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Dear First-Year Art Teacher,

As we close out this crazy year, we wanted to leave you-our first-year art teachers-with a special note crafted just for you.

Becoming an art teacher during the past couple of years was quite a unique experience! You may have started your art education journey excited to get into the classroom. Instead, a pandemic hit, leading to school closures and virtual student teaching. Now, you are in the classroom with real, live students for the first time! Classroom management is a whole different ballgame when you have thirty faces staring back at you instead of empty, silent, black rectangles on a screen. Supplies are overwhelming each period with prep, distribution, cleanup, inventory, and organization. How do you even get your class to clean their paintbrushes and palettes (the right way!) before the bell rings?

Rather than quoting a textbook or peer-reviewed article on what you should do, we surveyed social media. We received a ton of tried and true advice from experienced art teachers who have been where you are. From humorous stories to sage wisdom, we are here to share ALL our tips and tricks with you.

Let's see what these veteran teachers have to say as we equip you with resources along the way.

Before we dive right in, you may want to hear some advice from a fellow new art teacher who has just been where you are. If that is the case, let us introduce you to Brittney Witt, a middle school art teacher in Minnesota. Listen to her recently-learned advice to make the most of your first year in our mini-series, First-Year Art Teacher's Guide. You can catch the latest episode here or swing by this page to grab your own guide!

Pursue grace over perfection.

It's your first year! You probably started with overflowing enthusiasm to have your own classroom or cart, make everything Insta perfect, change students' lives through art, and tackle every cool project you have ever seen on Pinterest. Perhaps the biggest theme in the pool of advice we received was to be patient, slow down, and take your time.

What?! You are probably wondering how on earth can you slow down when you have so much to do? The first step is to realize teaching is a marathon, not a sprint.

Persevere and pace yourself with the following pieces of advice:

Perfection is overrated.
Nothing is perfect, nor will it ever be. There will always be something more you can do to make something better. While we want to continue challenging ourselves, we also need to make sure we are doing so at a sustainable rate. Andrea Tabor affirms that "your lessons do NOT need to be perfect," and Abby Webb recommends "developing one good lesson for each class you teach and then just get by with the other lessons. As time goes by, you will eventually have a whole year of really great lessons."

You are new, not an expert.
You are a first-year teacher, which means you are doing something for the first time. Theodora Thompson shares that you don't know everything, you won't know everything, and you're not supposed to know everything. You are not an expert, and no one expects you to be.

Failure is okay.
Everyone fails and makes mistakes-even us veteran teachers! It's inevitable and a part of life. Kelly Beach tells us to "Learn from it and move on." Or, in the wise words ofMaya Angelou, shared by Tony Barnack, "Do the best you can until you know better. Then when you know better, do better." Lauralee Chambers reminds, "Let them see your flexibility, mistakes, authenticity."

Put relationships first.

Not all of your students are going to love art as much as you do-and that's alright. The best way to motivate your students is to build rapport. If they like you and see that you care, they will be more likely to behave and put forth effort for you. Plus, getting to know students is just plain fun! As Paula Harrington states, "Love them and they'll love you! Everything else is details."

Here are some reminders as you invest in your students:

It will take time.
"It's going to take a few years before they will truly trust you and start to take creative risks on their own," shares Amanda Miller. Even though connections will take time to build, they will pay off when students feel comfortable enough to be brave and courageous in your studio space.

It will help with classroom management.
Are your students extra crazy this year? Emily Landers Horning discovered that "Classroom management will oftentimes fall into place if you know and respect one another."

It will involve being present.
When you have students working independently, it can be tempting to multitask and get some other prep done around your room. While that can be a great idea, try also walking around your room. "Be present in the moment... talk to the students about their interests and their art," suggests Kristin St Hilaire. Teresa Kelly also recommends, "Go into the lunchroom. Pop in random places to say, 'How are you today?'"

It will require consistency and commitment.
Students of all ages thrive with structure, clear expectations, and routines.Michelle Parven suggests establishing these things "right out of the gate so students feel safe." And don't be afraid to have high expectations! Tiffany Fox recommends you, "Set the bar high. They will reach it." Whatever systems you put in place in your art room, Martha Noriette Garcia says to "mean what you say and say what you mean... Kids remember!"

For more resources on fostering positive relationships with your students, check out the following links:
Set boundaries.

As the leader and adult in your art room, you are a priority. This may sound contradictory after encouraging you to put your students and relationships first. While we want our students to be a priority, they are not the priority. Boundaries are a way to protect yourself so you can be the best art teacher possible for your students!

Take care of yourself by starting with the tips below:

Get enough sleep.
We cannot say it better than Kelly Betz, "Eat, drink water, and sleep. For the love of all that is Bob Ross. Eat, water, and sleep."
We have some great tips on boundary setting! Check out the articles below:
Stay positive.

All of your daily responsibilities can add up quickly, leaving you feeling overwhelmed and bitter. Reminding yourself why you love teaching and are passionate about art can keep you motivated and positive. And positivity is infectious!

If you are struggling with positivity, here are some veteran tricks:

End on a positive note.
It might sound counterintuitive, but Kerri Waller encourages you to take five minutes and call the parents/caregivers of a student who is doing really well!

Keep a "smile folder."
When you are having a down day, Eina Clegg Rieger says, "Keep a folder in your file cabinet labeled 'smile.' Put the notes you receive from students or any other things that make you smile in it. Take it out and go through the items in the folder when you need a pick-up."

Avoid venting on social media.
We all have days where we need to vent, but you should only do so in a safe, inner circle. Ann Burke advises to "avoid 'venting' on social media. It's not professional, many will not understand anyway... Do have a safe person to talk with about frustrations."

If you need something to peruse that will bring a smile to your face, take a look at the following:
Collaborate and network.

Being an art teacher can feel like you are isolated on an island. This is especially true if you are the only art teacher in your school! You are often left out of professional developments and you are asked to fill in for and support everyone else... since you're not "busy." Your mentor teacher (if you are lucky enough to have one!) may not have any art experience. This is why it is important to have an art teacher-specific community around you that understands your challenges and can celebrate your wins.

Let's look at ways to work with your colleagues, both in and out of your physical school building:

Get to know your custodian.
Monica Weinman encourages you to "take the time to get to know your custodian!" You never know when you will need extra cardboard boxes, have a ton of weird trash to get rid of, heavy supply boxes to get to your room, or need your room extra mopped because of a pesky layer of clay dust on everything.
If you are unsure of where to start in the networking process, try out these suggestions:
Value the process.

We all became art teachers because we enjoy creating art. However, you are probably realizing that creating your own art and teaching students how to create their own art are two different things. While striving for jaw-dropping, show-worthy, fully realized artworks is a great goal to have, keep in mind that it may take years to get there. Sometimes, you and the students can learn just as much from the creative process, even if the final result is not social media quality.

As you navigate breaking down the studio process for your students, here is some perspective:

Projects can "bomb."
We all have beautiful visions of how a lesson is going to turn out. Unfortunately,plans can fall apart and outcomes can be different than expected. Hazel Beehan encourages you to "enjoy the process. Don't get overwhelmed if projects don't turn out as you planned. The main thing is that the children enjoy the class." Similarly, Alex Hunt shares that "not all the art needs to be perfect, look the same, or make sense!" And that clay unit that explodes? Sarah Gates admits, "One day, the entire load of pinch pots will explode in the kiln. The kids will forgive you, and you'll make more."

Spread your passion!
Create lessons and demonstrations about mediums, topics, and living artists you are passionate about. Vanessa recommends doing this because your passion will spread, making your students passionate about their project in return!

We have the best job ever as art teachers, and we are so glad you are here, pushing through the challenges this first year may be throwing you. Julie Fouts reminds us all that "this is not a normal year" and Lee Ten Hoeve prompts you to "breathe... it gets easier." Being a good art teacher is a journey with a lot of learning and grace along the way. You got this, and we are here for you if you need lesson plans, classroom management strategies, supply hacks, medium demonstrations-or just a place to network with other amazing art teachers just like you.
What advice for a first-year art teacher would you add to this list? What was the most valuable lesson you learned in your first year? Who is a new art teacher that you can share this with?
Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

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Dear First-Year Art Teacher... Advice and Resources From Veteran Art Teachers

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Dear First-Year Art Teacher... Advice and Resources From Veteran Art Teachers Professional Practice % %

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Tips to Integrate Artists with Disabilities 

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Tips to Integrate Artists with Disabilities 

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The word "disability" may feel uncomfortable to use, let alone teach about, in the art room! What if I don't say the right thing? What if I don't know enough information about it? What if it singles students out and makes them uneasy? There can be many "what ifs," and that's okay! It's good to ask questions because it signifies curiosity and can identify an area to grow in. Let's stretch ourselves and our art curriculums and explore what it can look like to integrate artists with disabilities and why it matters.

What are the benefits of integrating artists with disabilities into your curriculum?

Before diving into this question, let's establish what a disability is and some other baseline terms. This will allow us to move forward on the same page.

Understanding the principle of windows and mirrors can be helpful when considering the benefits of integrating artists with disabilities. Although this refers to stories, the same can be applied to artwork. After all, artworks are visual stories. People see the outside world through a window. If we use art as a window, we can use it to expose students to history, new perspectives, and experiences. Mirrors let us look at ourselves. Artwork can reflect our students' complex identities. When it does, it can empower students and " build connection and a sense of belonging."

Bringing artists with disabilities into lesson plans can be another window of human diversity to expose our students to new perspectives and experiences. This exposure can create deeper connections within an artwork or process. This larger awareness can also develop empathy and make our students more curious learners. It can also widen our own " understandings of human variation and differences." Artists with disabilities can be a mirror for students who have a disability and remind them they belong in the art room.

Here are nine tips to keep in mind as you include artists with disabilities in your art room and curriculum.

For even more tips on how to improve your curriculum, talk to an admissions counselor to learn more about our new Master of Education in Curriculum and Instruction (MEd). With a specialization in Inclusive Practices for Visual Arts, you can promote change in your classroom to help all students feel seen and succeed.

1. Add artists organically.

Include artists with disabilities if and when it fits within your existing lesson plans. There is no need to make a big deal out of it or draw special attention to the artist. Introduce them just like you would anyone else.

The tendency can be to admire artists with disabilities, framing it with, "Look what they overcame!" While this can be inspirational, it can also be detrimental. When " individual artists are admired for their ability to create work similar to other able-bodied artists... [it] affirms the perception of people with disabilities as limited in their activities, as well as the notion that artists with disabilities aspire to be like 'normal' artists." Many people with disabilities and artists with disabilities " do not necessarily want to 'emulate the norm...' rather, they have full and rewarding lives they could not imagine living any other way."

2. Display artwork on your walls.

Just like with any other artist, if you like an artist's work, hang it on your wall! Seeing it on your wall every day may remind you to reference that artist more often. Making work easily accessible will also inspire your students as they make artistic choices daily. It is also a way to reflect broader ideas of what is "normal" and acceptable.

3. Consider the language you use.

Words have power and can shape how we see the world. Remove ableist language to better frame conversations. Ableist language assumes a person with a disability is of lesser value. For specific examples of how to eliminate ableist language, read this article.

4. Include a variety of artists.

Remember, disabilities come in all shapes and sizes. Some may be cognitive, and some may be physical. Some disabilities may be obvious, and some may be hidden. The most common artists with disabilities art teachers share are ones who "... mainly represent North American and European artists who produced work in the last one hundred and fifty years." Broaden your scope and include artists from multiple time periods and countries. Reference a wide range of artists and disabilities when possible to show students how wonderfully diverse artists and people can be. Students will "... recognize disability for its commonality... rather than its exceptionality."

5. Mention the disability.

All artists, disability or no disability, use their life and experiences to inform their artwork. Disability is a valuable part of life and experiences. Many students do not have the life experience or insight to make connections on their own. As teachers facilitating learning, we need to explicitly mention an artist's disability so students can make clear connections.

Many teachers say they share an artist's disability " when relevant." This practice is problematic because, as stated above, " process and content are inextricably tied to how we inhabit the world." It is always relevant! When we withhold this information from our students, it can limit their definition of artistic ideas and objects. It can also limit connections, exposure, and opportunities to grow and learn.

6. Use children's books.

If you are nervous about discussing disability in front of your students, take a small step by reading a children's book. This is a low-pressure way to introduce disabilities and what they can look like with fictional characters. This is also a "scripted way" to bring a topic you are unfamiliar with into your classroom.

Take the time to preview books to ensure they represent disability in a positive light and do not reinforce stereotypes. " This includes the representation of people with disabilities as the object of pity, sinister and/or evil, a burden, incapable of fully participating in life, a supercrip, nonsexual, an object of violence, and laughable."

7. Focus on specific disabilities not represented in your classroom.

In order to cultivate a classroom environment where all of your students feel safe, do not single anyone out. Focus on specific disabilities that are not represented in your classroom. Students with disabilities can still relate and see themselves reflected in the curriculum more anonymously.

8. Build background knowledge.

As mentioned earlier, students often do not have the life experience or insight to make connections on their own. Take the time to build background knowledge, just like you would for any other new topic. Distribute news stories or show movie clips to convey a range of perspectives about a specific disability.

9. Share personal stories.

Encourage students to share and participate in the discussion by forging the way. Go first and model how to share. If you have a personal relationship with a friend or family member who has a particular disability from your lesson, talk about it. It can make the disability more "real" for students. It can also open the door to student questions you may be able to answer.

Now that you have several tips in your repertoire, you may be wondering what artists to showcase. There are many artists with disabilities that are very likely already in your curriculum. According to a survey of Illinois teachers, Chuck Close is one of the most commonly referenced artists with a disability due to his paralyzation, followed by Frida Kahlo, who had polio and lifelong injuries from a bus accident.
Other artists already in your curriculum may include:
Get started with these seven artists with disabilities.
Note: Peruse the links below to determine if they're appropriate to share with your students.
Below is a list of seven artists with disabilities, some of whom make Disability Art. This is a great list to get you started if you want to incorporate artists who are currently practicing and exhibiting.

1. John Behnke
Behnke bases his fluorescent acrylic paintings on real places that are altered from his memory or dreams.

2. Laura Ferguson
Ferguson's subject matter is her scoliosis and curving spine. She combines drawings with x-rays and scans to merge the worlds of medicine and visual art.

3. Brooke Lanier
Lanier has retinal detachment, but it doesn't stop her from painting exquisite waterscapes.

4. Riva Lehrer
Lehrer's work is best known for her representations of people with physical disabilities who have been stigmatized.

5. Sandie Yi
Yi is a sculptor and fiber artist who designs and constructs wearable art for her unique body morphology.

6. Stephen Wiltshire
Wiltshire is a British architectural artist with autism and is mute. He draws incredibly detailed cityscapes from memory.

7. John Wos
Wos has a congenital condition that weakens his bones. He depicts his heightened sensitivity to the world around him in his artwork.

Incorporating artists with disabilities is similar to how you would approach exposing your students to any other window of human diversity. It is worth the extra effort and temporary discomfort to ask questions and learn alongside your students. The payoff can be rewarding! Student engagement and curiosity levels can increase, and students will cultivate empathy and build connections. We hope the tips and artists above equip you to become a more reflective art educator and get started with a more inclusive art curriculum!
If you want to explore more, here are resources to find additional artists with disabilities: Who is your favorite artist with a disability to share with your students? What tips do you have for integrating artists with disabilities into the curriculum?
Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

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9 Tips to Integrate Artists With Disabilities and 7 Artists to Share

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Call for art: "I am a work of art" interpretation by K-12 students.

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In 2017 the American Art Therapy Association, collaborating with Office of Head Start and Youth M.O.V.E. National, sent out a call for art and an invitation to young artists to show how they took these words to heart: " I am a work of art." Gathering hundreds of submissions, we created this digital exhibition to celebrate the important role of art and creativity in mental health, wellness, and social-emotional well-being for our children, youth, and young adults.

Back to Full Gallery || Submissions from Pre-K and Elementary School Students

The young artists whose work is shown here agreed to participate in this online exhibit, #IAmAWorkOfArt.

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I Am A Work Of Art - Middle and High School - American Art Therapy Association

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With Office of Head Start and Youth M.O.V.E. National, AATA sent out a call for young artists to show how they interpret the words "I am a work of art."

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Integrating Arts to Enhance Mental Health in the Classroom

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Integrating Arts to Enhance Mental Health in the Classroom

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The average person spends less than 30 seconds viewing a work of art. Slow art or slow looking is an observation style gaining traction around the world that aims to change this through intentionally...

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Radio Ambulante - Un podcast que cuenta las historias de América Latina

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Radio Ambulante es un podcast narrativo, distribuido por NPR, que lleva la estética de la buena crónica de prensa escrita a la radio.

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The mental health benefits of self-reflective writing.

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Writing Your Way to a Healthy Mind: The Benefits of Journaling for Mental Health and Self-Reflection – Art Of Healing

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Recently, the US Surgeon General issued an advisory regarding an epidemic of loneliness and isolation throughout the country. In addition, the National Institute of Mental Health has acknowledged that nearly half of all adolescents in the United States will experience some form of mental health disorder over the course of their lifetime. There is a current mental health crisis amongst youth taking shape throughout the nation.

As literacy specialists, we understand the value of bringing diverse works of literature into the classroom. As Rudine Sims Bishop shared, books serve as mirrors, windows, and sliding glass doors. And while we often consider the ways in which books offer a glimpse into diverse experiences and identities of others, we must be sure to include literature that speaks to diversity with regard to mental health and mental health challenges.

