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Culturally Responsive Strategies to Support Young Children with Challenging Behavior

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Culturally Responsive Strategies to Support Young Children with Challenging Behavior

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The article presents five culturally responsive strategies to guide teachers in creating a classroom atmosphere that responds to children’s challenging behaviors and anticipates their needs. These strategies help teachers initiate sustainable relationships and nurture classrooms where all students know they are valued and have meaningful opportunities to grow and develop. Happy children in a school are a product of engaging learning strategies.

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Mrs. Green leads the children in her preschool classroom in their morning song: "The more we get together, together, together, the more we get together the hap-." She stops abruptly to run after Miles, who has left morning circle to play with the musical instruments. As Mrs. Green approaches him, Miles folds his arms across his chest, then kicks his legs and screams. Mrs. Green gently places her hand on Miles's arm and looks him in the eye. She says, "Miles, I see that you are upset because you don't want to sit at morning circle and want to play with the musical instruments instead. Should we take the instruments to the circle and play with them after we've finished our calendar activities?" Miles smiles. Mrs. Green notes his response and says, "OK. First, please sit calmly at morning circle for three minutes; then you can play with the instruments. Is that a deal?" Miles nods. Mrs. Green responds, "Give me a high-five!"

Miles's actions are clearly a source of frustration for his teachers. Although teachers will want to evaluate whether they are planning activities that require children to sit for an extended time and ensure that the activities they offer children are active and meaningful, it is also important for teachers to understand how to support children who exhibit challenging behavior. Challenging behavior is defined as "any repeated pattern of behavior, or perception of behavior, that interferes with or is at risk of interfering with optimal learning or engagement in prosocial interactions with peers and adults" (Powell, Dunlap, & Fox 2006, 26). Challenging behavior can signal difficulty with social and emotional adjustment-foundational competencies that are linked to children's school readiness and later school success (Fantuzzo et al. 2007).

Although challenging behavior can occur in any classroom, research indicates that some children in urban communities experience conditions that contribute to risk factors for social and emotional delays (Fox, Dunlap, & Powell 2002). In addition, there is a specific need to support children who live in poverty, as children in poor families are twice as likely to be at risk for developmental, behavioral, and social delays as children in families earning 200 percent or more of the federal poverty line (Children's Defense Fund 2014). That is, while 10-21 percent of all preschool children show challenging behaviors such as aggression, noncompliance, defiance, tantrums, and property destruction, 30 percent of children who live in poverty exhibit such behaviors (Voorhees et al. 2013).

In this article we describe five culturally responsive core strategies to promote positive teacher relationships with young children in preschool and minimize challenging behavior: learn about children and families, develop and teach expectations, take the child's perspective, teach and model empathy, and use group times to discuss conflict. As African American boys experience a much higher rate of suspensions and expulsions from preschool settings than do other children (Gilliam 2005), these relationship-building techniques are particularly relevant for teachers as they reflect on their own practices and biases-especially toward African American boys-in early childhood classrooms.

Learn about children and families

A core consideration in developmentally appropriate practice and cultural responsiveness is that practitioners learn about each child and family and intentionally adapt and respond to each child's strengths and needs (Copple & Bredekamp 2009; Derman-Sparks & Edwards 2009). Culturally responsive practice is often defined as using the experiences and perspectives of children and their families as a tool to support them more effectively (Gay 2002). As this approach is child and family centered, it sets the stage for critical relationship building (Ford & Kea 2009).

Teachers can partner with families by inviting them to visit the classroom and participate in activities with their child. Teachers can also arrange to visit children at home, where they may engage in informal discussions with family members about what children enjoy doing for fun and learn about their favorite food, toy, or song. These interactions can reveal cultural values and norms in the home environment. Families may also share information about their child's temperament, primary play partners, and home language (NAEYC 1995). Meetings at school with families might address family routines, religious holidays and traditions, and activities the families enjoy in the community. Teachers can use information they learn about a child and family to support the child's social and emotional adjustment to the early childhood environment. Further, these conversations can demonstrate that not all children and families within a particular racial or ethnic group display similar characteristics, which is a potential teacher bias (Ford & Kea 2009). Sharing a short, warm anecdote with families, in person or in a note, about something their child did that day assures parents that the teacher cares about their child and makes an effort to know the child individually. This further connects families to their child's classroom community.

During a recent conversation with Miles's mother, Mrs. Green learned that Miles's father is a musician and that Miles really enjoys music. Miles's mother explained that Miles likes to dance and sing to his favorite songs, moving vigorously around the house. Mrs. Green used her knowledge about Miles's interest to plan music and movement activities for future morning circles to engage Miles.

