounds are equally
involved at home although forms of
involvement vary by culture and
ethnicity.
Building Relationships
How do we build these relationships?
The joining process includes:
1)Welcoming them to the building or having a Nordstrom’s
mentality
2)Honoring the work they do, respect them, validate them for
any contribution they make.
Example, teachers at the school they rolled out the red
carpet for parents- strong parent engagement programs
have encouraged families to stay in the neighborhood and
reduce mobility
3)Always connecting parent events with learning- learning is at
the core.
Practical Applications at Oak
Terrace School
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Parents welcome at breakfast and lunch
All parents belong to the PTA
Fruit and Veggie grant- parents work together
Families invited in for learning centers
May meetings for kindergarten families
Before and After school care
Activity buses for all after school programs
Principal Coffees
Family Classes
Indoor school soccer league
Red t-shirt for all kids-staff
Monthly Get to Know You Events
Partnering with community organizations
Conclusion
1971Seymour Sarason
The Culture of the School and the Problem of
Change
“Reforms that focus on curriculum,
Instruction, or school organization without
regard for the culture of the school can’t
be expected to succeed.”
Closing
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Jigsaw handouts to summarize important
information
Summarize 3 important points
Closing ???