GUESS WHO’S COMING TO DINNER
Developing Culturally Competent Educators
Dr. Roger Cleveland
January 15, 2014
TODAY AT A GLANCE
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Introductions
Bell Ringer
Culture & Learning
Mental Models
Culturally Responsive
Teaching
Relationships
No Non-Sense
Nurturing
Emotional Intelligence
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Consider all perspectives
Practice Non-Judgmental Listening
Address comments to the group
No easy answers or checklists
Be Professional
Cell phones on silent
MAKE YOUR MORNING
APPOINTMENT
BELL RINGER
Courageous Conversations
There are many persons ready to do what is
right because in their hearts they know it is
right. But they hesitate, waiting for the other
[one] to make the first move – and [the
other], in turn, waits for you. The minute a
person whose word means a great deal
dares to take the openhearted and
courageous way, many others follow.
Marian Anderson, 1956
CULTURE
So what is culture?
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CULTURE- Learned traditions, principles and guides of
behavior that are shared among members of a particular
group.
Codes of behavior, values, and norms, beliefs, customs,
communications or “the way we do things here”. Art, music, food,
literature, and clothing are all visible aspects of culture.
Ethnic groups have cultures
Businesses have cultures
Neighborhoods have cultures.
It is dynamic and changes over time.
There is diversity within cultures.
Each person is a member of many cultures!
THINGS TO REMEMBER
ABOUT CULTURE
 CULTURE IS NOT STATIC; IT IS EVER CHANGING
 CULTURE, LANGUAGE, ETHNICITY AND RACE ARE NOT THE ONLY
DETERMINANTS OF ONE’S VALUES, BELIEFS AND BEHAVIORS
 ADD IN SOCIOECONOMIC STATUS, EDUCATIONAL LEVELS,
OCCUPATIONS, PERSONAL EXPERIENCE, PERSONAL EXPERIENCE AND
PERSONALITY
How is culture like an iceberg?
food dress music
visual art drama crafts
dance literature
language celebrations
Funds of Knowledge
Socio-Economics Status
Child-Raising
Definition of Sin
Concepts of Humor
Body Language
Social Interaction
Proxemics
Conversational Patterns
Concept of Time
Eye Contact
How is culture like an iceberg?
CULTURE CLASHES
Often Silent, Yet Powerful
Often Contentious and Confusing
School Culture
Belief School Culture
s, Values,
Language, Attitudes
Home/Community
Culture
CLASH
Beliefs, Values,
Language, Attitudes
PAIR & SHARE
Directions: Turn to a colleague and discuss the
following question.
What are some cultural clashes that take place in
school between students and staff?
MENTAL MODELS
&
TEACHER EXPECATIONS
Mental Models
Mental
models
People:
Mindsets
Mental
Models
Reference National Guard Bureau, 2007
MENTAL MODELS
 MENTAL MODELS—A PHRASE FIRST COINED BY SCOTTISH
PSYCHOLOGIST KENNETH CRAIK IN THE 1940S REFERS TO THE
PSYCHOLOGICAL REPRESENTATIONS OF REALITY.
 THEY CONSTITUTE THE IMAGES, ASSUMPTIONS, AND STORIES ABOUT
PEOPLE, CULTURES, OBJECTS AND EVENTS.
MENTAL MODELS
 MENTAL MODELS—ARE ESTABLISHED BY PAST EVENTS, EXPERIENCES,
MEDIA AND OTHER MESSAGES WE RECEIVE, AND SERVE GOING
FORWARD AS FILTERS THROUGH WHICH WE OBSERVE, INTERPRET
AND RESPOND TO THE WORLD. THEY SHAPE WHAT WE SEE AND
HEAR, WHAT WE FEEL AND WHAT WE BELIEVE AND WHAT WE DO.
MENTAL MODELS
Mental Models
Exercise
Exercise
• SLUMBER
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PILLOW
• DREAM
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NIGHT
• BED
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BLANKET
• QUIET
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PAJAMAS
• NAP
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SNOOZE
Study the above words for 10 seconds.
Do not write them down!
TIME IS UP!
Exercise
• SLUMBER
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PILLOW
• DREAM
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NIGHT
• BED
●
BLANKET
• QUIET
●
PAJAMAS
• NAP
●
SNOOZE
How many wrote the word SLEEP?
SLEEP is not in the word list.
What happened in this exercise?
TEACHER EXPECTATIONS
&
PERCEPTIONS
TEACHER EXPECTATIONS
According to Good and Brophy,
teachers quickly form
expectations for individual
students’ learning based primarily
upon their own perceptions.
Rosenthal [1973] suggests four
mediating factors in this inter
personal expectancy:
• socioemotional climate
• feedback
• input
• output
Socio-emotional climate: is defined as
behaviors that are nonverbal and mostly
subconscious, that convey positive or
negative feelings.