Pyramid Model Framework

The five core strategies we suggest are informed by fundamental principles of the pyramid model (Fox & Hemmeter 2009)-a comprehensive framework for addressing the social and emotional outcomes of young children (Hemmeter, Ostrosky, & Fox 2006). The pyramid model includes three levels of support: universal prevention strategies for use with all children; secondary social and emotional approaches for children at risk for social and emotional delays; and tertiary individualized and function-based interventions for children with persistent challenges (Fox & Hemmeter 2009).

Develop and teach expectations

The second culturally responsive strategy in the pyramid model framework is developing and teaching two to five classroom expectations that are linked to the values and cultures of the children, teachers, and families. Expectations should be positively stated and developmentally appropriate, and should apply to both children and adults (teachers and families) (Steed & Pomerleau 2012). After cultivating a better understanding of children and families, early childhood teachers can base expectations on shared values and connections to cultures. Young children should be included in forming guidelines for behavior, as they are more likely to understand and follow them when they have input. Examples of expectations for preschool children include "Be a Friend, Be Safe, and Be a Helper" and "Use Listening Ears, Use Gentle Touches, and Use Walking Feet."

Expectations need to be consistently emphasized to prevent challenging behavior. In addition to responding to opportunities that arise during the day, teachers decide how and when they will teach, model, and positively reinforce the expectations across environments (circle time, music and movement activities, recess, lunch/snack) so that the guidelines and associated behaviors become part of the program culture (Benedict, Horner, & Squires 2007). Many teachers develop songs and hand movements to go with their expectations. Other approaches include modeling, using puppets, reading stories, and role-playing. Pictures of the children, teachers, and staff demonstrating the expectations can be posted in classrooms and common areas for further encouragement.

To reinforce positive behavior and to bring the actions to children's attention, it is important to verbally acknowledge children and adults when they demonstrate expectations. When a child's behavior reflects a great example of an expectation such as "Be a Friend"-like helping another child clean up a spill at lunch or inviting a new child to build a block tower-teachers can write a note of thanks or give the child an opportunity to wear a "Super Friend" cape. A bulletin board in a common area provides a public place to post notecards recognizing adults who demonstrate examples of meeting program expectations ("Miss Wilma was a helper today when she fixed Erin's hearing device!").

To be culturally responsive, it is important that expectations reflect the values and cultures of families and teachers and other staff in the school. For example, in the African American culture, in which community is valued over independence (Ford & Kea 2009), guidelines for some activities (like snack) may emphasize relationship-building behaviors-passing the food bowl-over independent adaptive skills-taking an appropriate portion of a self-serve snack.

Develop and teach empathy

Another culturally responsive strategy for supporting positive relationships is empathy-concern for others arising from an emotional connection. Empathetic individuals apply interpersonal sensitivity to understand the experiences of others in order to provide support or assistance (Berliner & Materson 2015). Researchers have long theorized that empathy is a critical component in teacher effectiveness in urban settings, positively impacting teachers' dispositions in interactions with students of color (Warren 2014). Thus, it is important for teachers in urban settings to model and encourage empathy to foster a culturally responsive classroom environment.

To develop and teach empathy, teachers first have to know themselves (Derman-Sparks & Edwards 2009). It is necessary for teachers to engage in critical self-reflection to uncover implicit personal biases and assumptions, and bridge understanding across cultural groups (Cooper, He, & Levin 2011; Price 2015). Whether subconscious or explicit, teachers' negative perceptions about children who differ from them in terms of culture, race, or ethnic identity can impact the teachers' ability to teach effectively and create empathetic classrooms.

Teachers can help children learn empathetic behavior by modeling warm and responsive actions, like anticipating and responding promptly to children's needs and worries, and greeting children with a smile (Twardosz 2005). Using storybooks, games, and music is another way to teach empathy. Teachers can create lessons and activities that highlight respect, kindness, compassion, and responsibility-and help children discover similarities with peers from different backgrounds (Berliner & Materson 2015). Teachers can ponder reflective questions, such as, What are my initial reactions to this child and her family?, What do my reactions tell me about my personal beliefs and assumptions?, and What can I do to build the child's and family's trust? (Collins, Arthur, & Wong-Wylie 2010; Price 2015). Although there is work to be done to unpack the contextual factors that may explain why African American boys are expelled and suspended at a higher rate than other preschool children, self-reflective questions like these and those offered throughout Anti-Bias Education for Young Children and Ourselves (Derman Sparks & Edwards 2009) are one place to start.

It is necessary for teachers to engage in critical self-reflection to uncover implicit personal biases and assumptions.