Teachers can support students' social and emotional development by providing students access to a wide array of books that not only engage student interests, identities, and experiences, but also invite readers into the interests, identities, and experiences of others. Not only can such works help students to see they are not alone, but they can open the door to an empathetic understanding and battle stigma surrounding mental illness.
Following, we share our recommended "Top 10" adolescent titles featuring mental health themes to jumpstart your summer reading list.
This lyric novel is perfect for all ages, but we can see it appealing to struggling middle grade readers, as it explores the relationship between a 12-year-old boy (Trace Reynolds) and his older brother, Will. When Will suffers a traumatic brain injury, the family is left with a very different Will (one who is depressed and angry), and it takes all of their strength to make things right by being honest with each other and even themselves.

Want a book that rips out your heart and slowly weaves you a new one? This beautiful book has it all: the trauma of loss, the danger of revenge, unexpected friends (even an intergenerational friendship), grief group meetings (many of them), an epic kiss, and a road trip to Elvis's Graceland.

Characters have the power to draw us in and make us feel things we may not have felt in some time. June Bug and Ziggy are two such characters. Readers will be drawn in as these thoughtful characters navigate the harsh realities of loss and parental mental health challenges while finding joy in everyday life.

Joanna Ho delivers a powerful, hopeful YA debut. Through the narration of May, a Chinese Taiwanese American high schooler, the author explores the possible perils of being silent in the face of significant loss.

This amazing, uplifting debut novel is filled with humor while also providing readers a glimpse into the mind of a middle school girl as she learns about the complicated science of the brain (mental health) and also the sometimes joyful/sometimes sorrowful matters of the heart.

In this lyric novel, Lerner spotlights the all-too-often hidden truths of body image and its impact on male adolescents. Told through the drawings and commentary of a middle school boy's notebook, the protagonist shares his journey toward self-acceptance.

Ab(solutley) Normal: Short Stories that Smash Mental Health Stereotypes (Nora Shalaway Carpenter and Rocky Callen, Editors)

This anthology, filled with a variety of writing genres crafted by middle and YA authors, is the perfect addition to any classroom library. The best part? Each author shares a hopeful, personal reflection related to their own challenges of living with mental health issues.

Baron's book will immediately transport readers to the summer of 1989 as 12-year-old Etan navigates his tumultuous life while meeting and befriending Malia, a young girl who also fears sharing her story. This work of magical realism will enchant and encourage readers in understanding that one's circumstance does not define one's self.

Told through personal journal entries of 12-year-old Riley as she resides in an eating disorder treatment facility, this narrative has the power to strike a chord for anyone who has ever felt they weren't quite "good enough." This is a story that offers hope through ongoing progress, personal strength, and advocacy.

With all the humor and cleverness of Jason Reynolds comes this partly-graphic novel about Portico Reeves, self-proclaimed superhero of keeping those around him safe. Reynolds, as usual, addresses kids' feelings of being overwhelmed with great care, concern, and a good dose of humor.
Professional text suggestions
Whether you're just beginning your journey into mental-health-themed YA literature or seeking additional instructional ideas to add to your collection of strategies, we have two suggested professional titles to add to your collection.

This professional text features chapters coauthored by literacy experts and mental health specialists. Each chapter gives attention to pre-reading, during reading, and after-reading strategies for integrating select middle level and young adult novels into the ELA classroom context. Readers will gain valuable insight into text suggestions for the classroom, as well as instructional strategies that address literacy instruction and mental health literacy education.

This professional text provides readers insight into mental illnesses featured in the Diagnostic and statistical manual of mental disorders (DSM-5) alongside a variety of young adult novels that feature the designated mental illness. The provided appendix features suggestions for integrating titles into the classroom space.
A quick word of consideration for the classroom
Despite teachers' understanding of the value in classroom libraries and diverse books, recent policies and state-wide laws are making it increasingly challenging for teachers to provide access to select titles within the classroom. It may be beneficial to brainstorm means of embedding literature into your curriculum through whole class, small group, or independent reading opportunities, as well as identifying ways of encouraging student reading while being mindful of their reader identities, experiences, and mental health needs. Not every book is the right fit for every reader, and no student owes us their story. Providing student choice and voice in text selection, and maintaining open communication with caregivers can be a powerful tool in developing a curriculum that gives attention to mental health while remaining aware of the needs of our readers.
Dr. Brooke Eisenbach is an associate professor at Lesley University and former middle level teacher of English language arts and young adult literature (YAL). She is a former member of the NCTE Middle Level Section Steering Committee. Dr. Susan Densmore-James is an associate professor at the University of West Florida and the director of the Emerald Coast National Writing Project at UWF. She is known as The Book Dealer for her work with middle grades and young adult literature (YAL). It is the policy of NCTE in all publications, including the Literacy & NCTE blog, to provide a forum for the open discussion of ideas concerning the content and the teaching of English and the language arts. Publicity accorded to any particular point of view does not imply endorsement by the Executive Committee, the Board of Directors, the staff, or the membership at large, except in announcements of policy, where such endorsement is clearly specified.

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Mental Health Themes and the ELA Classroom: A Guide for Your Summer Reading

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Mental Health Themes and the ELA Classroom: A Guide for Your Summer Reading

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Restorative Justice Practices in the Art Classroom 

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Restorative Justice Practices in the Art Classroom 

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Method and techniques centered on Restorative Justice practices to help build meaningful relationships in the art classroom.

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Try Restorative Justice Strategies to Foster Relationships in Your Art Class

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Try Restorative Justice Strategies to Foster Relationships in Your Art Class Relationship Building % %

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Strategies to build relationships in the classroom to promote positive interactions.

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A constant struggle for many teachers is mastering the art of classroom management. Classroom management strategies are not "one size fits all" and, therefore, can change yearly depending on the group of students you have. Each year, you have to figure out what works best for you and your diverse set of learners.

That said, there is one factor that is helpful no matter which strategies you use-cultivating positive student-teacher relationships.

Building relationships with your students have a huge impact on behavior and academic success. I've witnessed this firsthand during my twelve years in Title I schools. Every school has its own set of challenges, and Title I schools are not exempt.

As stated in the article Understanding the Unique Needs of Title I Students, "Title I is a federally funded program for school districts that are designed to improve the academic achievement of disadvantaged youth." Students in Title I schools with low socioeconomic backgrounds can face different challenges making it difficult for them to take full advantage of all school has to offer.

For instance, the article shares that students may not have enough food to eat, a stable home, predictable routines, or may have to work outside the home to help with family finances. These and other outside factors can have a severe impact on a student's academic motivation, emotional engagement, and in-school behavior. Students need teachers who care about them, and building relationships is a great way to begin helping them succeed.

Here are five strategies to help you build meaningful relationships with your students.

1. Get to know your students on a deeper level.

Building rapport with your students can be a fun experience. In art, we have the luxury of having the time to sit down among our students while they create. Sitting down with a few students each class to learn more about their interests, what they plan to do for the weekend, or even what they had for dinner, are all great ways to start getting to know more about your students. This is also a great time to let students know more about yourself. I find myself asking students what I should cook for dinner, telling them about my interests, or sharing something fun about my weekend. My students love when I sit down at their table and draw with them. And guess what? So do I!

This is also a great way to learn your students' names. Greeting students by name and pronouncing their names correctly is incredibly meaningful. Doing this allows your students to know that you notice them. Once your students begin to see that you care about them as a person, you gain their trust and they work harder to make good choices in the classroom and do a better job to follow your expectations.

2. Be compassionate.

In order to better understand your students, especially those with challenging behaviors, it is important to put yourself in their shoes. Try your best to understand where they are coming from in regards to why they are acting out. I am not saying you should dismiss the negative behavior, but being aware of a student's situation may help you have more compassion. Give students chances to re-learn and practice your rules, routines, and procedures by consistently modeling and teaching appropriate classroom behavior.

It is important to remember schools are full of diversity. While we may not understand why a child exhibits a certain behavior, we need to check any biases we have, ask what is going on and take time to investigate the issue. It's vitally important to recognize and acknowledge there often is not a "quick fix" for a student's problem.

In short, do not give up on your kids. Make it hard for those disengaged students by seeking them out on a consistent basis. Being compassionate is not a weakness but a strength. It takes a strong person to continue to understand another person's situation in order to help them.

3. Visit with students outside of class time.

On more than one occasion, you can find me chatting with my students to follow up on weekend plans they shared with me in class or just to see how they are doing. I might even stop by the cafeteria during breakfast or lunch to see students or even hang out at recess for a bit. A quick chat in the hall works as well. While I do this with lots of my students, I intentionally find students who have challenging behavior in my class. It has helped tremendously. Building relationships during the school day outside of the classroom helps you see students in different environments and allows students to see you are making an effort to know them better.

4. Treat your students with respect.

Many of you have heard the phrase, "treat others how you want to be treated." This golden rule is not only for students to follow but for adults too. Using condescending language such as sarcasm or embarrassing students is not okay. These types of behaviors will only push your students away from you and make them act out even more. This is an area for some deep self-reflection because while we can be sarcastic with our friends who know us well, it can be mistaken by students as disrespectful and exude a disregard for their feelings. If you have to call out a student for their behavior, pull them aside privately to speak with them instead of broadcasting it to the entire class.

In addition, consider mistakes. We all know students make them, but remember you will make them too. If you do or say something you regret, it's important to apologize. You'll see just how forgiving your students are! On the flip side, forgive your students for their mistakes, too. Don't hold grudges and start each day with a clean slate. While this may be easier said than done, it is important to make an intentional effort in regard to this matter. Students value respect. They will typically respect you and your classroom when they feel they are shown respect, too.

5. Give positive feedback.

Getting positive feedback for doing a job well done always feels good. Acknowledging students' positive contributions to the classroom environment lets them know they are making good choices in your class. It can help build their confidence and push them to strive harder each day. I have noticed how my students' faces light up with joy when I give them positive feedback. This is true for all of my students, regardless of if they're having a tough time in class.

Overall, building relationships with your students is beneficial to promoting a positive learning environment that enhances your ability to manage your classroom. Haim G. Ginott said, "I've come to a frightening conclusion that I am the decisive element in the classroom. It's my personal approach that creates the climate. It's my daily mood that makes the weather. As a 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 heal. In all situations, it is my response that decides whether crisis will be escalated or de-escalated and a child humanized or dehumanized." Profound words to ponder as we approach another school year.

I hope you find these strategies helpful as you build relationships with your students in an effort to promote positive behavior in your class.
What are other strategies you would add to this list to help build relationships with your students? How have you used these strategies in the classroom to build relationships?
Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

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Why Building Relationships Should Be at the Center of Everything You Do

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Why Building Relationships Should Be at the Center of Everything You Do Relationship Building % %

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This PowerPoint presentation explores similarities and differences in ingredients and preparation techniques of popular dishes from world cuisines and how the similarities in ingredients allow us to use the food pyramid across the globe to make healthy food choices.

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CASEL Social Emotional Learning Competencies

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CASEL Social Emotional Learning Competencies

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Helpful visual to post on classroom wall or refer to when planning lessons.

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Creating an Emotional Revolution in Our Schools and Workplace Dr. Marc Brackett

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Creating an Emotional Revolution in Our Schools and Workplace Dr. Marc Brackett

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Creating an Emotion Revolution in our Nation's Schools & Workplaces | Marc A. Brackett | Wisdom 2.0

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Culturally Responsive Teaching 101, Zaretta Hammond

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Culturally Responsive Teaching 101, Zaretta Hammond

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Zaretta Hammond: Culturally Responsive Teaching 101 | #PLtogether

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This lesson is designed to build and strengthen students vocabulary for identifying and expressing emotions and daily activities. the lesson uses simple sentence structure, descriptive adjectives, and emojis to engage students and maintain their interests.

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The overarching theme that connects our TIG members’ curriculum is Wellness. This theme aligns with culturally responsive and sustaining pedagogy because it provides students with the space to feel understood as their intersectional backgrounds would be valued and accepted, and to explore mental health topics and practices. Wellness would be the focal point of lessons where we can introduce practical strategies that our students can use to identify and manage mental and emotional needs in our classrooms. This will allow students to feel safe in addition to building their capacity to deal with related challenges outside the classroom.

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As we explore the theme of wellness in our LOTE Arabic classroom. Teachers employ CI strategies such as TPRS, Total Physical Response Storytelling, to model various emotional states along with introducing the vocabulary needed to identify individual emotions.

After learning to identify emotions students are presented with strategies and activities that build their
emotional expression and regulation skills.

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In a world language subject, students will learn and explore how cultural food can
negatively affect their health due to socioeconomic, cultural, and educational factors. In Spanish, students will have the opportunity to understand how culture influences their food choices and the relationship between food and health, especially for Latin American families.
Students will be asked to describe their regular meals, collect nutrition facts labels, and create a healthy meal plan that would help them improve their eating habits.

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Viewing and participating in art can be therapeutic, fosters empathy, promotes healing, and lowers levels of stress. Explores identity and self-expression, and feelings of mattering.

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Participating in PE helps with physical wellness. Helps lower risk of heart disease. Improves the 5 areas of health-related fitness, muscular strength, muscular endurance, cardiovascular endurance, flexibility, and body composition. Participating in PE also affects mental health. Studies have shown that physical activity helps decrease cortisol levels and increase endorphins that help improve your overall mood in a positive way.

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The English language gives students an avenue in which they can freely and openly
reflect on their lives through creative writing. In doing so, students can learn to digest and channel their emotions in a healthier manner. Additionally, English allows students to escape the realities of their lives through the act of reading; students are encouraged to engulf
themselves in whatever character or story they are reading about. Reading literature allows students to momentarily disconnect and reset in a safe and beneficial way.

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The Wanderer is an exploration of family relationships and personal identity.

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Exploring common themes in poetry across cultures.

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World Languages and Cultures- Spanish/ Resources

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World Languages and Cultures- Spanish/ Resources

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Time Management, Daylight Savings Time Lesson Plan

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Time Management, Daylight Savings Time Lesson Plan

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Building time management skills and analyzing effects of daylight savings time.

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Comprehensible Input circling strategy to increase student comprehension in acquiring a new language.

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Page 10 Strengthening Teacher-Student Relationships 

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Page 10 Strengthening Teacher-Student Relationships 

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Six Simple Strategies to Strengthen Parent-Teacher Relationships

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Strong, positive parent-teacher relationships are essential for children to thrive. We share six simple strategies to improve school communications that take little to no time to implement.

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Learning Styles and Student Interests in PE

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Learning Styles and Student Interests in PE

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Go to navigation for APH PE Kathleen Ellis, Lauren Lieberman, and Dani LeRoux Originally appeared in Palaestra, Volume 24, Number 4, 2009
This article is reproduced with permission. Any further use requires permission from the copyright holder.

With the No Child Left Behind law, teachers are required to be highly qualified in the core area in which they teach. However, is being an expert enough; or better yet, the foundation responsible for a child's education? A great deal of hype has surrounded the use of differentiated instruction as an effective and successful strategy for educating diverse students within the same setting. Expertise in the content being taught is only a fraction of the overall differentiated instruction picture, as in theory, teachers can be experts in their fields, but may not be experts in how to take into account the diversities of learners. An exemplary teacher not only is an expert in his/her core academic area, but has a strong foundation and use of differentiated instructional principles. Differentiated instruction has the focus of diversity, common outcomes, and is student-centered. It is designed to instigate multiple strategies impacting individual students while focusing on a common goal. In other words, the students are all learning identical content, but the strategy for successfully achieving the common outcome/goal is dependent on individual student learning styles and developmental levels (Lieberman & Houston-Wilson, 2009).

Creating An Effective Learning Climate

Differentiating instruction is not a new concept. It has been incorporated as a successful instructional strategy with gifted and talented students for decades. Over the past several years, the advantage of using differentiated instruction in the inclusive learning environment has gained intense focus. Differentiated instruction in and of itself uses instructional strategies based on individual student learning styles and needs. While its success as an all-inclusive instructional strategy is conclusive when effectively incorporated in various learning environments, it was only recently that the value of differentiated instruction was introduced to the physical education setting (Gregory & Chapman, 2007).

Differentiating instruction in physical education is adapted physical education for all learners in an inclusive classroom environment. While adapted physical education has the focus of adapting or modifying the curriculum, activities, or environment to meet the needs of students with disabilities, differentiated instruction has the focus of modifying the content, learning activities, outcomes, and environment to meet the needs of all diverse learners.

When one walks into a typical physical education class, the first thing that comes to mind is diversity-various sizes, shapes, abilities, desires, motivation levels. However, no matter how diverse, teachers must make the physical education environment one that is conducive to learning. Meeting the needs of diverse learners in an inclusive setting involves taking into account what each child needs from this climate in order to feel comfortable, motivated, and successful (see Table 1).

Table 1
Differentiated Instruction Inclusive Strategies

Information to investigate: Facts about the learner
Inclusive strategies based on

Strengths

Background knowledge and experience

Interests

Learning style(s)

Multiple intelligences

Important relationships

Information to investigate: Goals
Inclusive strategies based on

Does the learner have any unique goals?

Are there particular concerns about this learner?

Information to investigate: Facts about classroom demands
Inclusive strategies based on
Content demands-How is content made available to the learners?

Information to investigate: Process demands
Inclusive strategies based on
What processes do teachers use to facilitate student learning?

Information to investigate: Product demands
Inclusive strategies based on

How do students demonstrate what they have learned?

How are they graded?

(Thousand, Villa & Nevin, 2007)

To create an effective learning climate which incorporates instructional strategies promoting inclusion, one may use strategies which are individualized for a given student.

Bethany has low vision and is in a physical education class participating in track and field events. In this case, tactile instruction can be used to teach Bethany the correct form and movement for the shot put, so she can be completely included in the activities with her peers. By focusing on her specific learning style, Bethany can participate in track and field activities.