Are we “telling” our culturally and socioeconomically different students that they
are successes or failures without telling
them anything?
Feedback is an indispensable
ingredient to any learning process.
People give more feedback and
more varied feedback to people
of whom they expect more.
Input, in the form of teaching more
challenging material, is provided to those
expected to do well.
We should not let our compassion
for students interfere with our
mission to educated them.
Communicating high expectations
is our most important task with our
low performing students.
Output is defined as producing a
learning result as in answering a
question in class.
Teachers give students opportunities
for producing output by assigning
them challenging projects or by
calling upon them to do something
extra, beyond the minimal
requirements.
“ Caring…will produce a sense
of belonging almost
immediately, but hugging is
not the same as algebra.
Rigor, Relevance and
Relationships must be braided
together, or we run the risk of
creating small, nurturing
environments that aren‟t
schools.”
Culturally Responsive
Teaching
Culturally Responsive
Teaching Test
Agree or Disagree?
• Culturally responsive pedagogy is a
new and special type of pedagogy
that is relevant only to poor and
students of color.
Agree or Disagree?
• Culturally responsive pedagogy is a
new and special type of pedagogy
that is relevant only to poor and
students of color.
Agree or Disagree?
• Culturally responsive pedagogy is a
bag of tricks that minimizes the
difficulty of teaching some diverse
students.
Agree or Disagree?
• Culturally responsive pedagogy
requires teachers to master the
details of all the cultures of students
represented in the classroom.
Agree or Disagree?
• Culturally responsive pedagogy
leads to less stereotypes about
children because teachers are
trained to address their students’
needs.
Culturally Relevant Teaching
is evidenced when students are
academically successful while
celebrating and maintaining
their unique cultural values,
traditions and beliefs in the
classroom.
“No significant learning
occurs without a significant
relationship.”
Dr. James Comer PhD
Yale University
Building Relationships
Relationships are created and built
through support systems, through
caring about students by promoting
student achievement, by being role
models by insisting upon successful
behaviors for school. Support
systems are simply networks of
relationships.
Building Relationships with Diverse
Students
DEPOSITS
WITHDRAWALS
Seek first to understand
Seek first to be understood
Keeping Promises
Seeking Promises
Clarifying expectations
Violating expectations
Loyalty to the absent
Disloyalty , duplicity
Apologies
Pride, arrogance, conceit
Open to feedback
Rejecting feedback
Steven Covey’s “ The Seven
Habits of Highly Effective
People”
The Charles Shultz Philosophy
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Name the five wealthiest
people in the world.
Name the last five “Miss
Americas”.
Name the last five Heisman
trophy winners.
Name ten people who have
won the Nobel Prize.
Name the last half dozen
Academy Award winners for
best actor and actress.
How did you do?
The Importance of Building
Relationships
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List a few teachers who aided
your journey.
Name five people who have
taught you something
worthwhile.
Name five people who made
you feel appreciated and
special.
Name three friends who
helped during a difficult time.
Think of five people you
enjoy spending time with.
The lesson: Relationships! We all remember people who care.
Connecting with Kids
Connecting
Disconnecting
Welcoming students even when
their late
Sending students to the
principal’s office, regardless of
circumstances of late arrival
Greeting students warmly at the
classroom door
Working on a paper at desk until
students are seated & the bell
rings
Pushing their POTENTIAL!
Pushing their BUTTONS
“In years to come, your
students may forget what
you taught them. But they
will always remember how
you made them feel.”
Diversity Has Its Strengths
“ The Beaver Is Very Skilled At Its Craft.
It Knows Exactly What To Do To Fix A Dam.
The Last Thing It Needs Is Someone On The Bank
Shouting Out Dam Instructions”.
(IF YOU DON’T THE FEED TEACHERS, THEY WILL EAT
THE STUDENTS, NEILA CONNORS)
EMOTIONAL INTELLIGENCE(QUOTIENT)
• “IQ GETS YOU HIRED.
• EQ GETS YOU PROMOTED OR FIRED.”
WHAT IS EMOTIONAL INTELLIGENCE?
• “IT
IS THE CAPACITY FOR RECOGNIZING OUR OWN
FEELINGS AND THOSE OF OTHERS, FOR MOTIVATING
OURSELVES, AND FOR MANAGING EMOTIONS WELL
IN OURSELVES AND IN OUR RELATIONSHIPS.”
WHY IS IT IMPORTANT?
• “LEARNING DOESN’T TAKE PLACE IN ISOLATION FROM KIDS’
FEELINGS. BEING EMOTIONALLY LITERATE IS AS IMPORTANT
FOR LEARNING AS INSTRUCTION IN MATH AND READING.”
KAREN STONE MCCOWN
• “STRESS MAKES PEOPLE STUPID, I.E WHEN EMOTIONALLY
UPSET, PEOPLE CANNOT REMEMBER, ATTEND, LEARN, OR
MAKE DECISIONS CLEARLY.”