Historically, picture books have featured mostly white characters (Larrick 1965). When choosing high-quality books for the classroom, make sure that the characters reflect the ethnic makeup of your classroom (Larrick 1965; Koss 2014), as it is important for all children, and particularly those of color, to "see themselves" in books. During these lessons, teachers can teach relevant emotion vocabulary (Joseph, Strain, & Ostrosky 2008), read books, and sing songs that reflect the children's cultures. According to the tenets of Afrocentric teaching-which harnesses the skills African American children bring to schools to engage them in the classroom experience (Ford & Kea 2009)-combining music with creative movement, mime, and dance is a form of expression for many African American children and engages them in shared affective experiences that are useful for empathy development (Boykin 1994; Laird 2015).

For example, in a jubilant rendition, Miles and Carmen share a toy drum and a tambourine as they dance to a popular song heard in their communities. The song promotes unity, friendship, and love. Through group music making, children can express feelings and connect with the feelings of others, promoting positive social and emotional development.

Additional Resources

Center for the Social and Emotional Foundations for Early Learning (CSEFEL)- http://csefel.vanderbilt.edu

Technical Assistance Center on Social Emotional Intervention (TACSEI)- http://challengingbehavior.fmhi.usf.edu

Pyramid Model Consortium- www.pyramidmodel.org

Perspective taking

A fourth culturally responsive strategy, perspective taking, has been defined as the capacity to understand another's thoughts, feelings, or internal states (DeBernardis, Hayes, & Fryling 2014). Through the use of affective statements, teachers can reframe a child's challenging behavior and focus on the child's internal state. Affective statements are "I" statements that express a feeling, precisely describe a child's behavior, and make the child aware of the positive or negative impact of the behavior (Costello, Wachtel, & Wachtel 2009). Take, for example, a child who often transitions from lunch to outdoor time by pushing his way through classmates to discard his trash and dash to the playground door. A teacher might say, "Stop running in the classroom. When you run in the classroom, our friends are not safe." To reframe the child's behavior, the teacher might consider that the child is excited to play outside. From this perspective, the teacher could rephrase her statement: "I see that you are really excited about going outside. Thank you for putting your dish in the trash, but please remember to use your walking feet and move around your friends." When teachers use affective statements to reframe a child's challenging behavior, it demonstrates their understanding of the child's perspective. Miles's teacher used an affective statement that considered his perspective about morning circle when she stated, "Miles, I see that you are upset because you do not want to sit at morning circle and want to play with the musical instruments instead."

Using group time to discuss conflict

The final culturally responsive strategy drawing from the pyramid model framework is using group time to resolve conflict. This allows for a restorative justice approach, which offers those involved in the conflict an opportunity for reconciliation. Although many children benefit from the use of group time to address conflict and this approach can promote inclusion, as opposed to exclusion (e.g., time out), as a response to challenging behavior, it is important to develop methods and awareness so children do not feel shamed during the process but rather part of a trusting community of problem solvers. When done well, problem solving as a group can foster active engagement and learning and enable children and adults to build strong relationships. The teacher can establish the tone for the group by reading a poem about friendship or sharing a culturally relevant and familiar quote from a song, movie, or book. Next, it is helpful to remind children of the expectations for the discussion: "We've been practicing how to listen and how to talk at group time. Let's remember to wait calmly for our turn to speak, make eye contact with the person to whom we're talking, and use kind words." In some cases, teachers can minimize challenging behavior by conducting group time prior to situations with potential for challenging behavior (before a field trip, in the beginning of the school year, prior to implementing a change to the environment) (Costello, Wachtel, & Wachtel 2009; Pautz 2009).

Conclusion

Young children with challenging behavior are often rejected by their peers and receive less positive feedback from teachers than their peers do (Hemmeter, Ostrosky, & Fox 2006). Early childhood classrooms are a primary setting for teaching skills that are critical for young children's social and emotional development. Given the large amount of time many children spend in these settings, it is important that strong, positive teacher-child relationships be nurtured to ensure that children receive the support needed to promote positive social and emotional development (Bronfenbrenner 1977) and school readiness in general (Williford et al. 2013). Practitioners in urban settings play a valuable role in young children's social and emotional development by providing supports that are relevant and appropriate.

The five culturally responsive strategies described in this article can guide teachers in creating a classroom atmosphere that not only responds to children's challenging behaviors but also anticipates their needs. Implementation of these strategies helps teachers initiate sustainable relationships and nurturing classrooms where all children are valued and have opportunities to grow and develop. The more children get together and engage in prosocial interactions with teachers and peers, the happier everyone will truly be.

References

Benedict, E.A., R.H. Horner, & J.K. Squires. 2007. "Assessment and Implementation of Positive Behavior Support in Preschools." Topics in Early Childhood Special Education 27 (3): 174-92.

Berliner, R., & T.L. Masterson. 2015. "Review of the Research: Promoting Empathy Development in the Early Childhood and Elementary Classroom." Childhood Education 91 (1): 57-64.