Knowing the Learner

It is a fairly common understanding among professionals that students differ in their learning styles. In other words, no two students are likely to learn in the exact same way. Some global learning styles involve those who learn best by auditory means, those who learn best visually, and those who learn best by hands on or tactile means. Others may learn best while working with peers, or in small or large groups, or in a more isolated situation (Gregory, & Chapman, 2007). In many cases, students may require more than one learning style to fully grasp concepts being taught. Therefore, understanding individual learning styles and incorporating these into instructional strategies is a requirement, not an option, for differentiated instruction. Knowing your students may be the most important part of differentiated instruction...if you don't know the important aspects of their learning needs and abilities, then determining effective instructional strategies is nearly impossible. Teachers should take into account characteristics of their students when determining strategies to use, such a various learning styles; ways in which students process information; and use of multiple intelligence theory (Gardner, 1983).

Knowing your learners is critically important in successful lesson planning and arrangement of the learning environment, including grouping strategies.

Samantha loves to play soccer, but because she is totally blind she relies a great deal on her auditory ability. Ms. Judge, the physical education teacher, took this into account when planning the lessons and made sure that all equipment used had some auditory device and that small, cohesive groups were incorporated in order to allow more time on task and peer tutoring. In addition, she looked at her learning style as an auditory and tactile learner and made sure her paraeducator worked with her and helped her become familiar with the learning environment and equipment in use. For example, when learning soccer, Ms. Judge had Samantha use a soccer ball with a bell inside, as well as cones which contained beepers so she knew where to dribble the ball. Ms. Judge physically helped Samantha understand how to dribble and gave her verbal and tactile feedback when she was practicing.

Assessing the Learner

Some of us may remember back during our undergraduate years when we took a course on measurement and evaluation (AKA, tests and measurement). Regardless of when or if such a course was completed, one of the take-home messages was that without assessment no programs or instruction can be effectively incorporated with the expectation of success. The first and foremost step for any program or class is to determine a needs assessment. Completing a needs assessment determines students' prior knowledge and skills for upcoming lessons or programs; what areas of interest or overall feelings regarding lessons or programs the students demonstrate; what is needed for students to become more proficient or master skills being incorporated; and to determine skill and understanding levels to format learning groups.

One big thing to remember is that assessment is a continuous, ongoing process. It is completed almost daily, sometimes unconsciously, in order to provide immediate, critical feedback, and make changes in the lessons/programs to ensure learning. Parents are often a good place to gain useful information regarding current performance and unique learning information. As a teacher, there is never a time when assessment is not taking place.

Completion of the needs assessment at the beginning assists in implementing the instructional content and strategies used, informal assessment during the teaching and learning processes assists in ensuring the best learning environment for all students; summative assessment at the conclusion of a learning outcome assists in strengthening future learning outcomes for involved students; and regular self-assessments by the teacher may lead to modifications or changes designed to improve strategies used.

It is important to ensure that students are aware of ongoing assessment and defined success.

During a basketball unit, Janessa was included in the formative rubric assessment. The rubric gave a gold medal to any student who could put three or more basketball-related skills together, such as dribbling, passing, and shooting. They could get a silver for two or more skills, bronze for one or more skills, and honorable mention for participation only. Janessa knew the criteria for grading and worked hard with her partner and friend, Sammy, to get a gold medal. She and Sammy even demonstrated their skills for the class at the end of the unit, allowing the class to see a glimpse of wheelchair basketball!

Grouping Students for Learning

Students can be grouped based on readiness to learn certain content or skills. Table 2 discusses the various ways students can be grouped in order to incorporate differentiated strategies.

Table 2
Grouping Strategies within Differentiated Instruction

Grouping based on: Students' knowledge of a subject
Grouping strategy/purpose

Grouping students with a good knowledge of the subject with peers who have lesser understanding allows for those with better understanding to assist in learning of subject

Grouping students based on knowledge of subject allows for greater attention to specific group based on need

Grouping based on: Students' ability to perform skill or task at hand
Grouping strategy/purpose

Mixed ability groups to encourage peer teaching and cooperation

Focus additional skill building activities with groups showing greater need

Refinement activities for those with higher skills

Grouping based on: Cooperative learning groups
Grouping strategy/purpose

Grouping based on: Interest in a certain area of content
Grouping strategy/purpose
Allows students to choose area of interest and focus on improving skills for lifelong participation

Grouping based on: Peer tutoring
Grouping strategy/purpose

Higher skilled student of same age or older works with peer on specific skills

Less intimidating and likely more comfortable than working with teacher

Benefits both sides in different ways, where one is learning and one is sharing prior knowledge and experience

Grouping based on: Heterogeneous grouping
Grouping strategy/purpose

Grouping based on: Multiple age grouping
Grouping strategy/purpose

Encourages interacting with various ability levels and learning at own rate

Emphasizes child's developmental needs and how best to turn them to strengths

Focuses on the whole child, not just physical development, but also psychologically and socially

(Gregory, & Chapman, 2007)

Ms. Michaels, the physical education teacher, knew the students who had short attention spans, those who could focus for long periods of time, and those who needed some motivation to get moving. She made small cooperative learning groups and combined these learning styles in each group, so the students could motivate each other. Matthew was put into a group as a student who had task persistence and a long attention span, needing only some assistance in activities requiring high balance skills. He, along with his similar peers, Jessica and Michael, helped their group stay focused in Project Adventure to get their group across a moat full of alligators (AKA the balance beam).

Instructional Strategies

As mentioned earlier, differentiated instruction has the focus of diversity. It takes into account not only the content being taught and requires the teacher to be an expert in this area, but also to have a strong foundation of understanding of his/her students, the cognitive learning theory, and strategies for incorporating differentiated instruction. Successful integration of differentiated instruction requires an all-or-none principle. Teachers must be proficient in all four areas or else differentiated instruction strategies are likely not to be effective. Steps for implementing differentiated instruction into the physical education setting include-consistency; planning the program; use of focus activities at start of class; not wasting time; using graphic organizers; using cooperative group learning; using metaphorical and analogous thinking to make meaningful connections; and, awareness of student level of readiness and thinking complexity.

The importance of modifying curriculum and/or equipment to include ALL students is a critical step for any physical educator.

Mr. Estes teaches elementary physical education and his first grade class is one of diverse, mixed abilities. Two of his students, Jonathan and Ryan, have cerebral palsy and use motorized wheelchairs. For the lesson of catching and throwing, he modified the learning environment so that Jonathan and Ryan could catch and throw small and medium beach balls hanging from a line directly in front of them. This allowed them to work at their own pace and level without losing valuable time retrieving equipment. Both Jonathan and Ryan were able to work on their hand-eye coordination and movement of their arms during this activity, which increased their overall upper body movement and range of motion!

Curricular Approaches

Organizing curriculum to meet the various needs of diverse learners is no easy task. Differentiated instruction takes into consideration several strategies related to curriculum approach and organization-learning stations; incorporating projects into your classroom; use choice boards to give students empowerment over learning; use problem-based learning approaches; and incorporate student learning contracts in your classroom.

Bryn's class was working on bicycling and there were a few modifications to this activity based on student ability level. Ms. Rush knew the students' level of readiness, and she introduced several options of bikes ranging from two wheelers, three wheelers, two seaters, to tandem bikes. This allowed her students, regardless of ability or disability, to move up in equipment use as their riding ability progressed. Since Bryn had low vision and had never ridden a bike before, she was able to comfortably start with a tandem bike, allowing her to be successful in this unit.

Summary

Effective teachers take all of the skills and abilities of their learners into account. By differentiating instruction, students are set up for success and are taught to their strengths. Differentiated instruction does take time, energy, attention, and patience; yet, the outcome is well worth the energy. By assessing each student and then setting up effective instruction, grouping, and curricular approaches, every child will be successful. Table 3 provides an example of considerations for programming to ensure that differentiated instruction is appropriately implemented and successful.

Table 3
Example of Considerations for Programming to Ensure Differentiated Instruction

Function: Balance difficulties
Needs: Has difficulty during kicking, throwing, or balance activities
Approach taken by instructor for all students

Set up kicking, throwing, or balance beam next to wall

Allow some children to throw or kick from sitting

Work on throwing and balancing in the pool

Selected References

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Gregory, G. H., & Chapman, C. (2007). Differential instructional strategies. Thousand Oaks, CA: Corwin Press.

Lieberman, L. J., & Houston-Wilson, C. (2009). Strategies for inclusion; A handbook for physical educators. Champaign, IL: Human Kinetics.

Thousand, S. J., Villa, R. A., & Nevin, A.I. (2007). Differentiating instruction. Thousand Oaks, CA: Corwin Press.

Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Kathleen Ellis is Associate Professor of Adapted Physical Education in the Department of Kinesiology at West Chester University, PA, and serves PALAESTRA as Department Editor for the Calendar section.

Lauren Lieberman is Professor of Adapted Physical Education at SUNY-Brockport, NY. Danielle LeRoux, is Adapted Physical Education Teacher, Cecil County Public Schools, Elkton, MD.

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Using Differentiated Instruction in Physical Education

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Go to navigation for APH PE Kathleen Ellis, Lauren Lieberman, and Dani LeRoux Originally appeared in Palaestra, Volume 24, Number 4, 2009 This article is reproduced with permission. Any further use requires permission from the copyright holder. With the No Child Left Behind law, teachers are required to be highly qualified in the core area in which they teach.

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During my time in education, the biggest change to have happened was the 2014 switch to the new curriculum. As educators, we all have our opinions on the new curriculum and often like to share our thoughts on its flaws. However, there is one element of it which I feel is hugely under praised: reasoning.

Gone are the days where children simply learning a skill was sufficient. Today, we must teach children to be critical thinkers; to understand why and most importantly, to make informed decisions for themselves about when to use these skills in their learning. In my opinion, this is one area of teaching PE where we can all do more.

During lessons within the classroom, teachers often question children - "What are you going to do?" This will encourage them to draw upon the skills taught and make an informed decision as to how to tackle the problem. The follow up question often uses the word why, for example, "Why do you think that will work?" This process is now fundamental in children reaching Age Related Expectations at the end of Key Stage 2. However, is this process taught enough to children within a sporting environment?

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I have recently finished reading Clyde Brolin's book - 'In the zone'. Within this, the author describes the main difference between a champion athlete and their competitors as their mindset, more specifically, the ability to make the right decision at the right time. This does not happen naturally within children and as previously mentioned, is something which must be taught repeatedly.

The key skills children need to develop for decision making are:

identifying when a decision needs to be made

thinking of possible options

evaluating the options, and choosing strategies for making the decision and reviewing how it works.

(KidsMatter 2008)

Psychologist Jim Taylor has a keen interest in decision making. In an article for Psychology Today, he talks through how decision making is so important for young people as they grow into adults - " Decision making is one of the most important skills your children need to develop to become healthy and mature adults." (Taylor 2009). He explains how young children find decision making difficult as they will often seek instant gratification. In a sporting context for example, you may find a child will shoot from anywhere to try and score for themselves. At this young age is where good decision making habits need to start, and as adults we need to encourage them to see the bigger picture.

He goes on to also explain how we can "raise good decision makers" by starting with a limited number of choices. In a sporting context, this could be providing certain zones to move or pass into, or through scaffolding their decision making by showing them two options for a pass and then increasing the number and freedom of choices, in-line with the age or ability of a child, as opposed to just letting children play in a game situation on an open pitch. Following on from this, he explains that decision making must be spoken about. After children have made decisions, it is important that they are discussed so that they can be learnt from. This is a key teaching point for children, especially those exceeding expected standards in PE in terms of physical ability.

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A key component of our planning at Edsential is that every lesson has a decision making task. which will encourage children to go through this process in every area of the PE curriculum. Alongside this, when delivering lessons with teachers through our curriculum support, we ensure that teachers understand how important this aspect of teaching PE is. Children must be given the chance, in different situations, to make decisions and learn from them. To me personally, these are the key teaching points of a lesson, especially for children who may be exceeding expectations for their age in PE.

Differentiation in PE comes in many forms: use of equipment; use of space; adapted and inclusive challenges. However, one key aspect which is often under-used is reasoning. Can children explain how they can improve their performance? Do we give children enough time to think about this in PE? Can a child explain which decision may have been better than the decision made? This is a key part of learning which needs modelling at first, but most importantly, needs to be given time.

In an age where children and young adults are under increasing pressure and stress, the skill of decision making is playing more of a role than ever. The new pressure of social media, combined with the age-old pressure of peers means that children now have more opportunities to make poor decisions than previous generations once did. Good decision making underpins all our hopes for the young people in our care. Whether these decision making skills help them go on to be champion athletes, successful learners or just keep them safe and healthy, the ability to make informed and appropriate decisions is a life-skill which surely we should be taking every opportunity to get children into the routine of.
References:

Taylor, J. (2009) Parenting: Decision Making: Help Your Children Become Good Decision Makers. https://www.psychologytoday.com/us/blog/the-power-prime/200910/parenting-decision-making

KidsMatter. (2008) Five tips to help children develop better decision-making skills. © Commonwealth of Australia 2008, reproduced with permission.

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Choices Make Champions! - Decision Making in PE - Edsential

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During my time in education, the biggest change to have happened was the 2014 switch to the new curriculum. As educators, we all have our opinions on the new curriculum and often like to share our thoughts on its flaws. However, there is one element of it which I feel is hugely under praised: reasoning.

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Modifying Curriculum with International Sports (Pages 6-7)

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Modifying Curriculum with International Sports (Pages 6-7)

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Free Downloadable Yoga Lesson Plans | GeorgeWatts.org

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Free downloadable yoga lesson plans | The free yoga lesson plans were created using our drag & drop yoga sequence builder | 10,000+ shared yoga lesson plans | 1000+ yoga teachers worldwide use our app | #1 rated app for yoga teachers, trainees and training organisations | GeorgeWatts.org

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It is impossible to really see and understand students without understanding their lives outside of school. If handled with respect and cultural sensitivity, school-family relationships can deepen trust and positively influence students' school experiences.

Nurturing those relationships is not only good for students, it's good for teachers, says Soñia Galaviz, a fifth-grade teacher and TT Award winner. "An often-untapped resource ... are the parents and families of the kids we teach," she says. "This investment at the beginning of the year pays off all school year. Parents and families will see you as their partner and advocate for their child and will be there for you when you need them."

Dos and Don'ts of Communicating with Families of ELL Students

Regardless of their English proficiency levels, parents, guardians and other adult caregivers depend on basic school communications to stay involved in their children's education. ELL students have the greatest opportunity to succeed when the lines of communication between family and school are nurtured at both the classroom and building levels.

Do ...

Be clear about the purpose of meetings.
Set goals and communicate them prior to every meeting or conversation so teachers and families have shared, realistic expectations.

Be mindful of the potential power differential between parents or guardians and teachers.
Negative past experiences (as either a student or a parent), immigration status, different cultural norms and expectations, and lack of English language fluency can cause discomfort and lead families to disengage from the school.

Provide a translator if you don't speak the parents' or guardians' primary language fluently.
The nuance and detail necessary to convey how adult family members might best engage in the student's education should be communicated in the family's primary language.

Start the meeting on a positive note.
Try to find an area where the student is doing well academically, socially, athletically, etc. Beginning the meeting with what is wrong or what needs improvement diminishes trust and can make parents feel defensive and anxious about their child's prospects at the school.

Use terms that everyone understands.
If there are some concepts or terms that need explanation, provide necessary detail and consider providing additional preparatory materials to families in advance of the scheduled meeting. Avoid acronyms and jargon.

Visit the family in their home.
The goal of this practice is to learn about how knowledge is transmitted in the student's home, to get to know the family, to discover the family's expectations related to schools and teachers, and to understand the family's academic goals for their child.

Don't ...

Use the student as the translator.
Even if conferences between an educator and family are student-led, they may well become misled if a student's guardian[s] and the educator[s] are unable to communicate independently. Using the student as the translator can put the student in an awkward position where loyalty and respect for their teachers and their family can feel contradictory.

Assume that any bilingual adult will be a successful translator.
Using families of other students, or other students themselves, compromises privacy. What is gained in increased clarity will be lost if families feel embarrassed or disrespected.

Language Access

Offering translation or interpretation services to families who do not speak or understand English fluently sends a welcoming message and supports successful home-school relationships. In public school settings, offering these services is also a legal obligation: Districts must ensure that all staff communicate with families in a language they can understand and notify families of any program, service or activity communicated to English-speaking families. For "major" languages (top languages spoken) in a district, a full array of language access should be provided. For "lower incidence" languages (languages spoken less frequently), a district can offer interpretation only.

Planning 101: District-wide Language Access Services

Administrators and staff can use best practices to create a comprehensive communication plan for families of ELL students.

Identify the district's "major" versus "lower incidence" languages.

Utilize appropriate staff; if necessary, reach out to the community to fill service gaps.

Post signs in high-traffic areas of every school about interpretation services.

Distribute written information on how to request translation or interpretation services to every parent or guardian during enrollment and registration.

Have the bank of teacher report card comments translated.

Prepare to address common scenarios or to host big events in multiple languages.

Consider organizing a district-level advisory committee comprised of bilingual guardians and family members.

For more ideas, see the "Planning for District-wide Language Access Services" handout in Appendix C.

What Gets Translated and Interpreted?

Written and Translated

Handbooks, policies and forms

Discipline policies

Disciplinary notices

Report cards and other academic performance notices

Parent/guardian permission forms

Grievance procedures

Bullying notices

Notices about school choice

Nondiscrimination notices

Testing accommodations

Registration documents and home language survey

"Change of Address or Telephone" form

"Student Not Riding Bus" form

"Reason for Absence" form

"Request for Conference" form

"Early Dismissal" form

Verbal and Interpreted

Registration and enrollment process

Counseling on eligibility for ELL program

Disciplinary hearings

Orientation and back-to-school events

Family-teacher conferences

Medical emergencies and nurse calls

Schoolwide announcements over intercom

Special education meetings

Helping family report absences

Testing accommodations

Who Provides Language Access?