DANIEL GOLEMAN
THE EQ FOUR:
1. THE ABILITY TO UNDERSTAND OUR
OWN EMOTIONS. (SELF-AWARENESS)
2. THE ABILITY TO UNDERSTAND THE
EMOTIONS AND PERSPECTIVES OF
OTHERS (PERSPECTIVE-TAKING,
EMPATHY)
3. THE ABILITY TO REGULATE OUR
EMOTIONS AND ACTIONS (SELFREGULATION)
4. THE ABILITY TO ACT APPROPRIATELY
(SOCIAL SKILLS)
NO-NONSENSE NURTURING
No-Nonsense Nurturer: Carries herself/himself
in a way and chooses words that clearly convey to
students that „nonsense‟ will not be tolerated
because she/he cares way too much to let any
student not fulfill his or her potential.
TYPES OF TEACHERS
Negative
Controller
No Nonsense
Nurturer
Unintended
Enabler
UNINTENDED ENABLER
• ALLOWS STUDENTS TO ENGAGE IN BEHAVIOR
THAT IS NOT IN THE STUDENTS’ BEST INTEREST.
• MOTIVATED BY BEING LIKED BY STUDENTS.
• MAKES EXCUSES FOR THE STUDENTS’ BEHAVIOR
OR LACK OF ACADEMIC PERFORMANCE.
• HEART IS IN THE RIGHT PLACE, BUT HEAD IS IN THE
WRONG PLACE.
NEGATIVE CONTROLLERS
• BASIC RESPONSE IS NEGATIVE, ANGRY, OR
SARCASTIC IN MANNER.
• MOTIVATION IS TO MAINTAIN CONTROL AT ALL
TIMES. TEACHER’S OWN NEEDS MAY BE MORE
IMPORTANT THAN THOSE OF THEIR STUDENTS.
• THEY MAY NOT LIKE THEIR KIDS.
WHY ENABLERS AND CONTROLLERS ARE
INEFFECTIVE?
• THEY MAKE STATEMENTS OF FACT ABOUT STUDENT BEHAVIOR.
• THEY ASK RHETORICAL QUESTIONS.
• THEY MAKE THREATS WITH NO FOLLOW-THROUGH.
• THEY GET ANGRY AND OVERREACT.
• THEY ENGAGE.
• VEILED INSTEAD OF EXPLICIT LANGUAGE
• WHAT KIND OF CLASSROOM CULTURE DOES THIS CREATE?
DISCUSS WITH A NEIGHBOR
Instructional Strategies
Pair & Share
Line-Up Strategy
Formation Strategy
Call & Response
Discourse Patterns
No Opt Out
Frayer Model
Brain Gym
3 Minute Reflection
My action plan
 I will CONTINUE doing…
My action plan
 I will START doing…
My action plan
 I will STOP doing….
I’ve come to a frightening conclusion that I
am the decisive element in my school. It’s
my personal approach that creates the
climate. It’s my daily mood that makes the
weather. As teacher, I possess a tremendous
power to make a child’s life miserable or
joyous. I can be a tool of torture or an
instrument of inspiration. I can humiliate or
humor, hurt or heal. In all situations, it is my
response that decides whether a crisis will be
escalated or de-escalated and a child
humanized or dehumanized.
Hiam Ginott
Review the Concepts:
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Culture
Mental Models
Culturally Responsive Teaching
Connecting With Kids
Emotional Intelligence
No Non-Nurturing
A MOMENT OF CLARITY
I learned that …
I realized that …
I was pleased that …
I was not aware that…
References
 Banks, J. A. (1987, 2001) Educating Citizens in a Multicultural Society. New York:
Teachers College Press.
 Delpit, L. (1993). The Silenced Dialogue: Power and Pedagogy in Educating
Other People's Children" in Beyond Silenced Voices: Class, Race, and Gender in United
States Schools (L.Weis, M.Fine, eds).
 Gay, G. (2000). Culturally Responsive Teaching : Theory, Research, and Practice
(Multicultural Education Series, No. 8). New York: Teachers College Press.
 Grant, C. A., & Sleeter, C. E. (1987). Who determines teacher work? The debate
continues. Teaching & Teacher Education, 3(1), 61-64.
 Ladson-Billings, G. (1995). The Dreamkeepers : Successful Teachers of African
American Children. San Francisco: Jossey Bass.
 Noddings, N. (1986). Caring - a Feminine Approach to Ethics and Moral Education.
USA: University of California Press.
 Valenzuela, A. (1999). Subtractive Schooling: U.S.-Mexican youth and the politics of
caring. Albany, NY: State University of New York Press.
Dr. Roger Cleveland, Associate Professor
College of Education
Email: [email protected]
Phone: 859-622-6678
Cell Phone: 859-420-8032