Boykin, A.W. 1994. "Afrocultural Expression and Its Implications for Schooling." In Teaching Diverse Populations: Formulating a Knowledge Base, eds. E.R. Hollins, J.E. King, & W.C. Hayman, 243-56. Albany: State University of New York Press.

Bronfenbrenner, U. 1977. "Toward an Experimental Ecology of Human Development." American Psychologist 32 (7): 515-31.

Children's Defense Fund. 2014. The State of America's Children. Washington, DC: Children's Defense Fund. www.childrensdefense.org/library/state-of-americas-children/2014-soac.pdf.
Collins, S., N. Arthur, & G. Wong-Wylie. 2010. "Enhancing Reflective Practice in Multicultural Counseling Through Cultural Auditing." Journal of Counseling and Development 88 (3): 340-47.

Cooper, J.E., Y. He, & B.B. Levin. 2011. Developing Critical Cultural Competence: A Guide for 21st Century Educators. Thousand Oaks, CA: Sage.

Copple, C., & S. Bredekamp, eds. 2009. Developmentally Appropriate Practice in Early Childhood Programs Serving Children From Birth Through Age 8. 3rd ed. Washington, DC: National Association for the Education of Young Children.

Costello, B., J. Wachtel, & T. Wachtel. 2009. The Restorative Practices Handbook for Teachers, Disciplinarians, and Administrators. Bethlehem, PA: International Institute for Restorative Practices.

DeBernardis, G.M., L.J. Hayes, & M.J. Fryling. 2014. "Perspective Taking as a Continuum." Psychological Record 64 (1): 123-31.

Derman-Sparks, L., & J.O. Edwards. 2009. Anti-Bias Education for Young Children and Ourselves. Washington, DC: National Association for the Education of Young Children.

Dixon, H. 2016. "Making Peace in Kindergarten: Social and Emotional Growth for All Learners." Young Children 71 (4): 57-66. www.naeyc.org/yc/pastissues.

Fantuzzo, J., R. Bulotsky-Shearer, P. McDermott, C. McWayne, D. Frye, & S. Perlman. 2007. "Investigation of Dimensions of Social-Emotional Classroom Behavior and School Readiness for Low-Income Urban Preschool Children." School Psychology Review 36 (1): 44-62.

Ford , D.Y., & C.D. Kea. 2009. "Creating Culturally Responsive Instruction: For Students' and Teachers' Sakes." Focus on Exceptional Children 41 (9): 1-16.

Fox, L., G. Dunlap, & D. Powell. 2002. "Young Children With Challenging Behavior: Issues and Considerations for Behavior Support." Journal of Positive Behavior Interventions 4 (4): 208-17.

Fox, L., & M.L. Hemmeter. 2009. "A Program-Wide Model for Supporting Social Emotional Development and Addressing Challenging Behavior in Early Childhood Settings." In Handbook of Positive Behavior Support, eds. W. Sailor, G. Dunlap, G. Sugai, & R. Horner, 177-202. New York: Springer.

Gay, G. 2002. "Preparing for Culturally Responsive Teaching." Journal of Teacher Education 53 (2): 106-16.

Gilliam, W.S. 2005. Prekindergartners Left Behind: Expulsion Rates in the State in Prekindergarten Programs. New Haven, CT: Yale University Child Study Center.

Hemmeter, M.L., M.M. Ostrosky, & L. Fox. 2006. "Social and Emotional Foundations for Early Learning: A Conceptual Model for Intervention." School Psychology Review 35 (4): 583-601.

Joseph, G., P. Strain, & M.M. Ostrosky. 2008. Fostering Emotional Literacy in Young Children: Labeling Emotions. What Works Brief #21. Champaign, IL: Center on the Social and Emotional Foundations of Learning. http://csefel.vanderbilt.edu/kits/wwbtk21.pdf.

Koss, M. 2014. "Diversity in Contemporary Picture Books: A Content Analysis." Journal of Children's Literature 41 (1): 32-42.

Laird, L. 2015. "Empathy in the Classroom: Can Music Bring Us More in Tune With One Another?" Music Educators Journal 101 (4): 56-61.

Larrick, N. 1965. "The All-White World of Children's Books." Saturday Review (1): 63-65.

NAEYC (National Association for the Education of Young Children). 1995. "Responding to Linguistic and Cultural Diversity. Recommendations for Effective Early Childhood Education." Position statement. Washington DC: NAEYC. https://www.naeyc.org/files/naeyc/file/positions/PSDIV98.PDF.

Pautz, M.-I. 2009. "Empowering the Next Generation: Restorative Practices in a Preschool." Restorative Practices EForum. www.iirp.edu/iirpWebsites/web/uploads/article_pdfs/93908_rp_preschool.pdf.