Appropriate

Staff who are certified interpreters in the designated language

Contracting services from a professional interpretation company

Contracting services from a language line

Inappropriate

Unofficial volunteers

Uncertified parent volunteers or bilingual parent liaisons

Bilingual friends and family of the ELL student or family member

The student themselves

Other students

Free internet translation services

Self-proclaimed bilingual staff or ELL teachers not certified in interpretation

Speaking English but more slowly or loudly

Administrative Spotlight: Opt-outs

In the context of ELL instruction, opting out means that the student will not be enrolled in language assistance programs. Opt-out laws differ from state to state. In states that allow them, opt-outs should be truly voluntary-the product of informed family decision-making. What constitutes informed family decision-making? Consider these best practices:

Require a meeting (that includes translators) to inform ELL students and families of students' eligibility for ELL programming.

Ensure qualified staff members provide detailed information about the program.

Include documentation of the meeting, a checklist of required discussion topics, and parent/guardian consent and acknowledgement forms (available in both English and home language) documenting that the family received the information.

Should an ELL student be opted out of services, they still retain their ELL status, and the district maintains its obligation (under Title VI) to provide them with access to educational programs.

The district must continue to annually assess the student's English language proficiency. (This refers to federal law; state laws may differ.)

The district should periodically monitor student progress. If opt-out students fail to demonstrate growth in English proficiency or struggle in class, then the district has an obligation to contact the family and offer the ELL program or some combination of ELL services again.

The district should consider providing professional development to opt-out students' general education teachers on basic second-language acquisition and English language development.

Once a student who has been opted out demonstrates English language proficiency, the district must continue to monitor their progress for two or more years (state laws differ), just as it would for any other ELL student who exited the program.

Teacher Leadership Spotlight

Build a strong relationship with the families in your school community. Make periodic home visits, and encourage your colleagues to do the same. Invite families to share their cultures, stories and experiences with students, either in the classroom or at a special afterschool event. Involve families in events such as Mix It Up at Lunch Day to break down cultural barriers. Build strong partnerships with student services staff (counselors, social workers, nurses and psychologists) to help monitor students' needs and progress.

Tip! Make sure every staff member knows how to access appropriate language services to communicate with families of ELL students.

Tip! Err on the side of caution and prepare to provide translation in every interaction.

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It is impossible to really see and understand students without understanding their lives outside of school. If handled with respect and cultural sensitivity, school-family relationships can deepen trust and positively influence students' school experiences. Nurturing those relationships is not only good for students, it's good for teachers, says Soñia Galaviz, a fifth-grade teacher and TT Award winner.

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CRSE Practices to incorporate within the classroom

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CRSE Practices to incorporate within the classroom

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During our Culturally Responsive-Sustaining Education (CRSE) workshop, part of the Inclusive Teaching Institute open to faculty and teaching staff across Harvard, we unpacked our own cultural identities. This is the first step in embracing a CRSE mindset to understand yourself and to reflect upon how you are showing up for both yourself and your students.

Through a CRSE mindset, you can apply actionable strategies and leverage students' identities in your class. In small groups of 5-6 people, we created collaborative poems reflecting our cultural identities, which is an activity that you can do with students. Check out the video recording of each group's spoken word poems about their cultural identities below along with the steps of how to facilitate this activity with your students.

Activity: Cultural Identities Collaborative Poems

Time Breakdown: Approximately 30 Min Total

4 Min Introduce Activity

2 Min Individual Prompt

14 Min Group Prompt

10 Min Group Share

Key Definitions: Integration practices

Learning Objectives:

Through working as a group to develop a poem, students will learn that they can:

1. Build literacy, cultural competency and humility, and teamwork skills

2. Use their voice and body as a tool for creative expression

3. Feel empowered to share their cultural identities and stories

To facilitate this activity either online or in-person, you can use the below tools, materials, and steps with your students.

Tools & Materials:

Online Facilitation: Google Jamboard with Digital Post-Its & Zoom Breakout Rooms

In-Person Facilitation: Paper Post-Its or Sentence Strips & Chart Paper

Steps:

1. Individually Write Sentence/Phrase About Your Cultural Identities: First, take 2 minutes to write your own sentence or phrase describing your cultural identities on a digital post-it on your group's Google Jamboard page. The number of your breakout group is the number of your group's Jamboard page.

2. Share Narratives of Your Cultural Identities: In your small groups, have each person share their sentence or phrase about their cultural identities and the story behind it.

3. Collectively Arrange Sentences/Phrases to Create a Poem: After each person has shared, as a group, collectively decide how you would like to arrange all of your sentences and phrases to create a poem. Through Jamboard, you can move around the post-its to create an arrangement that you like.

4. Create a Poem Title: When your group has arranged the post-its to create a poem, think about a title that embodies the poem's collective feeling and add it to the title heading of your group's Jamboard page.

5. Use Your Voice & Body as a Tool for Creative Expression to Share Your Poem: Once you have your poem and title, think about how you would like to creatively share it with the whole group. Reflect upon how you can feel empowered to share your message through spoken word poetry using your voice and body as a tool of expression. For example, will you have each person in the group read out their own line or will you have one person read it? How will you use your voice and body language and gestures to convey your message? You will have 16 minutes in your small groups for both the individual and group prompt. Then, we will come back for you to share back with the whole group. We will now put you into breakout rooms.

6. Whole Group Share: For our whole group share, we will present in number order. Can group one start us off and then pass it to group 2?

Text to Add in Zoom Chatbox:

Individually (2 min): Write one sentence or phrase about your cultural identities on a post-it on your group's Jamboard (below is a sample, create your own for your class): https://jamboard.google.com/d/1P19o_pBEmKyBINKWRHK7sG2jjyqmbweBBQewdcxyN...

Collaboratively (14 min): 1) Have Each Person Share, 2) Arrange Sentences/Phrases to Create a Poem + Create a Title, 3) Discuss & Practice Presenting Poem for Whole Group Share

I would love to hear about your experience facilitating this activity. Feel free to connect with me at zahraahmed@g.harvard.edu.

With gratitude,
Zahra

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Unpacking Cultural Identities Activity to Facilitate with Students

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During our Culturally Responsive-Sustaining Education (CRSE) workshop, part of the Inclusive Teaching Institute open to faculty and teaching staff across Harvard, we unpacked our own cultural identities. This is the first step in embracing a CRSE mindset to understand yourself and to reflect upon how you are showing up for both yourself and your students.

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III.15 Changes "traditional" institutional practices of facilitating class inside, while absorbing the mental and physical benefits of being outdoors.

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Going outside has so many benefits for both you and your students. As art teachers, we are always looking for new and exciting ways to engage students. One way to do this is to take art projects outside the classroom and into the great outdoors. Not only does this provide a change in scenery for your students, but it also allows them to experience art in a whole new way. If you need additional ideas for Creating Art Outside, discover more in PRO Learning.

Keep reading for the benefits of taking art outside, as well as project ideas to try in your own curriculum.

What are the benefits of going outside?

Fresh Perspective
Being outside allows students to see things from a different angle, which can inspire new ideas and creativity.

Connection to Nature
By creating art in nature, students can develop a deeper appreciation for the natural world and its role in their lives. They are better able to understand the importance of preserving their environment.

Physical Activity
Many outdoor art projects involve movement, which can help students stay active.

Sense of Community
Working on art projects outside can foster community and collaboration among students.

Mental Health
Spending time in nature reduces stress and anxiety.

Problem-Solving
Doing artwork outside presents a new set of challenges for our students to problem-solve, such as weather, light source, location, and adapting to a new environment.

Collaboration and Teamwork
Working outside encourages students to communicate and collaborate. This helps develop social skills and team building.

Here are thirteen art project ideas great for the outdoors!

While going outside is fun, remember to review expectations before running out the door with paints and brushes in hand. Student safety and following procedures are imperative when learning in a new space. Work in class time to go over the expectations for outdoor art. And always ask your administrators what outdoor locations are acceptable and accessible for your classes.

Many outdoor spaces on campus have pavement or cement. Take chalk outside and do some lessons on chalk drawing. The best part is that your students beautify the campus in the process!

2. Photography

Great lighting, interesting subject matter, and the flexibility of digital cameras can make a photography unit a breeze! To learn more about incorporating Digital Photography Basics, check out the Collection in FLEX Curriculum.

3. Shadow Drawing

Cover basic elements and principles of art in a new way with shadow drawing! Introduce or review shape, negative and positive space, and even composition with this lesson. Take your students outside while there is direct sunlight to look for interesting shadows. Students use any art material to trace the shadows onto their paper. Watch this Instagram Live Make Art With Me for more extensions.

4. Nature Sculpture and Collage

Take students outside to create nature sculptures for a change of pace and perspective. Students can also collect leaves, sticks, and other natural materials to create collages.

5. Nature Printing

Printmaking is always a fun and immersive experience for students. Try out monoprinting with collected nature items. If you want more in-depth information on this process, check out the "Nature-Inspired Monoprinting" lesson in FLEX Curriculum.

6. Plein-Air Painting

Creating quick compositions and building observational skills are concepts you can cover with plein-air painting. To streamline the materials needed, make marker paintings. For more information, download the "Plein-Air Marker Paintings" lesson in the Creating With Nature Collection in FLEX Curriculum.

7. Observational Nature Drawing

Observational drawing is a valuable skill you can help your students practice. Instead of a traditional still-life drawing, students choose what subject to draw from nature. Draw the item outside and draw or bring it inside after a scavenger hunt.

8. Cyanotype Prints

This early photography method uses paper coated with iron salts that react with ultraviolet light. Placing items directly on the paper and exposing it to natural light creates a direct print of whatever is on the paper. Students will enjoy collecting items to create their cyanotype prints. Experiment with the placement of each item to practice composition skills. Read this article for more on sun printing.

9. Spray Paint

Well-ventilated areas are a must to use spray paint. Collect new or leftover cans of spray paint. Add a coat to assemblages or found object sculptures to create unity. Or use it to tone a canvas before adding new techniques and layers.

10. Texture Rubbing

The outdoors have a variety of textured surfaces. Explore the element of texture and create custom texture rubbings. Use the "Texture Scavenger Hunt Collage" lesson from the Creating With Nature Collection in FLEX Curriculum for step-by-step instructions.

11. Natural Tools and Pigments

Experiment with creating paints and drawing materials with items found outside. You can make art with almost any natural material, from ground-up leaves to dirt and flowers! Play with the unique marks sticks, grasses, or bark can make.

12. Tie-Dye

Tie-dye is a truly messy method of creating artwork. However, you don't need a sink to create tie-dye. When outdoors, grab a hose and make sure you have plenty of open workspaces. For quick tips, check out these two articles ( 1, 2), and for a more in-depth look at the process, watch the Tie-Dye Techniques Pack in PRO Learning.

13. Just Take Your Project Outside!

When in doubt, take the project you are working on outside! If you and your students are having a mediocre week or your project feels a bit stale, a change in scenery can rejuvenate the mood.

Take art projects outside for a fresh way to experience art. From nature collages to plein-air painting, there are many ways to incorporate the outdoors into your art lessons. Students will benefit from the change of scenery and connection to nature. They will also have the opportunity to be active and collaborate with their classmates. Improve your classes' mental health and motivation levels-grab some art supplies and head outside!
What project will you take outside this spring? What benefits have your students gained from going outdoors?
Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

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13 Art Ideas That Are Perfect to Take Outdoors

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II.7: A meditative drawing practice that uses scribble art to tap into daily stressors, unconscious and conscious emotions.

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Simple Mindful Art Project Inspired by Neurographic Art Lesson | inside Out Art Teacher

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Are you looking for an engaging and easy-to-follow mindful art lesson idea for middle or high school? This neurographic art project was a huge success.

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Physical education teachers-it's hard to express just how vital they are in improving young peoples' lives. To get concrete, their classroom serves as a launching pad for a longer, happier, more productive, and more meaningful life. And not only in light of the body's health. The truth is, physical education also involves enhancing mental health.

Almost half of America's students experience some form of cognitive health struggle, ranging from mild sadness to suicidal ideation. Given the positive impact their curriculum has on emotional well-being, no doubt physical education teachers stand on the frontlines of this crisis.

Students and Mental Health: A Look at the Numbers

A recent report from the Centers for Disease Prevention and Control has measured student mental health factors over a 10-year period. In short, their findings are beyond sobering. In 2011, some 28% of students reported experiencing feelings of helplessness and despair. Ten years later, in 2021, that already staggering percentage rose to 42%. Looking solely at LGBTQ+ students, that number shoots up to 70%.

Though correlation does not equal causation, it would be foolish not to look into the current statistics regarding students' physical health. How do these data sets compare?

For kids ages 10 to 17, obesity rates clock in at 17%. To that end, the numbers don't shift much as kids get older. Nationally, 16% of high schoolers fall under the same category. At a glance, these are not as alarming as other figures, but when you factor in the impact of poverty on physical health, the situation becomes more dire. When these children live in impoverished households, which might indicate less access to nutritious foods, the statistic rises to 25%.

It's not at all unlikely that physical health issues play a major role in the mental wellness crisis our country faces.

Exercise and Mental Health

No matter what PE lesson plans you design for that day, the benefits of exercise remain the centerpiece. It's true that running on the treadmill isn't going to reverse accumulated trauma. Hiking on the weekends won't eliminate anxiety. But rest assured that exercise plays a significant role in our mental wellness.

When you teach exercise techniques, run drills, and conduct fun and physical games, you help your kids gain the following benefits.
Stress Relief
When it comes to mental health, everyday life can bear significant weight, even for privileged people who have a normal and expected amount of stress. When expectations pile up, feelings of overwhelm arise, which can chip away at a person's good disposition. Physical education teachers help remove this albatross through an exercise curriculum that focuses on releasing negative emotions.
The feeling of Accomplishment and Self-Worth
Whether it's high anxiety or low feelings of depression, mental unwellness takes many forms and happens at different intervals. One uniting component might be the intrusive and untrue feelings of worthlessness that some students feel. Feelings of accomplishment can go a long way toward countering these negative emotions. When we achieve something, our self-worth meter rises, and there are many opportunities to accomplish this in PE class. The accolades need not be an astounding feat. Even the smallest accomplishments are worthy of merit.
Increased Focus and Motivation
Racing thoughts and cluttered minds often lead to emotional burnout. Young people have a unique set of stressors, and many worry about their futures. In this state, it's not uncommon for the elementary and teenage brain to become overburdened. And that leads to giving up. Exercise as it happens in PE class is known to increase focus and motivation, setting the framework for a clarity that hopefully can banish heavy emotions.
Creating Fun and Endorphins
To banish darkness requires light. It sounds a bit cheesy, but it's nevertheless true. Though fun itself can't erase mental health struggles, the endorphins we feel while having a good time remind us that the whole life thing is worth the energy, even during our toughest days.

Nutrition and Mental Health

It sounds farfetched at first, but it's a fact that serotonin manifests in the stomach. A recent study from Harvard Medical School explains it this way: "Since about 95% of your serotonin is produced in your gastrointestinal tract, and your gastrointestinal tract is lined with a hundred million nerve cells, or neurons, it makes sense that the inner workings of your digestive system don't just help you digest food, but also guide your emotions."

This brings new meaning to the term "happy tummy." But really, when you teach good nutrition habits, you're helping to make the following a reality.
Improved Bodily Constitution
As stated above, our diets impact our bodies as well as our brains, and not just in matters of academic performance. To get specific, the food we eat creates a gut environment and, ergo, manipulates the function of the brain and mood. Introducing good sustenance into our system impacts the way we feel each day. And that is inextricably linked to better mental health.
Increased Energy
If it reaches its lowest point, depression leads to a lack of function, with many people having trouble even getting out of bed. While no fruit or vegetable can reverse this brutal mental health situation, it's important to maintain a certain level of energy so that kids feel productive and worthwhile. Only a good diet can accomplish that.
Introducing Foreign Helpers
Our bodies do not create Omega-3 fatty acids by themselves, but we can introduce them into our ecosystem. To that end, though it's been vilified in the past, our brains require fat to function. It's a matter of whether we choose healthy, productive fats that improve brain function.

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Enhancing Mental Health with Physical Education

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The physical education classroom serves as a launching pad for a longer, happier, more productive, and more meaningful life.

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Bringing Social Justice, Trauma-Informed Teaching, and SEL Into the Art Classroom 

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Bringing Social Justice, Trauma-Informed Teaching, and SEL Into the Art Classroom 

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II.8 Methods to consider students lives outside of the classroom into consideration INSIDE of the classroom.

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The following article is written from one art educator's experiential lens. We recognize that it may not be safe or permissible to engage in these discussions at your school. We encourage you to keep your safety, your students' safety, your district regulations, and the parents in your community in mind at all times.
Many of us experienced trauma during the global pandemic throughout the past 18 months. We may have been isolated from loved ones and snatched from routine comfort, which greatly affected our mental health. Many of us had friends and family who contracted the virus, or we became sick ourselves. On top of COVID-19, we have seen spikes in anti-Asian, anti-Black, and anti-trans+ attacks. We saw an uprising following the deaths of George Floyd and Breonna Taylor. These events were traumatic to witness, even more so if you are part of an affected community.

Many of our students experienced trauma, too. Students can better learn new information and skills when they are in a stress-free environment or have a passion for a topic or content area. In the art room, we have the unique opportunity to provide a place for our students to process and learn how to cope with these traumas safely. Art is, at its core, self-expression. This school year is an important time to infuse social-emotional learning into our curriculums. Our goal as art teachers is to teach the whole student.

Let's take a moment to examine a few concepts before we dive into classroom application.