Powell, D., G. Dunlap, & L. Fox. 2006. "Prevention and Intervention for the Challenging Behaviors of Toddlers and Preschoolers." Infants and Young Children 19 (1): 25-35.

Price, C. 2015. "Reflective Questions for Early Interventionists and Early Childhood Special Educators." Presentation at the Annual International Conference of the Division for Early Childhood of the Council for Exceptional Children, in Atlanta, Georgia.

Steed, E.A., & T. Pomerleau. 2012. Preschool-Wide Evaluation Tool (PreSet) Manual, Research Edition: Assessing Universal Program-Wide Positive Behavior Support in Early Childhood. Baltimore, MD: Brookes.

Twardosz, S. 2005. Expressing Warmth and Affection to Children. What Works Brief #20. Nashville, TN: Center on the Social and Emotional Foundations for Early Learning. http://csefel.vanderbilt.edu/briefs/wwb20.pdf.

Voorhees, M.D., L.V. Walker, M.E. Snell, & C.G. Smith. 2013. "A Demonstration of Individualized Positive Behavior Support Interventions by Head Start Staff to Address Children's Challenging Behavior." Research and Practice for Persons With Severe Disabilities 38 (3): 173-85.

Warren, C.A. 2014. "Towards a Pedagogy for the Application of Empathy in Culturally Diverse Classrooms." Urban Review 46 (3): 395-419.

Williford, A.P., M.F. Maier, J.T. Downer, R.C. Pianta, & C. Howes. 2013. "Understanding How Children's Engagement and Teachers' Interactions Combine to Predict School Readiness." Journal of Applied Developmental Psychology 34 (6): 299-309.

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Culturally Responsive Strategies to Support Young Children with Challenging Behavior

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Challenging behavior can signal difficulty with social and emotional adjustment-foundational competencies that are linked to children's school readiness and later school success.

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Teaching English Learners: What Every Educator Should Know

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Teaching English Learners: What Every Educator Should Know

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The video describes cross-language connections and demonstrates how to integrate language development into early-reading lessons. Dr. Cardenas-Hagan aims to help teachers understand how to build on what students already know to enable them to learn new vocabulary and improve their reading comprehension. In the video, teachers can find tips and information regarding developing phonological awareness, decoding strategies, and building comprehension, among other pertinent information regarding DEI and teaching English language learners.

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Teaching English Learners: What Every Educator Should Know, with Elsa Cárdenas-Hagan, Ed.D.

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Chimamanda Ngozi Adichie: The danger of a single story

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Chimamanda Ngozi Adichie: The danger of a single story

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This TED Talk provides information about cultural knowledge and the importance of acknowledging cultures from different perspectives and points of view. Teachers must be open to welcoming other cultures in their classroom and include them in their curriculum as part of ELLs' learning experience. Chimamanda Ngozi Adichie critically reviews how she has experienced other people's perception of her own culture and how she has acknowledged those biases and her own.

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Chimamanda Ngozi Adichie: The Danger of a Single Story | TED

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It is a bilingual blog for educators and families of English language learners. It has different topics, including developing culturally responsive strategies, teaching English as a second language, and fostering an inclusive learning environment. The NEA and AFT sponsor the blog, on which different authors with ELL teaching experience write.

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Welcome to our Colorín Colorado blog! This blog is focused on helping English language learners (ELLs) succeed in the classroom, with a special focus on strategies and tools that that support the use of college- and career-ready standards with ELLs.

The blog includes updates from the ELL field about topics such as language proficiency standards and assessments, as well as practical tips for developing academic language, helping ELLs tackle grade-level content, and collaborating with colleagues.

For related content, see our Common Core and ELLs resource section. You can also browse blog posts by topic.

Meet Our Bloggers

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Colorín Colorado Blog: Helping ELLs Succeed

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Welcome to our Colorín Colorado blog! This blog is focused on helping English language learners (ELLs) succeed in the classroom, with a special focus on strategies and tools that that support the use of college- and career-ready standards with ELLs.

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Rooted Linguistics: Serving Teachers of Multilingual Learners

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Rooted Linguistics: Serving Teachers of Multilingual Learners

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An interesting blog where the author recopilates articles about teaching English language learners. It also offers other resources like books, videos, infographics, and other free resources. All materials aim to assist teachers in developing culturally responsible and linguistically focused teaching strategies.

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Rooted Linguistics: Serving Teachers of Multilingual Learners

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In a globalized society, it is a disadvantage to understand and speak a single language. Nations work together to solve problems as well as communicate and work alongside one another. Therefore, one who is able to speak and understand multiple languages has apparent advantages in communication over one who can not.

Let's examine the brain, languages, and how this plays out in our classrooms.

The F-Word. Fidelity & Why it May Be a Fallacy for EL Instruction

Buzzwords in education are like mosquitos. They are here for a while and during that time they become very annoying. Lately, many educators are hearing one certain F word frequently in regard to programs and curriculum.

FIDELITY

"There is something special about the languages we learn early in life", Worldwide over 7,000 languages are spoken. While linguistic diversity is valued by many countries in the world, 40% of these languages are research indicates.
endangered .

International Mother Language Day is celebrated on February 21st each year in an effort to shine a spotlight on the beauty and power of linguistic diversity and multilingualism.

No. It's how we engage students with the objectives that makes magic!

For years, teachers at the campus where I worked were asked to post objectives clearly on the board. I, like many of my colleagues, did this. I followed the directive given and posted the objectives. As administrators walked by and conducted the obligatory walk-throughs I was always given the pat on the back for having objectives. Yet, they were a bureaucratic check mark in many ways. I complied with what I was asked to do.

Then one amazing day at a workshop the presenter empowered me with how to use objectives with my learners...as a tool for their own learning and it was a magical.

Here's what I learned.

Last year this article was shared and greatly loved. This year, I'm adding to it to include one additional support.

Multilingual learners count on us to provide high-quality, comprehensible, and culturally responsive instruction in each lesson in every classroom.

Here are 23 practical and efficient ways (in no particular order) we can support multilingual learners as they climb to become our future global leaders.
​
*The terms multilingual, emergent bilingual, and English learner are used interchangeably in this article and also include the acronyms MLs, EBs, and ELs.

An EL Teacher's Perspective on Self (& Professional) Improvement

When we pour into ourselves, those around us benefit. This is why becoming the BEST version of yourself is an investment for not only YOU but all of those around you. Our students, families and colleagues deserve the best from us and so do we.

These ideas led me to think about how I will deliberately improve myself for the sake of the English learners, families, and colleagues I work with and here is my plan. I'm nudging you to think about your intentions also. What will you do in 2023?

Teachers of multilingual learners or English learners need many tools and supplies in their toolbox. And they may travel from class to class or even school to school. Here are a few of my own favorite classroom essentials.

Being a good educator for multilingual learners is one thing, but being an amazing educator for multilingual learners is quite another story. What are the secret ingredients that make amazing educators for multilingual learners so phenomenal?

This brief post lists 13 instructional practices that reduce the love and motivation for reading in students and then 13 ways to inspire and motivate them. ​ In contrast, here are
13 ways to help students find love, joy, and excitement in reading.

Sketchnoting is a powerful tool for learners of all ages and in every content area. We can teach young and older students how to use sketchnotes to increase their own linguistic & academic development. Here are some of the posts and articles I have shared related to sketchnotes.

The Picture Word Inductive Model (PWIM) which was introduced by Emily Calhoun in the 90s is a popular way to support language learners. It helps meet students where they are, grow their language, and add to their content knowledge.

This article was first published on 6/8/2018 and updated on 8/21/2021.

​When I first saw the graphics below that showed the diversity represented in children's books, I was stunned and appalled. You can learn more about . The statistics were alarming. They reported that the majority of main characters depicted in children's books are either White or Animals/Objects. Seeing these graphics and reading about the study led me to take an audit of my own books and resources. I started by sorting out my books. I made stacks. And honestly, I was shocked and saddened that my bookshelf truly was not as diverse as I imagined. It certainly did not parallel the demographics on my campus either. the article here

This prompted action.​

, Rene Watson, an author and educator, shares how important it is for students to read about about characters that are like them and share similar experiences. Rudine Sims-Bishop calls these books mirrors.
Students benefit from seeing themselves and others in the books they read. Why? For one, because seeing ourselves outside of ourselves makes us feel visible. In this video

On the other hand, readers also need to read about a wide variety of people and experiences. Sims-Bishop calls these windows. Reading about other's lives helps us to find connections and build community. Dr. Brene Brown says, "We are hardwired for connection and without it there is suffering." We also gain much knowledge and learn empathy from seeing others in the books we read. So why aren't our shelves filled with books that have diverse characters? ​

If you've ever questioned why your students aren't interested in the books on your shelves, you might stop to think about the types of books that are there. Do they represent your students? Can the kids connect with them?

I also learned about a non-profit organization called We Need Diverse Books. Check it out. They share a lot of information including lists of diverse books.

In my quest for making my shelf more diverse, I have found some great books. I'll keep adding to this and if you have suggestions, please comment and include a picture if you can.

The Stepping Stones that Led me here

Over the past few years, teachers often ask me how I went from a classroom teacher to an educational consultant and author. They are curious and many would like to follow the path. It's no secret. I'm happy to share it with you. If you're curious or perhaps have a similar desire, read on.