Trauma, according to the American Psychological Association, is an emotional response to a terrible event. Trauma-informed teaching is acknowledging that what happens outside of the classroom affects students throughout their day. It is not "extra curriculum" to add to everything you are already doing. Instead, it is a lens to reflect on your students and your teaching. Trauma-informed teaching might look like building in opportunities for reflection, understanding that student behavior is not personal to you, and employing coping and self-regulation strategies. As art teachers, we are trained in creating and implementing the curriculum. We are not licensed therapists. However, we can take what we know about trauma and trauma-informed teaching and apply it to create art classrooms where students feel safe and are receptive to learning the curriculum.
For more specific information on trauma-informed teaching, check out the following resources (listed alphabetically):
Trauma-informed teaching is tied to social-emotional learning (SEL). SEL centers around promoting self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. SEL is applicable in all classrooms and across all disciplines.
For more specific information on SEL, visit the following resources (listed alphabetically):
Social justice is another term that has received much attention because of the discrepancy in some of its principles, namely the use and implications of the terms equity versus equality. According to the National Education Association, "Social justice is about distributing resources fairly and treating all students equitably so that they feel safe and secure-physically and psychologically." Curriculums from your district or state may or may not have a social justice lens. If your school supports a social justice curriculum, we provide practical art classroom applications for various grade levels below.

Regardless of our beliefs about trauma-informed teaching, SEL, and social justice, as art educators, it is our job to teach our content area-art. We must foster an art classroom where all our students feel safe voicing their opinions and perspectives and nurture a love and appreciation for the arts.

Students cannot learn when they are stressed or surrounded by threats and negativity. This means we must create a safe and calm environment conducive to learning for every student. We do not want to support one student or group at the expense of another. If our curriculum allows for topics that can create uncomfortable or challenging conversations, we need to ensure our classroom does not encourage a " spiral of silence." This theory describes a phenomenon that occurs when a student or group of students isolate or exclude another student or group of students because of conflicting opinions. The fear of isolation and not being seen as popular can push a student or group of students to avoid sharing their differing thoughts. Their silence can distort perceptions of how widely accepted a viewpoint is in your classroom. It may foster an unsafe and unsupportive environment perpetuating the same marginalized behavior we are trying to stop.
If you need more resources on how to cultivate a safe classroom climate, check out the links below:
How can I bring a social justice curriculum and trauma-informed teaching together?

It is important to pair our social justice curriculum with trauma-informed teaching. With social justice learning in the art room, students can develop their own voices. They can also become empowered to stand up for themselves and others. Trauma-informed teaching acknowledges what happens outside of the classroom to students and how outside events affect their ability to engage with content. Perhaps students have personal experiences similar to what is being discussed or find something difficult to learn or process. Either way, students may shut down when learning about a difficult topic.

Both social justice learning and trauma-informed teaching require a lot of self-reflection. Many trauma-informed teaching and SEL goals guide a self-reflective process. By pairing these concepts together, students practice valuable coping and analytical skills while also learning to advocate for those around them.

Social-emotional learning goals and standards vary from state to state and sometimes from district to district. Are you wondering what they are where you teach? Here is a list with links to the twenty-nine states that have adopted statewide SEL standards so far.

Read on to learn some general grade-related goals and how to apply them to social justice learning in the art room.
These SEL goals are based on CASEL's CSI Resources. It may not be permissible to engage in discussions of racial equity at your school. Keep your district regulations, community, and state laws in mind as you craft your lessons and incorporate resources. Be sure to review all resources and preview all artists before sharing them with your students.
Grades K-3

A goal for grades K-3 is to recognize how their bodies feel when they become stressed or anxious.

1. Ask students to think about where they keep feelings in their bodies. What do they physically feel when they are happy? Sad? Scared? Silly?

2. Students draw self-portrait body maps.

3. Use different colors and patterns to represent where students feel different emotions.

Grades 3-6

A goal for grades 3-6 can be to demonstrate respect for members of various ethnic and religious groups.

1. Share age-appropriate autobiographical stories of refugees with your students. A great place to find some is the UN Refugee Agency website for educators.

2. Students read at least two stories and choose one person to create a piece of artwork about.

3. Students choose one part of the refugee's story to illustrate.

4. Students share the refugee's story and why they chose it with their peers.

Grades 6-9

A goal for grades 6-9 can be to practice self-calming techniques to manage stress. Some common self-calming techniques are deep breathing, self-talk, progressive relaxation, and guided meditation. While art teachers are not licensed therapists, we can incorporate mindfulness techniques. (If you are looking for more resources on art therapy, check out this PRO Pack. For mindfulness, check out this article or this PRO Pack.)

1. Lead the class through a few mindfulness exercises.

2. Students reflect on which exercise was the most effective for them.

3. Introduce zines. For a great zine lesson template, check out this article.

4. Students design a zine illustrating an effective self-calming technique.

5. Take this to the next level by making copies of the zines and distributing them via your school's counseling office.

Grades 9-12

A goal for grades 9-12 can be to practice opposing intolerance and stereotypes.

1. As a class, study artists who create art combating stereotypes. Some strong examples are Melanie Yazzie, Alanna Airitam, Dr. Fahamu Pecou, Kara Walker, Sonia Lazo, and Kim Leutwyler.

2. Analyze how different artists use compositional techniques and historical references to support their intent.

3. Students reflect on times they have seen or experienced harmful stereotypes.

4. Students brainstorm ways to celebrate a person affected by a stereotype visually.

5. Research different compositions and historical motifs.

6. Students create a celebratory portrait of their subject.

7. Compose a class gallery of all the portraits.

8. Include a short student-generated written reflection where students explain why they chose their subject. Students can also expand on artistic choices that promote positivity and celebration.

Focusing on trauma-informed teaching, SEL, and social justice takes time and self-reflection. While it may go above the standard job description of an art educator, this focus can allow you to cultivate a supportive and challenging artmaking environment for students. You can equip students to empower themselves, and those around them through the activities curated activities. Students can use their art to advocate for change for themselves and others and regulate their emotions. We hope you take time to reflect on the role these principles and practices may have in your art classroom this year.
What are some ways you are already applying trauma-informed teaching in your classroom? How will you incorporate SEL into your next unit? If you already integrate these principles into your classroom, how have you seen these benefit your students and school?
Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

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How to Bring Social Justice, Trauma-Informed Teaching, and SEL Into the Art Room

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Incorporating Students Native Language in PE

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Incorporating Students Native Language in PE

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Strategies for including English language learners in physical education. - Free Online Library

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Free Online Library: Strategies for including English language learners in physical education. by “VAHPERD Journal”; Sports and fitness Education English (Second language) English as a second language Multiculturalism Teachers

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III.14 These sketchbook prompts students to engage in self-reflection while enhancing their critical thinking and decision making skills

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50 SEL Sketchbook Prompts to Help Start Your Day

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Promoting Healthy Nutrition and Dual Language Development through Daily Singing in English and Spanish

by Carla B. Herrera, Two-Way Immersion Specialist

Download a PDF of this lesson plan →

Summary:

¡Come Bien! Eat Right! is a charming, educational bilingual collection of 36 songs (19 each in Spanish and English) and activities promoting healthy nutrition for children and adults by award-winning author, educator, and singer José-Luis Orozco. The songs provide the catalyst to ignite interest and enhance students' learning about good nutrition and healthy habits while developing oral language and early literacy skills in English and Spanish, for both first- and second-language learners, and engaging their families as partners in their children's education.

Suggested Grade Levels: Preschool, Transitional Kindergarten, K-2, and beyond

Countries and Regions: USA, Mexico, and all of Latin America

Cultural Group: For dual language learners, bilingual, or monolingual speakers of English and/or Spanish. more

These activities are particularly useful in a dual language classroom, first and second language development and biliteracy settings, but they also provide culturally relevant music and language awareness in any classroom or home setting.

Genre: Latin American, Children's Music

Instruments: Voice, body, palmas "hand-claps," percussion, rain stick, Brazilian percussion, more

Afro-Colombian percussion, conga, snare drum, marimbol, guitar, guitarrón, Cuban tres, electric tres, jarocho-style guitarra de son, jarana, leona, quinto sonero, requinto, bajo-sexto, accordion, violin, bass, upright bass, baby bass, requinto romántico.

Languages: English and Spanish

Co-Curricular Areas: Health and Nutrition, Science, Social Studies, English and Spanish Language Arts, English and Spanish Second Language Development

National Standards (of Music Education): 1, 3, 6, 8, 9
The target age of preschool to primary-aged children will participate in adapted developmentally appropriate activities as precursors to building proficiency by grade four, as related to: more

Content Standard 1: Singing, alone and with others, a varied repertoire of music

Students sing expressively, and with appropriate dynamics, phrasing, interpretation.

Content Standard 3: Improvising melodies, variations and accompaniments

Students improvise "answers" in the same style to given rhythmic and melodic phrases

Students improvise rhythmic and simple melody embellishments on familiar melodies

Content Standard 6: Listening to, analyzing, and describing music

Students demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures

Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices

Students respond through purposeful movement (E.g., swaying, skipping, dramatic play), to selected prominent music characteristics (E.g., meter, dynamics, tempo) or to specific music events while listening to music

Content Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts

Students identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music (E.g., foreign languages: singing songs in various languages; language arts ... geography ... songs related with various countries or regions)

Content Standard 9: Understanding music in relation to history and culture

Students describe in simple terms how elements of music are used in music examples from various cultures of the world (E.g., foreign languages: singing songs in various languages; language arts)

Students identify and describe roles of musicians in various music settings and cultures (E.g., orchestra conductor, folksinger, church organist)

Students identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use (celebration of special occasions, background music ...)

Students demonstrate audience behavior appropriate for the context and style of music performed.

Prerequisites: No prior musical knowledge needed for students to participate and succeed. The songs and activities provide the context for students' awareness to music, movement, conversations about healthy nutrition, and language development.

Objectives

Children, teachers and families will participate in: more

Singing, chanting and response to music

Developmentally appropriate activities and conversations for school and home about family traditions, healthy habits, nutrition awareness, moderate food portions and the five food groups.

Oral language and early literacy development in English and Spanish

Learn and discuss song-related English-language proverbs and Spanish-language dichos to develop first and second language skills in a culturally relevant way to involve children and their families at home and at school.

Practice nutritional-related vocabulary through the context of the songs

Promote language awareness about the similarities of Spanish and English words and cross-linguistic transfer through highlighting "cognates" - words that are very similar in sound or spelling, such as "fruit" in English and "fruta" in Spanish. Spanish words are italicized in word pairs for emphasis in word pairs: fruta/fruit.

Materials

¡Come bien! Eat Right! CD with song lyrics inside accompanied booklet more

CD player with speakers

Floor space large enough to move around

Percussion instruments, if available, to accompany songs

Routine classroom items as specified with each theme or song, some also to be made available for simple home activities

Chart paper to create lyrics large enough to be seen by a whole class

Construction paper to create student books of dictations and drawings

Crayons, scissors, paste or glue

Photos of foods from newspaper food advertisements and magazines

Paper plates

Real foods when possible to provide concrete experiences

If possible, set up a classroom dramatic play center. Provide props for a home kitchen with cultural utensils, including a molinillo - wooden tool used to froth chocolate. Provide opportunities related to professionals and roleplay for agriculture and food industry, grocery store, market or restaurant. Include writing tools and paper to make shopping lists and menus.

Lesson Segments:
Come Bien! Eat Right! Three Themes with Activities
An approach to develop three themes combines all of the Spanish and English songs as described below. Songs from the three themes are subsequently addressed entirely in Spanish and English language formats in separate sections.

Organization of Themes and All Songs listed by language and CD Track
Tracks 1 through 19 are sung in Spanish. Tracks 20 through 38 are English versions of the same songs.
1. Let's Share Our Cultural Traditions, Healthy Attitudes and Habits Together
Spanish Songs CD Track #
1 A la madre tierra damos gracias
2 Manos limpias
4 Come bien
14 Chocolate
English Songs CD Track #
20 Our Mother Earth Thanksgiving
21 Clean Hands
23 Eat Right
33 Chocolate
2. What's on my plate for balanced meals?
Spanish Songs CD Track #
3 La comida en mi plato
5 Sabrosos colores
18 Botana
19 Agua
English Songs CD Track #
22 The Food on my Plate
24 Tasty Colors
37 Snack
38 Water
3. Let's Investigate the Five Food Groups
Vegetables "Veggies"
Spanish Songs CD Track #
7 Verduras
8 Ensalada fresca
English Songs CD Track #
26 Veggies
27 Fresh Salad (Also for fruits)
Fruit
Spanish Songs CD Track #
6 Conga de las frutas
11 Compadre, cómpreme un coco
English Songs CD Track #
25 The Fruit Conga
30 Compadre, buy me a coconut
Grains
Spanish Songs CD Track #
15 Avena
16 Pan integral
17 Tortilla
English Songs CD Track #
Grains
34 Oatmeal
35 Whole Grain Bread
36 Tortilla
Protein
Spanish Songs CD Track #
9 La gallina de Juanito
10 Vamos a la mar
12 El baile de las legumbres
English Songs CD Track #
28 Juanito's Chicken
29 Let's Go to the Sea
31 The Legumes Dance
Dairy
Spanish Song CD Track #
13 Leche
English Song CD Track #
32 Milk

Let's Share Our Cultural Traditions, Healthy Attitudes, and Habits Together
A. Preparing the Classroom Environment and Practices to Promote Oral Language and Early Literacy Development in First and Second Languages with ¡Come Bien! Eat Right!

1. Begin each day by singing! Introduce new vocabulary through the songs to provide a context to focus on good nutrition, healthy habits and contributions from home traditions.

2. Plan room environment, spaces for learning centers and activities for whole and small groups that involve the five senses for active teaching and motivation for learning.

3. Set up a classroom dramatic play center. Provide props for a home kitchen with cultural utensils, including a molinillo - wooden tool used to froth chocolate.

4. Rotate the dramatic play center with props related to professionals and role-play for agriculture and food industry, grocery store, market, or restaurant. Include writing tools and paper to make shopping lists and menus.

5. Have students think, speak, and listen with partners about concepts from songs.

6. Use concepts to inspire shared writing and morning messages; extend to related activities for discussion or pre-writing that can lead to larger projects.

7. Use movement and percussion instruments to engage children.

B. Prepare for Activities to Introduce the Theme and Songs

1. In addition to teaching about healthy habits and good nutrition, present the songs to provide a meaningful context beginning with activities to teach

1. proverbs and Sayings/Dichos and affirm home language and culture

2. vocabulary in the context to present the songs

3. dual language development and awareness of cross-linguistic transfer and similarities by highlighting cognates - words that are similar - in both Spanish and English.

2. Create a large poster of lyrics for each song (teacher or adult-created)

1. Read lyrics from posters in shared reading activities.

2. After singing many times and children are familiar with lyrics, use print from lyrics to teach foundational literacy skills appropriate to grade level.

3. Create a collaborative class book with each song, place in classroom library for children to read.

1. Option 1: Whole Class Authored Book: Each children creates and illustrates a page with own writing or dictation about important concepts to remember from song. Pages are compiled into a classroom book with a student-decorated cover

2. Option 2: Small Group Created Book: Students work in teams or small groups to create several books, as above. Each group decorates a cover and more books are read over and over in classroom library during reading and center time.

4. Create collaborative classroom books and/or individual books to read and teach proverbs and dichos as well as sharing family traditions related to the songs.

1. In addition to the proverbs and dichos presented with each song, invite families to contribute their own favorite family sayings, proverbs, tongue twisters, riddles and rhymes to create collaborative classroom books and presentations in English and Spanish representative of all children and families.

2. Invite families to write, illustrate and record their own voices with available technology devices.

3. Compare the themes, cultural importance and vocabulary across the two languages. The Spanish language family contributions may contain dichos, refranes, proverbios, trabalenguas, y adivinanzas and rimas.

5. Invite families to come into class to share the origin of favorite recipes and help with cooking and tasting experiences. Learn about where families have come from. Share their origin and compare how favorite foods, recipes and preparation have changed or remained the same over time.

6. Talk about ways to protect Mother Earth by reducing trash: reuse items, creatively repurpose, and recycle plastics, glass, etc.

1. Investigate how trash and garbage are recycled or placed into local landfills

2. Plan and practice Reducing, Reusing and Recycling Practices at school and at home

3. Plan with children and families to help collect recyclables for classroom art and craft projects, and use in an art center.

7. Family Engagement Project Ideas

1. Create a home version of the Songbook with lyrics of ¡Come Bien! Eat Right!

2. Create a Poster Board to show Drawings and/or Photos of Family

1. May be designed as family tree or other creative display

2. Show favorite foods and/or family occasions when food is shared

3. Display in classroom

4. Invite families to visit classroom, view and discuss the displays

3. Cook together at home, share a favorite recipe

1. Sing Manos Limpias/Clean Hands while washing hands

2. Involve child in preparation of food, as age-appropriate

3. Talk about the ingredients and steps of preparation

4. Write out the recipe, child decorates the border on the page

5. Return page to school to be compiled into a classroom recipe book; teacher/school may make copies for families to share, read and try out at home

C. Lesson Segments: Sing the Songs in English
English Songs CD Track #
20 Our Mother Earth Thanksgiving
21 Clean Hands
23 Eat Right
33 Chocolate
1. CD Track #20 Our Mother Earth Thanksgiving

1. PROVERBS

1. The fresh food of the day, gives good health and happiness

2. Health is Wealth

2. VOCABULARY
Mother Earth, thankful, bounty, prosperity, good health
Introduce the Song:
listen to the Vocabulary in Context
In some countries, a special day is set aside each year for people to think about specific reasons to be thankful. In the United States and Puerto Rico, Thanksgiving Day is celebrated as a national holiday on the fourth Thursday in November every year. We spend this day enjoying traditions in the company of our family and friends. We share the delicious bounty of foods that our Mother Earth gives us, such as autumn's luscious vegetables, fruits and grains to bring us prosperity and good health.