On May 11, I had the honor to sit in a virtual room with THE Regie Routma n about teaching readers NOT teaching reading. Yes, we carefully thought that out because we both believe the center of instruction should be around children always. I'm delighted to share this conversation with you.

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ESL, ELL, EL, English as a Second Language, English Learners

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My Adventures in ESL is a podcast and blog created and hosted by Millicent Williams. Here are tools and curriculum with a rigorous and high-expectation approach for teaching ELLs. It is an excellent source of tips and strategies for teachers planning to instruct ELLs.

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Parenting Latino Children in America is a YouTube channel focused on helping Latino families navigate the unique parenting experiences in the United States. They cover essential topics such as balancing culture and identity, bilingual parenting tips, and navigating education systems. The videos provide helpful tips for teachers of Latino students, especially on how to better support them as they navigate the immigrant experience and learning English as a second language.

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Welcome to Parenting Latino Children in America! Our channel focuses on helping Latino families navigate the unique experiences of parenting in the United States. We cover essential topics such as balancing culture and identity, bilingual parenting tips, and navigating education systems. We also address immigration and family dynamics, support academic success, and celebrate Latino heritage while considering generational differences. Join us as we share practical advice on Latino parenting values, access community resources, and build strong family connections. Our friendly approach is designed to provide support and encouragement for every family. DISCLAIMER: The content provided on this channel is independently created and is not affiliated with any brands, products, or organizations mentioned. While we strive to present accurate information, viewers are encouraged to verify current details through official sources. All trademarks belong to their respective owners.

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Differentiating Instruction: A Guide for Teaching English-Language Learners

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Differentiating Instruction: A Guide for Teaching English-Language Learners

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Veteran teachers Larry Ferlazzo and Katie Hull Synieski offer tips on differentiating instruction for English-language learners. By using techniques such as pairing up students and enhancing background knowledge, teachers can make a lesson accessible to every student in the class, regardless of language proficiency. Planning to teach ELLs requires having the perspective of meeting every student where they are.

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Differentiating Instruction: A Guide for Teaching English-Language Learners

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Immigrant Trauma and Mental Health Outcomes Among Latino Youth.

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Immigrant Trauma and Mental Health Outcomes Among Latino Youth.

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This study examined the association between trauma experienced premigration, during migration, and postmigration, and current mental health status among Latino youth aged 12–17 years old living in the US for 3 years or less. Trauma experienced at different migration stages was associated with distinctive mental health outcomes. Teachers reading this article can gain perspective on what their ELL Latino students may be going through and come up with culturally sensitive teaching strategies.

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Immigrant Trauma and Mental Health Outcomes Among Latino Youth

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While research has demonstrated an association between trauma and mental health, this study examined the association between trauma experienced premigration, during migration, and postmigration, and current mental health status among Latino youth…

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How Schools and Teachers Can Get Better at Cultural Competence

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How Schools and Teachers Can Get Better at Cultural Competence

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The author presents an interesting view on cultural awareness versus cultural competence for a culturally responsive teaching perspective. As the title suggests, the article provides information on how we, teachers and leaders, can do things better. The article explains the steps to understand cultural awareness and develop the cross-cultural skills teachers and administrators need to create an inclusive learning environment.

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The murder of George Floyd has led to a movement to hold police departments and officers accountable. It's also an opportunity for educators to work on becoming culturally competent in a diverse society.

The National Education Association describes cultural competence as "having an awareness of one's own cultural identity and views about difference, and the ability to learn and build on the varying cultural and community norms of students and their families." The differences that make individuals unique are essential ingredients of America, part of our country's strength.

When educators fail to acknowledge their own biases and assumptions, the hindrance of a student's developmental process is inevitable. Having good intentions is not sufficient; the actions are what will be seen and felt by students. What one individual may perceive as innocent can have detrimental ramifications. Districts need to feel the urgency and race to end exclusionary practices by practicing the following:

R Recognize your own biases, ideas, and stereotypes of cultures that are different from your own.

A Admit/Acknowledge that there are differences in the treatment of people based on their appearance.

C Commit to being a part of the change that is needed in seeing that people are treated fairly.

E Educate yourself and others on cultural differences to gain more understanding.

No longer can administrators and staff steer away from cultural conversations. Cultural competence is more than just learning about the music students enjoy or understanding their slang. For individuals to become competent in another culture, they must first understand their own biases and stereotypical ideas. This recognition allows people to become more aware of their thoughts and actions towards others who do not look like them.

The opportunity is now for districts to address the reality of bias, stereotypes, and cultural differences for cultural competency. While Covid-19 and preparing for another school closure is necessary, so is the importance of cultural competency. If districts forfeit the opportunity to address injustice, the damage could be catastrophic.
Cultural Competence in Schools
Many classrooms are diverse as a result of either the differences within the student population or the differences between the teaching population and the student body. If cultural competency is to become an essential component of schools, training must be more than a single day. Checking off back-to-school professional-development boxes is insufficient to identify, address, and begin to resolve bias, stereotypes, and discrimination.