Think and Talk:
What are our family traditions or ways we share food? What are favorite foods?

3. Giving Thanks

Think about, then name one, two or three reasons to give thanks and be happy today. Draw a picture, then write or dictate a sentence or paragraph, "I am thankful and happy today because ____________."

4. Protecting Mother Earth

1. Think, talk about, and plan ways for our class to show we are thankful for our Mother Earth by protecting our planet's prosperity and our good health. (Examples: Reuse items instead of throwing away; recycle plastics and paper, etc.)

2. Think about, and ask a friend about ways we can protect Mother Earth in our class.

5. Describing Family Traditions

Describe, then draw or paint about a happy family time or tradition with favorite foods from Mother Earth's bounty.

6. Family Engagement Projects

1. Use recyclable items for art and crafts from home to help protect Mother Earth.

2. Create and publish a class recipe book by asking families to share favorites.

3. Have children help to name the ingredients and list the steps to prepare.

7. Extensions at Home
We can live healthy, happier lives every day by thinking about why we are thankful about what Mother Earth gives us, and how we can protect our planet.

1. Think, talk, and share memories about meals or family traditions when we join together to enjoy foods from our Mother Earth's bounty.

2. Recall and talk about a favorite recipe shared by family members, relatives or ancestors

3. Take an inventory of foods at home that are grown in Mother Earth.

4. Think, talk about, and plan ways we can protect Mother Earth at home. Consider or discuss how the family recycles or reuses items instead of throwing them away.

5. Practice sorting recyclable materials at home.

6. Walk together on a family outing (such as to a park) instead of driving or using public transportation one day a week.

2. English Song CD Track #21 Clean Hands

1. PROVERBS:

Health, peace and love for a happy life.

2. VOCABULARY

1. health, peace, love, happy life, wash our hands, , water, soap, healthy, Pimpón, nice puppet, clean hands, dry and clean, healthy, brush our teeth

2. Concept of time:

1. before - after

2. before we eat - after we eat

3. Introduce the Song
Listen to the Vocabulary in Context:
Which is more fun ... washing our hands while we sing a song about the puppet Pimpón or enjoying a meal with our family or friends?
Singer/Author José-Luis Orozco's grandmother Doña María Victoria Ramos de Orozco taught him the sweet song about the puppet Pimpón, which is a very-well known song in Latin America. The song is adapted to make hand-washing and tooth-brushing fun!
Let's sing CLEAN HANDS while we wash our hands and brush our teeth. Our hands will be all clean, sweet smelling and ready to enjoy a delicious meal in good company of our loved ones! Then afterward, we'll have clean and healthy teeth for a friendly smile!

4. Talk and draw and about what you do during different times of the day:

1. Before eating - after eating

2. Before going to school - after going to school

3. Before doing homework - after doing homework

5. Creativity in the Art Center and Dramatic Play Area

1. Make a puppet like Pimpón out of recycled paper, cardboard or recycled material.

2. Use recycled materials or blocks to make a puppet theater and puppet show.

6. Physical Activity

While listening to the song, pantomime the motions of turning on the water, putting soap on the hands and then washing your hands. Make sure to scrub between the fingers, and on top of the hands as well as the palms. Then pretend to brush your teeth.

7. Extensions at home

1. Sing the song while washing hands.

2. Tell stories about Pimpón or other characters of favorite childhood songs, rhymes or stories.

3. Ask relatives to tell their childhood stories, proverbs, saying, or riddles and describe how they learned them.

Write, and illustrate, including information about the author of your own stories. Share with the class by talking and compiling into a collection of Our Class's Family Stories.

3. English Song CD Track #23 Eat Right

1. PROVERBS:

1. Healthy food and a daily walk for a lasting life.

2. The best medicine, healthy food from the kitchen

2. VOCABULARY:
centenarians, grandpa, grandma, grandparents, healthy, good, daily walk, lasting life, eat, healthy, right, nutrition, moderation, balanced, working out, labels, fat, carbs, sugar, salt, junk food, healthy foods

Introduce the Song:
Listen to the Vocabulary in Context
Do you know anyone who has lived to be 100 years old?

People who live to the age of 100 years or more are called centenarians. There are more known centenarians alive today in the United States than in any other country.

Of course there are many things that allow a person to live a long and healthy life, but let's sing EAT RIGHT to remind us about the importance of good nutrition and daily exercise to keep us healthy.

In some cases, our family members from earlier times ate more fresh food, less processed food, and did more physical activity in their daily lives than we may do today. Now we need to consciously plan daily exercise and activity.

1. Healthy Habits: Eating right and Physical Activity

1. Brainstorm how we can "eat right" as the songs suggest and do more physical activity or exercise to help us live a long healthy life.

1. What does "junk food" mean in the song?

2. What makes food "nutritious" and either healthy or "not healthy?'

2. Fold a paper in half and write headings on each side:

1. Yes - healthy food

2. No - "Junk food", not healthy

3. Cut out and classify photos of various foods from newspaper ads or magazines into the two groups:

1. Yes - healthy food

2. No - "Junk food", not healthy

3. Share the activity and pictures with your friends talk about each other's pictures

4. Which foods do you see in common?

4. Draw and label individual pictures of all the foods and beverages you have consumed in the last 24 hours

5. Talk about which foods and beverages belong in each category and share your results

2. Physical Activity

1. Let's run around the playground before an active game during recess. Let's move and dance! Think and share with a partner, "My favorite physical activity is ______________ because ____________________."

2. The great beat of the song allows for different physical activities. Create different difficulty levels from marching to the beat of the song to jumping in and out of two lines of masking tape.

1. Tape two long parallel lines and decide the steps for coming in and out of the lines. Invite the children to follow along clapping to the song.

2. If necessary, have three or four sets of lines so the children don't have to wait their turn.

3. For Further Research and Discussion

1. Why is exercise/physical activity necessary?

2. Which exercises/physical activities help to strengthen the heart?

3. Why is some food called "junk food"?

4. How can the foods I like be prepared in the healthiest way?

5. How do some people live to 100 years old? What is their life style?

6. What do we need to do in order to live to be 100 years old?

4. Extensions at home

1. At home, find and read the labels of packaged food, such as bread or cereal, as well as canned food you may have available.

2. Let's ask our families what they know about our ancestors' way of life to learn about the customs and traditions of our rich cultural heritage. Let's go for a walk together or play an active game at the park! Let's move and dance!

4. English Song CD Track #33 Chocolate

1. PROVERB:

Drink chocolate, pay what you owe..... - A popular line from the traditional Cuban song "El Bodeguero" or The Grocer

2. VOCABULARY:
One, two, three, chocolate, stir, molinillo

3. Cognates: chocolate/chocolate
Introduce the song with vocabulary development for first and second language:

1. Sing the song with gestures, demonstrating the meaning of "stir" and the Spanish term "molinillo. The molinillo is a wooden whisk-like tool used to froth drinks and is an important artifact in the history of chocolate, representing the encounter between the New World and the Old World.

2. Phonological awareness: Sing and segment, emphasizing syllables in the Spanish word "cho-co-la-te."

3. Sing slowly, then faster along with the recording to develop pronunciation and fluency in Spanish.

4. Dramatic Play Area

In the kitchen center, include cultural tools and utensils, such as the wooden molinillo used to stir and foam hot chocolate, the molcajete (stone or modern plastic mortar and pestle), etc.

5. Family Engagement

Make hot chocolate, sing the song while using the molinillo to stir, beat and create foam on the top.

A. These songs lead to conversations for children and families to think about, observe and discuss which foods they choose during meals and snacks. The awareness helps them consider which foods to select for healthy snacks and reminds them of the importance of water to stay hydrated.

English Songs CD Track #
22 The Food on my Plate
24 Tasty Colors
37 Snack
38 Water
1. CD Track # 22 The Food on my Plate

1. PROVERBS:

1. The fresh food of the day, gives good health and happiness

2. Health is Wealth.

2. VOCABULARY:

1. choose, wisely, well-balanced, five, moderate, portions, food, plate, salad, vegetables, fruit, protein, grains, dairy, milk

2. First and Second Language Development: Cognates: balanced/balanceada; moderate/moderada; portions/porciones; plate/plato; salad/ensalada; fruit/fruta; protein/proteína; grains/granos

3. There are Introduce the Song:
Listen to the Vocabulary in Context five food groups; each is important, but not all are the same serving sizes for children to grow strong and adults to remain healthy:
1.Vegetables
2.Fruit
3.Protein
4.Grains
5.Dairy products

Do you know how many food groups there are for good, well-balanced nutrition?
Let's sing and learn about how to choose moderate portion sizes wisely on our ideal plate. The largest portions should be vegetables and fruit, very delicious in fresh salads! We can get the protein our bodies need from various foods. We can enjoy vegetables and fruits that contain protein, such as broccoli and avocado. Beans and other legumes contain lots of protein. We should eat moderate portions of meat, fish and poultry. Important grains are found in whole wheat bread and tortillas. Milk, cheese and yogurt enrich us with dairy products. People who are lactose-intolerant may drink almond milk or soy milk.

3. Let's make our plate!

1. Provide children with a paper plate and magazines or grocery advertisements that show pictures and photos of food items that can be cut and glued onto their plates.

1. Younger children may need to have pre-cut pictures of food items.

2. Children and their family members can do this activity together. They should be encouraged to discuss the various food choices with each other as they are working on their plate activity.

3. Ask the children to look at each other's plates and give them an opportunity to talk about the foods they chose.

Explain that eating a variety of foods can help their bodies to grow and be stronger as well as have energy to work and play.

4. Encourage their discussion by asking:

1. How many foods do you have on your plate?

2. What colors are the foods on your plate?

3. How do you think the food helps your body?

4. What do we need to learn about food to make healthy choices for meals or snacks?

5. What is an important liquid to drink during the day?

4. Physical Activity

1. Provide each child with ribbon, crepe paper or a scarf, alternating the colors in groups of five. If possible, color code, using:

1. green for vegetables,

2. red for fruits,

3. white for dairy,

4. orange for grains

5. purple for protein.

2. Create a large "plate" with string, masking tape or a hula hoop for children to move around.

3. Have the children stand in groups by color. As the song plays, they will move around the room, waving their ribbons. As each food group is named, they should raise their ribbons together. By the end of the song they should be in groups of five - one group for each of the five food groups.

5. Extensions at Home

2. English Song CD Track # 24 Tasty Colors

1. PROVERB:

A colorful and friendly plate for a healthy life!

2. VOCABULARY:
bright, colors, fruits, veggies, springtime, vitamins, minerals, meals, joy, flavors, delicious

3. colors/ First and Second Language Development: Cognates:
colores; fruits/frutas; veggies, vegetables/Introduce the Song:
Listen to the Vocabulary in Context
Have you noticed that fruits and vegetables are available in many vibrant colors? Some fruit may be bright yellow, such as bananas, yet apples can shine as red, green or yellow. Some veggies are very orange, such as carrots, but beets can be purple, yellow or orange. Each fruit and vegetable is unique, delicious, full of color and full of vitamins and minerals. Each one is special and unique - just as our friends and we are all special and unique!vegetales; natural/natural; vitamins/vitaminas; minerals/minerales; delicious/deliciosos

4. Make concrete graph of fruits or vegetables

1. Invite children to bring in a fruit or vegetable from home. Along with friends, look at and compare their favorite fruits and vegetables.

2. Favorite fruits: Line up the fruits or vegetables to make a graph and see if more than one person chooses the same favorite.

3. Fruit colors: Compare the fruits or vegetables and line them up again to make a new graph by color only.

1. Are there different fruits and vegetables that have the same color?

2. Are there similar fruits or vegetables that have a different color?

5. Family Engagement

1. Enlist an adult to cut the fruits and vegetables from the real graph as described previously into pieces to discover something new:

1. Compare and contrast:

1. Which fruits and vegetables have the same color inside?

2. Which fruits and vegetables have a different color inside than the rind or skin on the outside?

2. Think, pair and share what you have discovered.

6. Plan a field trip to a local store or market.

1. Let's visit and search at the grocery store, market to discover how many different colors of fruits and vegetables we can find.

2. Option: If not possible to visit a store or market, use photos from food advertisements or magazines to discover the colors of fruits and vegetables.

7. Extensions at Home

Let's also look at home to find which colors of fruits and vegetables we have to make our own meals.

3. English Song CD Track # 37 Snack

1. PROVERBS:

1. Choose your snack wisely.

2. For a healthy and happy life, a delicious botana (snack) and also a song with a guitar and a jarana (Mexican string instrument)

2. VOCABULARY:

1. healthy snack, home, school, park, peanut butter, jelly, burrito

2. Spanish words: Jarana - string instrument, typical of Veracruz, Mexico; botana - snack

Introduce the Song
Listen to the Vocabulary in Context

Introduce the song with vocabulary development for first and second language:
What is a botana? When you need a little bit of energy, you eat a botana. Botana is a Spanish language word that means "snack." Spanish speakers use other words to say "snack" in Spanish, depending on the region or country where they are from. Many people say "bocadillo," " picada" or "merienda" to explain about their snacks. A botana (also bocadillo, picada or merienda - snack) is a little bit of food to eat during the afternoon or evening, in between large meals, such as between lunch and dinner.

A botana (snack), such as a burrito with peanut butter can be a healthy treat. A botana (snack) is for you, for everyone and me.

Interesting Points about Regionalisms in the Spanish Language

Do you know another Spanish word to say "maní" (peanuts)? It is very interesting to compare different words and names in the Spanish language that are used in various countries and locations where Spanish is spoken. Language is influenced in different regions when people new have experiences and contact with others from other backgrounds. For example, the Spanish word in the song meaning peanut is " maní. "

People may use a variety of words to describe foods and customs, depending upon their family origins. For example in México, the word used for peanut may be "cacahuate" instead of "maní." Cacahuate comes from "cacahuatl" the Nahuatl language of the Aztecs.

The Aztec people and the Nahuatl language have great importance and influence in the history, culture and even the Spanish language of México. When Spanish explorers arrived to the Américas and called it the New World, they found new ideas, customs and food, such as corn, cacao for chocolate and more. Nahuatl language words that end in "atl" like chocolatl, cacahuatl and aguacatl, have been adapted and transformed into Spanish words that end in "ate" such as chocolate, cacahuate and aguacate - chocolate, peanut and avocado!

1. Physical Activity

This song conjures the Caribbean sounds of Veracruz where the zapateado is danced. The dance uses quick steps in point and counterpoint, similar to Irish clogging and to a lesser extent tap dancing. Invite the children to move their feet in an accompanying rhythm as they dance around the room.

2. Family Engagement

1. Talk about the variety of words you have heard, including the word botanafrom the song. Are there other words in Spanish or English you know? Examples of words in Spanish might be guisantes/chícharos, china/naranja, albaricoque/chabacano, etc.

2. What words do you use in English? Are there varieties of words that mean almost the same thing? Examples: hot dog/wiener/sausage; bun/roll/hoagie, etc.

3. What word do you use to describe a ?
A botana (snack) is a little food to be eaten between regular meals, but is not intended to take the place of a meal. Plan some healthy and fun snacks with your children that can be prepared ahead of time. Talk about what they like when they are hungry and need some energy, such as after school. Plan together and place snacks into small bags, such as a cup of fresh or dried fruit, slices of vegetables cut into interesting shapes. Discuss where a healthy snack may be eaten for more energy, such as at school, home or a walk to a local park.

4. English Song CD Track # 38 Water

1. PROVERBS:

1. Water is the perfect drink for a long lasting life.

2. Water is life, it must not be wasted.

2. VOCABULARY:
perfect drink, drink clean fresh water, nutrients, removes food wastes, protects vital organs, regulates body temperature

3. Introduce the Chant:

1. Write the chant onto a large chart, or onto sentence strips placed into a pocket chart.

2. Divide the sentences of the chant to be read by small groups or team.

3. Have each team think of a movement to demonstrate the meaning of the sentence.

4. Read and chant along with the recording following the same rhythm, and act out the meaning through the movement.

5. Think and share with a partner:
"Water is the perfect drink for a long lasting life. One way water helps my body is ______________."

4. For Further Research, Family Engagement and Extensions at Home

1. How do we know which water is safe to drink?

2. Can we drink water from a river? How do we know?

3. Why can't we drink water from the ocean?

4. Drink water instead of sugary drinks

5. Discuss and practice drought-saving techniques to conserve water

This theme follows the Theme II "What's on My Plate for Balanced Nutrition?" Post the lyrics on charts and involve families by providing individual songbooks to sing at home and practice early literacy activities in Spanish and English.

Students and families have spent time getting to sing and talk about a healthy plate with moderate portions from the five food groups. Now focus further on the exploration and tasting of foods from the five food groups.

1. PROVERBS:

1. With veggies life endures. With veggies life is good.

2. With veggies and greens, we keep strong and lean.

2. VOCABULARY:
ages: kale, spinach, chard, broccoli, cucumbers, cauliflower, cilantro, lettuce, bok choy, zucchini, nopales, carrots, bell peppers, avocado, celery, pumpkins, green beans, cabbage, tomatoes, sweet potatoes, asparagus, eggplant, artichokes, beans, beets, corn

3. First and Second Language Development: Cognates:
brócoli/broccoli, coliflor/cauliflower, tomates/tomatoes

4. Words that keep the same meaning, do not change language and are used universally by their original term: cilantro, bok choy, frijoles

5. For Research and Discussion:

1. What are vegetables? How do we know something is a vegetable?

2. How do vegetables grow? What is the best climate or conditions for vegetable to grow?

3. Explore different ways to prepare vegetables

4. Use your senses to compare how vegetables look, feel and taste.

5. What happens to vegetables over time? Observe and draw how you see vegetables change over a 3 week time period.

6. Family Engagement and Extensions at Home

2. English Song CD Track # 27 Fresh Salad (Also for fruits)

1. PROVERBS:

1. Eat to live, don't live to eat.

2. Fresh salad of the day, for good health and happiness.

2. VOCABULARY:
fresh salad, lettuce, carrots, tomato, onion, salt, pepper, lemon

3. First and Second Language Development: Cognates: ensalada/salad, tomate/tomato, sal/salt

4. Introduce the Song

5. For Further Research and Discussion:

6. Family Engagement and Extensions at Home

1. Observe and taste fruits named in the song.

2. Memory game:

1. Look for photos in magazines and newspapers to make flash cards.

2. Make two copies each of every vegetable "veggie" into a flash card.

3. Play in pairs of two students. Place all cards face down, then each player flips two cards over at a time, revealing the photos. The objective is to find matches of pairs of identical flashcards.

4. Continue playing until all pairs have been found. The winner is the person who has most pairs of matching cards when all cards are turned over.

B. Fruit
1. English Song CD Track # 25 The Fruit Conga

1. PROVERBS: An apple a day keeps the doctor away.

2. VOCABULARY:
fruit, conga, bright colors, delicious flavors, salad,paletas, aguas frescas,
Red fruits - strawberries, cherries
Green fruits - apples, pears
Yellow fruits - bananas, pineapples
Purple fruits - figs, grapes
Orange fruits - peaches, oranges
White fruits - coconuts, lychees

3. First and Second Language Development: Cognates conga/conga, fruta/fruit, banana/banana, lichi/lychee

4. Bonus words that have some similarities: piña/pineapple, coco/coconut, pera/pear, higo/fig

Spanish names of foods and beverages that are sometimes used with an English pronunciation: paletas - frozen fruit treats; aguas frescas - a delicious drink made of fresh fruit

5. Practice the names of the fruits from the song, plus real fruit, plastic fruit, photos or drawings to:

6. Physical Activity

7. Family Engagement

Invite families to talk about variations of names, pronunciations and types of fruit, such as apricot or tomato in English

8. Extensions at Home

Dance and share different rhythms and types of dances that can be done in group following a leader, such as a conga line, other line dancing, square dancing, etc.

2. English Song CD Track # 30 Compadre, Buy Me a Coconut

1. PROVERBS

He who plants a coconut tree, plants food and drink, vessels and clothing, a home for himself and a heritage for his children.

2. VOCABULARY:
coconut, I buy
Amounts - Very little, few
Little - more - most

3. Physical Activity:

4. Family Engagement and Extensions for Home

1. Share "tongue twisters" that family members know in English.

2. Talk about families and relationships among friends. What does the word Compadre" mean?

1. PROVERB:
Oatmeal makes a good morning meal.
- José-Luis Orozco

2. VOCABULARY: oatmeal, almond

Compound word: oatmeal

3. Cognates: almendra/almond

4. Physical Activity

1. Organize the children to stand in a circle and play "Oatmeal."

2. Start by moving to the left, then stop and crouch down when you hear "with fruit and almonds."

3. Then move to the right, stomp and crouch down the next time you hear "with fruit and almonds."

4. Continue back and forth, switching directions each time you hear "with fruit and almonds."

2. English Song CD Track # 35 Whole Grain Bread

1. PROVERB: Sorrow tastes better with bread

2. VOCABULARY:
bread, whole grain, hot, delicious, baker

Word families: bake, baker, bakery

3. Family Engagement and Extensions at Home

1. Five senses

1. Ask family members to describe if they have memories of:

1. the fragrance of freshly baked bread,

2. the sound of the Baker's bell on a bicycle or in a Bread Truck

3. Interview someone who remembers seeing a baker deliver bread in Mexico or any other country.

4. various shapes of bread loaves

5. different textures of bread or other baked goods

3. English Song CD Track # 36 Tortilla

1. PROVERB: When there is no bread, there is a tortilla.

2. VOCABULARY:
corn tortillas, flour tortillas, (mami) mommy, papi (pappy), quesadilla, taco, tostada, enchilada, chilaquiles, nachos, burritos, sopapilla

3. First and Second Language Development Observation:
Spanish words that are names of food have become widely used with an English pronunciation, such as tortilla, quesadilla, taco, tostada, enchilada, chilaquiles, nachos, burritos, sopapilla, etc.

4. Innovations: Build your own sentences:
If you want ____________, you need a tortilla.
If you want ____________, you need a tortilla.
Tortilla, tortilla, you need a tortilla.

5. Physical activity

Pretend to make tortillas, rolling them out at the beginning of the song and then clap your hands while making tortillas.

6. Family Engagement and Extensions at Home

1. Observe the changes in the shape of a tortilla when it is heated to be served for a meal

2. Make flour or corn tortillas with the help of an adult

D. Protein
1. English Song CD Track # 28 "Juanito's Chicken"

1. PROVERB: Which came first, the chicken or the egg?

2. VOCABULARY:
egg, lit, fire, brought, salt, cook, chubby one, ate it all up, lays ten eggs
Counting 1- 10, count, clap

3. For Further Research and Discussion:

What food products do animals give us? Examples: chickens give us eggs; cows give us milk, etc.

4. Physical Activity

Make a large circle and dance in place. When the chicken starts to sing (counting "co"s), jump for each "co".

5. Extensions at Home

Explain the saying: Which came first, the chicken or the egg?
Ask family member to recall and recite nursery rhymes, finger plays and favor sayings.

2. English Song CD Track # 29 "Let's Go to the Sea"

1. PROVERB:
If someone gives you a fish, you will have food for one day. If you learn how to fish, you will have food all your life.

2. VOCABULARY:
sea, fresh fish, tasty, red-mouth fish, wooden dish
Word families: mar - marine - marina

3. Build your own sentences:
Let's go to [noun: place/location]________
To eat ___ [noun: food] ______
___[adjective]___ , ___[adjective]___
In a ___ [noun] ________

4. Physical activity

1. Ask the children to sit in a circle and pretend they are going to the sea to fish. Between the actions they can tap their hands on their legs or the floor to emphasize the "tun tun" sound.

2. Alternate: children can walk to the sea, fish, and put the fish into a dish then take big steps for the "tun tun" between the phrases.

3. English Song CD# 31 "The Legumes Dance - We Have Fiber"

1. PROVERB: Beans, beans, they are good for your heart.

2. VOCABULARY:
beans, heart, cha cha cha beat, pinto bean, legumes, fiber
Counting - one, two, three
Directions - Right, left, front, back, full turn
Heel, toe, steps, hop

3. First and Second Language Development: Cognates: legumbres/legumes

4. Physical Activity: Learn to dance the Cha Cha Cha!

1. Partner as characters from the song:

1. Sr. Little Pinto Bean with his partner Sra. Lentil

2. Sr. Chickpea with partner Sra. Lima Bean

3. Sr. Little Green Pea with partner Sra. Alfalfa

2. Practice the steps with the children and then enjoy the dance.

3. Either clap or wiggle hips each time you hear Cha Cha Cha: This is the dance of the legumes

Heel and toe with the right foot
Heel and toe 3times, cha, cha, cha
Heel and toe with the left foot
Heel and toe 3times, cha, cha, cha

Three steps to the right/left
One step, two steps, three steps, cha cha cha
Full turn to the right/left,
Three hops to the front, one, two, three, cha, cha, cha
Three hops to the back, one, two, three, cha, cha, cha
Heel and toe

5. Family Engagement and Extensions at Home

1. Dance and move to follow along the lyrics of the song.

2. Make up your own dance movements!

E. Dairy Products
English Song CD# 32 "Milk&lrdquo;

1. PROVERB: Milk for healthy and strong bones.
- José-Luis Orozco

2. VOCABULARY:
ranch, milk, calcium, bones, strong, healthy, almond milk, soy milk, rice milk, coconut milk, cow milk, goat milk; to buy ________

3. First and Second Language Development:

1. Sequence - forward and backwards, role play

2. Cognates: calcium/calcio; sane/sano; almond/almendra; soy/soya; coconut/coco

4. Family Engagement and Extensions at Home

1. Go shopping to a Dairy or dairy section in supermarket: look for various types of milk and milk products.

2. Find how many types of milk named in the song are available

3. Find how many products derived from milk and containing calcium are available, such as cheese, cottage cheese and yogurt, etc.

4. Compare the amounts of calcium, vitamins and sugar contained in cow's milk and other types of milk named in the song.

Which type of milk has more nutrients?

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¡Come Bien! Eat Right! - Lesson Plan | Smithsonian Folkways Magazine

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Promoting Healthy Nutrition and Dual Language Development through Daily Singing in English and Spanish

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How to foster relationships with students through writing exercises

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How to foster relationships with students through writing exercises

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Here are a few strategies that we use to build and maintain positive student-teacher relationships.

1) Regular Check-Ins

The simplest way for teachers to get to know their students is by talking with them on a daily basis. This can easily be done by "checking in" with a few students each day, either before class, while they are working at their desks, or after class. Taking this time to ask students about their experiences, both inside and outside of school, helps to build a genuine relationship, one where the students feel that their teacher takes an interest in their lives.

2) Reading Student Writing

Another simple way for teachers to learn about their students is by reading what students write. Sometimes they feel more comfortable sharing through writing, and a quick note from their teacher can mean a lot. There have been many times we have learned about our students' feelings, problems and successes by reading their weekly written reflections.

3) Teachers Writing About the Classroom

Students can also read what the teacher has written, especially when this writing is about the class and about the students. In today's world, many teachers already blog and write about their teaching experiences. However, they may not take the extra step of sharing this writing with their students. This can be powerful on a number of levels, but in terms of relationship building, it shows students that the teacher thinks about them outside of the classroom. Taking a few minutes to write about the class (whether it is a simple reflection on how a lesson went, how a student demonstrated an exceptional insight, or sharing a few successes and challenges from the week) and then sharing this writing with the class can increase trust and respect between the teacher and the students.

When students feel that they "matter," their levels of motivation and achievement are more likely to increase. Joanne Yatvin explains this idea in the context of the "Hawthorne effect" -- the results of a well-known study of workers in a Michigan manufacturing plant where lights were dimmed so workers had a hard time seeing, and production actually increased. Yatvin argues that this study is often interpreted as illustrating "the fact that human subjects who know they are part of a scientific experiment may sabotage the study in their eagerness to make it succeed." However, she points out a deeper meaning which reflects the importance of students feeling valued in the classroom: "When people believe they are important in a project, anything works, and, conversely, when they don't believe they are important, nothing works." In other words, when students believe they are an important part of the educational process, then they will act like it! Having students see that teachers are writing about their insights and their successes publicly, whether on blogs or in emails to other teachers, is just one more way to show them they are an important.

4) Teacher/Student Letter Exchange

A good way for teachers to introduce themselves is by writing a brief letter to the class during the first week. This letter can serve as a model for students to follow as they write back to the teacher. The teacher's letter could be simplified depending upon the level of the class, and the teacher could give beginning students sentence frames to scaffold their letter. (My name is _______. I am ______years old. I was born in _______.) This activity helps teachers learn more about their students and also provides a quick sample of each student's writing. It can be helpful to keep on hand copies of both the teacher letter and the instructions for the student letter to give new students as they enter the class later in the year.

5) Weekly Reflections

One way for teachers to stay connected to students is by having them write a weekly reflection. This reflection could simply be a journal or responses to questions. The teacher can structure the journal prompt or questions as an invitation for students to share their feelings, concerns and questions about the class and about their lives outside the classroom. (What classroom activity did they like the best this week and why? What are their weekend plans?) Reading student reflections can help teachers "take the pulse" of the class -- which activities are being enjoyed, areas of confusion, pacing issues, etc. Teachers can immediately make adjustments, offer feedback, and address any concerns. Teachers also gain important information about what is going on in their students' lives, and can use this information as "talking points" when they speak one-on-one with students. These reflections can also function as a formative assessment.

6) Evaluations

A teacher can build trust with students by asking them to anonymously "evaluate" his/her teaching and use the results to reflect on his/her practice. This could be done by distributing a quick survey or set of questions about class activities, the teacher's style, the pace of the class, etc.

7) "Talking and Walking"

Having one-on-one conversations with students about their goals, interests, struggles, etc. can be difficult to do during class time. One way to quickly connect with students is to take a brief walk around the school campus. This five-minute conversation could take place before or after school, or even during a teacher's prep period (if they make prior arrangements with the student's teacher for that time). These talks can strengthen the teacher/student relationship and can also be helpful when getting to know new students or when dealing with students who are having behavior challenges.

This is not a comprehensive list of ways that teachers can develop positive relationships with English-Language Learners and other students. What are suggestions that you would add?

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7 Tips for Building Positive Relationships with English-Language Learners

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Teachers Larry Ferlazzo and Katie Hull Sypnieski share seven suggestions for reaching out to and gaining the confidence of English-language learners in the classroom.

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Faculty Focus | Higher Ed Teaching & Learning

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Being culturally responsive is a critical and necessary feature of our interactions with one another. It is also vitally important in the context of education. Culturally responsive teaching is an approach that "empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes" (Ladson-Billings, 2014). The following practices provide five essential strategies for how educators can make their learning environments more culturally responsive.

1. Know your students

Learning about our individual students is critical in how we design our curriculum and deliver it. As instructors, it is our duty to learn the behaviors, backgrounds, and challenges our students face so we are better equipped to address them. An effective way to learn about students is to break the ice with them in the first few class meetings. This can be accomplished by brief survey questions, student inventories, interviews, or questions that can be tailored to be increasingly sophisticated depending on student level. Questions might include information about students' likes and dislikes, personal interests, responsibilities outside of school, and especially their opinions about courses and/or teachers they have perceived to be effective or ineffective. With more mature students, we may ask questions about their experience with racial incidents inside or outside of an academic environment. Very often students will share personal experiences that have deeply affected them. Eliciting this kind of information can assist educators in better meeting their students' needs. In addition to breaking the ice at the beginning of the semester, it is also essential to engage in regular check-ins with our classes. Sometimes during a semester or school year, situations may change. Students may end up homeless, deal with a parent remarrying or divorcing, or cope with their own life-changing circumstances. The more we know about them, the better we can empathize with their situation and provide them with assistance.

2. Be aware of your own personal biases

Bias can exist in many forms and often stems from inherent world views that were inculcated in us during childhood. Our beliefs and biases are also shaped by our education, family, friends and peers, and may take many forms such as religious, gender, cultural, academic, or something less consequential as color, food, or size among others.

In an educational setting, teacher bias is often a very real issue. We see it regularly in classrooms in which a student perceives the teacher as being unfair or that grading practices are not consistent from one student to another. This perception may or may not be accurate and being unaware of our biases may influence pedagogical decisions. For example, in a predominantly white, middle-class community, unfortunately, teachers may lower expectations based on a student's culture and/or race. Unconscious biases can also contribute to flawed thinking. For example, implicit bias may result in a teacher thinking women can't excel at math or that introverted, quiet students don't understand the lesson because of their limited participation. Being cognizant of the fact that we all have biases will not change them, but it may help us make more informed decisions and value differences from various perspectives so we are not perpetuating inequality.

3. Transform your pedagogy and curriculum

Teachers are now more mindfully revisiting how to facilitate lessons that are culturally responsive due to the critical need in our changing times. While districts begin to work toward meaningful changes, there are specific steps teachers can take to transform both course curriculum and pedagogical practices.

In the area of curriculum, a number of different strategies can be implemented in terms of three areas: course content, methodology, and assessment.

First, when it comes to content, materials and readings used in the classroom should reflect the diversity of the students in class and the diversity of the contributors in the field of study or discipline. Teachers should also recognize how their choices of readings, examples, analogies, videos, and other content may be biased or may reinforce stereotypes. Curriculum should also be reviewed to ensure there are no hidden forms of oppression, and activities used in class should be created to be mindful of the impact they may have on students.

Second, pedagogy should be inclusive which means that course work should be meaningful for students, designed to encourage them, effectively meet their needs, and invite collaboration. Teachers should ensure that varied and frequent active learning techniques are being used. This can include discussions, group work, experiential learning, debates, presentations, and team projects, to name a few. Activities and lessons should be presented in multiple ways to address the varied learning styles of students, and learning support or scaffolding should be incorporated to gradually build upon the skills that students have acquired. Giving students an opportunity to reflect on what they have learned can provide insight into their progress and areas that may need more attention, but it can also reinforce learning and help them make connections to their own life experiences.

Finally, in the area of assessment, we can use multiple measures to assess student learning and acquisition of knowledge. Students should be invited to share knowledge in multiple ways which include not only traditional tests but low-stakes quizzes, quick writes, homework, responses to class questions, and group discussions, as well authentic assessments such as life history interviews, personal stories, autobiographical journaling, and portfolios to demonstrate and personalize learning. Students should be allowed to accumulate grade points in a number of different ways, not just through midterms and a final. Finally, teachers should clearly communicate the purpose of assignments and activities, and the knowledge and skills that will be gained by doing these.

4. Respect and reinforce student culture

Each student comes to our classroom with a set of behaviors, beliefs, and characteristics that make that student unique. Coupled with this are the value systems, languages, religious beliefs, and ways of life that also contribute to their self-identity. By valuing each student's culture, we contribute to their self-concept, which in turn influences their academic success. It is also imperative to validate a student's culture by connecting their outside experiences, daily life, and background knowledge to what is occurring in the classroom in terms of the interactions and the learning that is taking place. There are a number of ways that teachers can embrace culture in the classroom.