To begin, schools must shift away from the notion of culture as a celebration or event. Instead, schools should move to a view of culture as experiences, knowledge, beliefs, and values that affect the lives of everyone in the school building.

Gaining cultural competency will require a plan. Tight schedules and the need for pandemic-related preparations do not leave an abundance of time for cultural competency training. However, the time does allow for foundational discussions. School districts should provide training throughout the entire year.
Understanding Cultural Awareness

Know the Community You Serve - Teachers sometimes work in communities where they do not live. The biggest mistake with this practice is when educators fail to educate themselves about the community in which they serve.

I can recall a specific day when the main road into school was shut down. A teacher had difficulty navigating into work and asked for help getting home. As I led the teacher in my car through the parts of the city where our students lived, the teacher called my phone to make sure the route we were on was safe. I reassured the teacher the route was safe and continued to navigate through the city. Once we exited the city and the teacher was familiar with the area, I received a call thanking me for my help. I asked the teacher if this route was a route she would take in the future. The response was an emphatic no. In essence, the teacher was unwilling and afraid to navigate the same city streets as the population we serve.

There can be vast differences between hearsay about a community and the factual historical reality of the community. Fear should not be the driving emotion when serving a community. Asking questions and searching for answers to help better serve the community should be the prevailing mindset.

Identify Areas for Growth - Everyone has a past and upbringing that has shaped the way they view the world. Those experiences themselves are not negative, but when these experiences skew the way a person views others, an adjustment may be required.

A few years ago, a teacher entered my office upset about the disposition of a student. As the student stood beside the upset teacher, I began to listen to the teacher explain the incident. What was explained was the reality that the teacher was upset with the student's disrespectful attitude. I asked for more details about the perceived disrespectful nature of the attitude. The teacher described colloquialism, tone, and a lack of eye contact. At that moment I dismissed the student and explained that the student was not being disrespectful, but rather what the teacher was experiencing was the method of communication in which the student interacts with his community.

Educators must have an inner dialogue to determine what experiences have shaped the teacher's views of students. Districts must create space to have a broader discussion and be realistic about how teachers' individual bias encroaches on the rights of students. The space for a macro conversation for the district is necessary and must be accompanied with how cultural awareness is reflected in individual buildings.

Listen and Observe-What may seem as a simple task is rarely practiced. The beginning of understanding is listening. When one is constantly talking there is no room for listening.

In my early years as an educator, I served as dean of school culture. One responsibility of the job was to oversee school discipline in a predominantly black school. One classroom of 13 students included a white male teacher and one white male student. This particular student was involved in several incidents daily. One of his first comments was always, "no one understands, and no one listens to me." Everything came to climax one day. I had to mediate a situation between the student's parent and the teacher. What was uncovered in the meeting was the student felt no one understood him because he was white, and he did not feel welcomed in the school. As a school, we failed this student by not taking the time to listen to his needs.

Districts and educators fail at cultural awareness because listening has not been initiated. Listen to the parents, listen to the students, listen to your peers, listen to your staff. When what you hear corroborates what you see, act. Far too often districts fail to see because they fail to listen.

Develop Cross-Cultural Skills-One of the biggest mistakes made across cultures is the attempt to try to fit in. Fitting in leads to offensive words that can cause a strain in relationships.

Just last year I was in the school's main office receiving food from parents for a cultural celebration. One specific dish a parent made was heated to a high temperature. To show my newly acquired Spanish skills I uttered to the parent "mucho caliente." As I watched the front office staff gasp and show visible signs of discomfort, I knew I said something wrong. When the parent left the office I immediately asked, "Did I say something wrong?" I learned using the term "mucho caliente" to the opposite sex is offensive even though I was talking about food and not the parent. I learned a valuable lesson that day. Cross-cultural skills take time and an intentional effort rooted in understanding.

Cultural awareness is not only being aware of black students. Cultural competency is recognizing the differences in everyone represented in the school regardless of race, ethnicity, and socioeconomic status. Now is the time to lean into cultural competency to strengthen the relationships between the school and the community. Districts cannot assume staff understand cultural competence. Leaders must take the initiative to provide adequate space to discuss cultural differences and reestablish norms built on cultural competency. Talking about change is over. Now is the time for words to become actions.
George Farmer is an administrator at an elementary school in Camden, New Jersey, and a doctoral candidate in educational leadership at Capella University.

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How Schools and Teachers Can Get Better at Cultural Competence

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The valuable lesson of a "mucho caliente" mistake