Sharing and listening is an important way to validate culture. Students should be encouraged to listen effectively, and this is something a teacher can model in terms of good listening skills. Students should be given opportunities to share their feelings, beliefs, values, and perspectives, and they should be taught to receive and embrace this information, while still honoring the differences of their classmates. Activities and learning opportunities that allow students to celebrate both their own culture and those of others should be incorporated into lessons.

Teaching methods and instructional practices are another way to support and validate a student's culture and language. Include readings, videos, poems, songs, and other materials where students will see and hear people who look like them. Inviting guest speakers to class or joining an online event is another way to embrace culture and a student's background. Spend time understanding your students so you can teach to different cultural backgrounds and interests. Also, be sure to incorporate universal design wherever possible to accommodate the needs of all students.

5. Involve family and community

Making a classroom more culturally responsive means engaging families and communities in the academic lives of students. Research has shown when parents and communities are involved, students are more likely to attend school regularly, complete homework, earn better grades, have better social skills, maintain better relationships with their parents, and have higher self-esteem. Involvement can occur several different ways, including parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community.

Educators should communicate with families, not just when there is a discipline issue, but when something positive occurs. Open and honest communication with families can lead to greater trust and develops a nurturing relationship which allows teachers to ask questions and learn more about their students and their backgrounds. Reaching out before the school term begins and providing ways parents can communicate with you can be very helpful. Teachers might even invite parents to complete an interest survey to better understand their students. Dialoging with parents about community or support resources to strengthen schools can not only lead to increased awareness but can also build the community relationships that are necessary to support students. Many schools also ensure translators are available for families and provide transportation vouchers to enable them to attend school meetings and events. Finally, making time for impromptu conversations and organic check-ins can enable families to feel more included and more comfortable.
Meena Singhal has taught K-6, college, and university education. She holds a BA/BEd in English and elementary education, a masters in TESOL, and a doctorate from the University of Arizona, Tucson. Sudeepa Gulati is a professor with teaching experience from K-6 in French, English, and Spanish, and has a background with college teaching in Canada and the US. She holds two bachelor degrees from Universite Laval in Quebec, Canada and a masters degree from University of Toronto. References
Gloria Ladson-Billings (2014) Culturally Relevant Pedagogy 2.0: a.k.a. the Remix. Harvard Educational Review: April 2014, Vol. 84, No. 1, pp. 74-84.

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Five Essential Strategies to Embrace Culturally Responsive Teaching

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The following practices provide five essential strategies for how educators can make their learning environments more culturally responsive.

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Differentiated Instruction for English Language Learners 

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Differentiated Instruction for English Language Learners 

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The new question-of-the-week is: How can you best differentiate instruction for English-language learners in a "mainstream" classroom?
There are millions of English-language Learnes in U.S. schools, and many - if not most - of them are in mainstream classes with students who are much more proficient in English. Given that situation, how can teachers best differentiate instruction for ELLs in their classrooms?

This three-part series will explore that important question.

Today, responses will come from Valentina Gonzalez, Jenny Vo, Tonya Ward Singer, Carol Ann Tomlinson, and Nélida Rubio. You can listen to a 10-minute conversation I had with Valentina, Jenny, and Tonya on my BAM! Radio Show. You can also find a list of, and links to, previous shows here.

I've been teaching English-language learners for 17 years. Here are sources of advice I recommend:

Of course, you'll also want to explore previous posts that have appeared in this column about Teaching English-Language Learnersand on Differentiating Instruction.
Response From Valentina Gonzalez
Valentina Gonzalez is currently a professional-development specialist for ELLs in Texas. She works with teachers of English-learners to support language and literacy instruction. In addition to presenting, she writes a monthly blog for MiddleWeb focused on supporting ELLs. She can be reached through her website, elementaryenglishlanguagelearners.weebly.com, or on Twitter @ValentinaESL:
There is a misconception that differentiating for English-learners means that we take the summative assessment (which could be a project, worksheet, or test) and accommodate it by adding visuals, eliminating choices, allowing the use of translation devices, etc. In classrooms across the country, mainstream teachers have either been turning in these assignments to their ESL colleagues in hopes that they will make the work easier for ELLs to access or they've been accommodating them on their own. Accommodating a summative assessment is only one piece of the puzzle, and if we wait until it's time to work independently to accommodate, then we are too late. The best ways for mainstream teachers to differentiate instruction for English-learners is BEFORE the independent work is required. Differentiating for ELLs means accommodating three categories of our teaching: verbal, procedural, and instructional. Verbal Differentiation This is about the way we present information. It can take many forms. Simply slowing down our speech can support ELLs as they listen, process, and translate the input. Rephrasing and clarifying ensures that students have full comprehension. Sometimes the gestures and total physical response we incorporate into our verbal instruction can maximize student comprehension, too. The use of visuals is huge with English-learners but supports all students as well. All of these techniques require little planning but do require intentional thought. Let me give you an example. If I am conducting a read aloud, I will might preteach some key vocabulary to a small group of my English-learners who are at the beginning stage of language proficiency and possibly a few students who struggle with vocabulary. If I'm lucky enough to have a co-teacher, the co-teacher may gather this group and also introduce the book to the students. While reading the book to the class, I will ensure that I make my reading and thinking visible to the students. I will enlarge the text under a document camera, so students can see what I'm reading. If there are pictures, I will show them and provide opportunities to talk about the visual and the text. Students will turn and talk about the text. Procedural Differentiation The way we group our instruction makes a difference, too. From whole group to small group to individual. This type of differentiation supports students with the gradual release of responsibility. Our goal is for students to do things we are teaching them with ease and automaticity. Differentiating the way we instruct the groups of our students supports their independence. By beginning with whole group and keeping that a short mini-lesson, we can show students how to do "the thing." We model. Model explicitly. Be as explicit as possible. This is how it's done. In reading and writing workshop, this is the mini-lesson ,and it is usually about 10 minutes of the lesson. Next is group work or WE do. Working with a group is moving toward independence but still with support. In a balanced literacy classroom, this can be seen during guided reading, small groups, shared reading, and shared writing. Working in small groups allows for a lower teacher-student ratio. This type of setting is highly effective because it lowers the affective filter and gives students more opportunities to participate and interact with peers as well as with the teacher. And finally, students move toward independence with YOU do when they work alone to apply what they have learned with their teacher and peers during the I do and WE do phases. During reading and writing workshop, this can be seen while students are reading and writing on their own. Instructional Differentiation Using graphic organizers can be extremely powerful if students are explicitly taught how and when to use these tools on their own. There are many types: story maps, Venn Diagrams, T-Charts, tree maps, word webs, semantic maps, etc. If students understand the power of using graphic organizers for reading and writing, then they can pull these tools out at any time to enhance their comprehension and structure their own learning. Instructional differentiation also includes the use of exemplars and touchstone texts that match students. Students need to see attainable goals so they are able to meet our expectations. Giving each student the same example or goal to reach does not allow for differentiation. Not all students are ready for the same goal. Students are all on their own path in their learning journey. Providing each student with an attainable target seems difficult, but it's really not that challenging. What I do is save student samples and use them as targets, exemplars, or touchstone texts depending on the content area. Keep a constant pulse on your language learners. Where are they in language and content development, what do they need next, what supports do they no longer need? Learning content and language simultaneously seems challenging, but it can be achieved with proper planning, engagement and ongoing teacher support. Response From Jenny Vo
Jenny Vo earned her B.A. in English from Rice University and her M.Ed. in educational leadership from Lamar University. She has been teaching for 22 years and is currently an ESL ISST(Instructional Support Specialty Teacher) in Katy ISD in Katy, Texas:
An English-language learner's lack of English proficiency does not mean that they cannot learn the same content as the native English-speaking peers. However, we cannot expect them to learn the same content in the same way. There should be some differentiation in your instructional strategy and in your materials. Being an English-language learner does not mean you are deficient in learning. Lack of language does not equal lack of intelligence. With linguistic support, ELLs can learn and master the same content in the mainstream classroom as their native-English-speaking peers. Provide them with the differentiation and support they need, and you will see what they can accomplish. Response From Tonya Ward Singer
Tonya Ward Singer is a keynote speaker and author who consults internationally to help K-12 educators transform teaching for equity and ELL achievement. Tonya's best-selling book, EL Excellence Every Day: The Flip-To Guide for Differentiating Academic Literacy (Corwin, 2018), is the go-to resource to help teachers ensure English-learners, and all students, thrive with rigorous literacy. Her first bestseller, Opening Doors to Equity (Corwin, 2014), was recognized by the U.S. Department of Education via Teach to Lead's Leadership Lab and featured in a spotlight by the Gates Foundation:
Effective differentiation for English-language learners (ELLs) begins with two essential teacher mindsets: 1. That we value our ELLs' assets; and 2. That we expect excellence from every ELL. Yes, we can teach at a high level, we can actively engage students, and we can use awesome strategies. But none of these efforts will raise ELL achievement if we don't have these two mindsets in place. Value ELL Assets Valuing ELL assets begins with the recognition that multilingualism is an asset, not a liability. Differences in background (language, culture, race/ethnicity, socioeconomic level, and/or life experiences) than the teacher or a school's majority population are just that: differences. Seek to understand the unique assets of each ELL you serve. ELLs are an incredibly diverse group of students so they cannot nor should not be summed up as a single group with a single set of needs. In addition to their widely diverse interests, strengths, life experiences, and prior schooling, ELLs come to learning with a range of proficiency levels in English and other language(s). Essential reflection questions:

What strengths in language and learning do students bring? How am I connecting my teaching to students' background knowledge, home language(s), and experiences?

Does every student feel a sense of belonging and connection in my classroom community of scholars? How do I cultivate a strong sense of belonging for each ELL in my "mainstream" class?

Expect Excellence from Every ELL Teacher expectations can make or break student learning. (Gerson, Holt & Papageorge, 2015, Carrasqulillo & Rodgriguez, 2002, Darling-Hammond & Schon, 1996). We know this, yet we get stuck. I, too, was stuck back in my early years in the classroom. When my students struggled, I found myself protecting them from that struggle-even with high expectations right from the start. Modifications I made to my lessons, at a superficial level, might have looked like differentiation, but they weren't. To be honest, I was "watering down": I simplified my language and I lowered my expectations. The result? Over time, this kind of approach leads to long-term ELLs, students who have been in U.S. schools for more than six years and are still designated ELLs. There is a better way . . . Differentiate with Strategic Supports With the two above mindsets in place, we differentiate for ELLs in the very same way we differentiate for all students in a mainstream classroom. We engage in ongoing inquiry about our impact ruled by the following reflections:

1. EXPECT: What are my goals for student learning? What aspects of language must students understand and use to excel with these goals?

2. ENGAGE AND OBSERVE: What can students now understand and do in relation to these goals? What language choices do students make and what do these choices reveal about their assets and next-level goals for language learning?

3. SUPPORT: What instruction and supports will I provide to help students build from current understandings and language use to succeed with the goals?

4. REFLECT: How did my instruction impact student learning? How will I adapt my approach to ensure every learner thrives?

In short, there is no magic-wand approach to differentiating our ELLs' instruction in mainstream classrooms. First, we must shift from shopping for nouns ("ELL strategies" or silver-bullet solutions) to owning the verbs (Value, Expect, Engage, Observe, Support and Reflect) that are essential to impactful and culturally relevant teaching. Only then will our school ignite teachers' agency and efficacy to teach for ELL excellence in every classroom, every day. Response From Carol Ann Tomlinson
Carol Ann Tomlinson's recent book with ASCD is Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom, 2nd Edition (ASCD 2018); she has also authored Leading and Managing a Differentiated Classroom (2010) with Marcia B. Imbeau. Carol's career as an educator includes 21 years as a public school teacher and 12 years as a program administrator of special services for struggling and advanced learners. She was Virginia's teacher of the year in 1974. More recently, she has been a faculty member at the University of Virginia Curry School of Education, where she is currently William Clay Parrish Jr. Professor and Chair of Educational Leadership, Foundations, and Policy:
Many teachers feel a bit lost as they think about how best to differentiate instruction for students who are not yet fluent in English. It's important to remember that those students often feel powerfully lost as well. There are many straightforward ways to make the classroom more successful for students who are trying to learn both content and the language of the classroom simultaneously. Here are five ideas to consider: 1. Do whatever you can to be welcoming as the students come to your class. A smile and a warm greeting can go a long way in reassuring a student that they matter. Invest in guiding all students in your class to be supportive of one another and make time in the early days of school for students to get acquainted and to begin working together whenever possible. Working with peers can provide rich opportunities to use English while also lessening a sense of aloneness in the classroom. 2. Get to know your students. Surveys, checklists, notes to you, peer interviews that can be shared with the class, posting photos, and many other strategies can jump-start the process of learning about students while they signal your interest and begin to build a sense of community or team in the classroom. 3. Use formative assessments to understand where students are in relation to key content-but be sure ELLs can read and respond to the assessments so that their responses provide you with accurate information. That may sometimes mean you've had someone translate the assessment into the student's language, or that the student can answer the questions orally in his/her own language with another student or ELL support teacher or parent volunteer translating the answers into English for you. Sometimes students can draw what they know better than they can write it. The goal is for you to know what the student actually knows rather than planning from misinformation. 4. Think about your curriculum as a highway that all of your students will travel but also plan in regular "exit ramps" that allow students at key points to work on their own needs for a time. Those exit ramps are key to differentiation. They enable students to work on needs in reading, vocabulary, writing-whatever will best facilitate their growth in the content of your class. 5. Strategies like learning contracts, learning centers, and personalized homework support you in providing students with work tailored to their needs. Think-Pair-Shares feel less risky than answering in front of the whole class, and they also model oral English. Websites and apps that provide reading material at varied reading levels, podcasts, or materials designed to help ELLs with language growth are helpful as well. There are many such sources. A few interesting ones are Newsela, Learning A-Z, Vocabulary Spelling City, STORYWORLD, and Fluent U. The Smithsonian's news site offers Teen Tribune, Tween Tribune, TT Junior, and TT Espanol. At each level, the site provides articles on a variety of contemporary topics at multiple reading levels. It's also helpful to scaffold the work of ELLs (and other students ) with lists of key vocabulary, digests of content, options to work with partners, examples and visuals, graphic organizers, and other supports that facilitate student support. As often as you can, check in with the students one on one to see how they are feeling about their work. Ask for their suggestions about what is most helpful to them in learning and follow up accordingly. Help them track their progress. Let them know you want to be part of their success. It's nearly always the case that strong teacher-student connections lead to greater student growth. Response From Nélida Rubio
Nélida Rubio is a teacher at Rockwood Elementary School in the Calexico Unified school district in Calexico, Calif. She has been teaching English-language learners for 22 years. She is a member of the Instructional Leadership Corps, a collaboration among the California Teachers Association, the Stanford Center for Opportunity Policy in Education, and the National Board Resource Center at Stanford:
Any teacher can read books, attend trainings and conferences, participate in specialized programs for ELLs, and/or even have the background of being an ELL themselves, yet differentiating instruction for an ELL in a mainstream class does not have a one-size-fits-all solution. There are many very efficient strategies including trends like providing sentence frames or word walls for ELLs, but none serves all ELLs. A sentence frame is of no use when a student does not understand the words around the blank they need to fill. Word walls are great for those who know their meaning and use, but not for those who do not understand their context. And then there is the common belief that translating for a child or providing cognates will help the ELL, not when the content is brand-new and there is nothing the child can make connections to. Differentiating for an ELL is much more complex than knowing and applying strategies. Each individual learner has different language experiences acquired either at home and/or school, their attitudes toward the new language differ, and their languages have unique structures. There is nothing more effective when differentiating instruction than truly knowing the learner's background and language abilities in order to encourage language development. A teacher needs to research the individual's cultural origin by interviewing the child, their parents, or colleagues who might also know about the learner's background. Educators must take the time to focus on what the student can understand and produce, instead of limiting their own view with what the pupil cannot do. I recommend class projects or activities that promote sharing students' background sin a way that uncovers information crucial for the teacher. For example, students can create an All About Me Poster in which a student may include visuals that tell about their favorite activities, pictures and/or facts about their family history, lists of what makes them unique, goals they want to achieve, and other information a teacher might want to know about. Learning about the student's interests will help teachers encourage language development through the use of high-interest content. Moreover, a family night is ideal to make connections with families. Parents and students can be given a questionnaire with questions such as how long a student has been in school, how well they have performed academically, how they feel about learning a new language, and questions to find out their concerns about home-school connections. If technology is available, families can record a clip or what I call a selfie video in which families answer the questions. By participating in such activities, the learner acquires a sense of belonging, thereby motivating a positive attitude toward language development. In addition, gathering as much information as possible about their students' literacy background and native language is essential when planning for differentiation. Researching the similarities and differences between the native language and English language will help target instruction. For example, if the language structures in their native language are close to English structures, transfer of skills will make language development easier, especially if the child has a strong literacy background. Knowing students' level of English allows teachers to scaffold content through the use of level-appropriate questions. It is quite impossible for a level 1 student to explain their reasoning with a verbal complex response, but they will most definitely be able to identify a response with a visual or by answering a yes/no question. Teachers must be committed to getting to know their ELLs and adjust their curriculum to enhance each learner's language. Adjusting the use of effective ELL strategies and/or using simple questioning techniques that require responses at the learner's ability level will not take away from the content. Most importantly, when ELLs feel that their teacher knows them, their affective filter is lowered, and language becomes accessible.
Thanks to Valentina, Jenny, Tonya, Carol, and Nélida for their contributions.

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How can you best differentiate instruction fo an English Language Learners in a "mainstream" classroom?

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Response: Ways to Differentiate Instruction for ELLs (Opinion)

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Valentina Gonzalez, Jenny Vo, Tonya Ward Singer, Carol Ann Tomlinson, and Nélida Rubio discuss ways to differentiate instruction for English Language Learners.