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Culture is multifaceted and should play the main role in teaching.

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Culture is the shared traditions, beliefs, and customs of a group of people. Collaboration plays a huge role in scaffolding for ELs as this helps to identify the unique needs of each student and follow through with servicing each child.

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Collaboration helps…

maximize instructional efforts
address specific needs of students

communicate to the students that their teachers are invested in them

fill in instructional gaps

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Selecting scaffolds and role of collaboration

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Selecting scaffolds and role of collaboration

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I like to look at individual students and how each of them may need scaffolding. It helps to understand who they are and what abilities they have to choose one that will not only benefit them but also get them where they need to go. I may notice some of my students needing some assistance getting the right information to put in their notes so I may provide guided notes to help them understand how to identify the key points.

Collaboration is extremely important when it comes to sharing ideas and keeping pace among classes. So many times I've learned more from my colleagues than I ever could have imagined searching for on my own. Many of them have experienced situations that I find myself in and can provide that perspective to help me understand how to best provide my students with the right scaffolding on a given assignment or activity. Additionally it helps to provide plans for scaffolding that may be implemented in future assignments as well.

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Culture is imbedded in every aspect of our lives. It affects what and how we teach, across all disciplines. For a simple example related to my content area (sheltered mathematics ESL), the placement of the currency symbol ("$") is positioned before the number in the US, but that is not the case in many other countries. Guideline 2 - placing students at the center of learning - resonated with me the most, because establishing a safe, welcoming, collaborative community of learners is my ultimate goal for each class. No class of students is ever the same and I adjust my teaching approach accordingly as I get to know my students' individual personalities and needs.

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I have students that I pull out major terms and concepts for them to define and tell me what they mean. We then pull it back into main concept to make sure they have the connection

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I scaffold to make content accessible regardless of language acquisition level. Scaffolds are meant to be used temporarily as the need changes with language growth. That may look like sentence stems, or a word bank, or multiple choice vs. constructed response. I am unsure if the question meant collaboration with teachers or with the students... but maybe best practice would be to have both. I've collaborated with teachers to share resources and make plans, but it would be great to collaborate where one person targets the scaffolds for students in similar language acquisition groups while the other person works with a different language level - then connect and share.

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I truly look to my students an believe at whatever level they are they can be challenged to grow and develop more while being supported in their cultural systems and languages.  I truly believe if you have the student share their native language with you and place the challenge for them to grow the technical aspects in the native simultaneously growing it in their new language they will appreciate this cultivation, respect and advancement within their own culture in connection to their new educational endeavors.
Consuelo Weaver, Cross Keys Science

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Culture is what makes, establishes, and binds together a particular group of people.

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Work with students to know what works with them and help them to explain to other teachers and staff why this helps. I let the students know what is available and when the the students outgrow one scaffolding, it is thier choice. Sometimes with new material, they go back to an earlier scaffold.

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One can make effective collaboration a reality by getting teams to work closely together. One way to do this is by being a team player but have set ground rules.

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I feel that students often learn best from their peers given the strength of community in the classroom.  Students are often scaffolds for one another.  When one student understands a graphic organizer their knowledge and approach is contagious. This is the collaboration piece that is and of itself a scaffold.
Judy Johnson, Lakeside Special Educator

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In order to make effective collaboration a reality you need to be able to communicate with all parties including ESOL teachers, teachers who teach ELs but are not ESOL teachers, administration, counselors, parents and community to support ELs through out the learning process.

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The scaffolding materials (such as essay frames and outlines) I have used to teach writing allow ELs to build their stamina and take ownership of their language learning journey.  

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The scaffolding materials (such as essay frames and outlines) I have used to teach writing allow ELs to build their stamina and take ownership of their language learning journey.  

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I tend to use developmental scaffolds more than I do English learning scaffolds, so I feel some of my ELs may be missing out sometimes. On the other hand, relatively small classes mean that I can monitor students better and be made aware of any difficulties/arising needs in a relatively timely manner. 95% of my ELs are bilingual with Spanish as their home background. I am bilingual in Spanish, so I can typically provide help on the go as the need arises (to those  students).

I am interested in implementing concept sort activities (https://www.readingrockets.org/strategies/concept_sort)  more frequently to help students extend their academic vocabulary in terms of size and depth of their repertoire.

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Guideline 3 - Valuing Student Experiences

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Guideline 3 - Valuing Student Experiences

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It is essential to create space for students to bring in their culture, language, values, and experiences. Creating this space not only builds community, but provides opportunities for us to learn with and from each other. Students can connect with material and concepts to assist with learning content and language.

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I think effective collaboration requires multiple elements - good rapport with coworkers; consistent and sufficient time to plan together; ongoing learning opportunities for non-ESOL certified teachers to learn more about effective instruction for multilingual learners; support from admin. Definitely a worthwhile investment on the part of the school and one that is much needed.

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Culture consist of beliefs and customs within a group of people.

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The guideline of culturally responsive teaching that resonated with me was guideline #4. I think it is so important to allow the students to bring their strengths to the table, while also pushing them into that "uncomfortable" place. In order for guideline #4 for be successful, you have to develop a culture in your classroom of "it is okay to be uncomfortable" and foster a mindset that allows them to push through the uncomfortable place into a place of growth.

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Culture  doesn't   just  mean  a  language. It  means a  similar  belief and in  family, society and  can be  mixed.

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Culture  doesn't   just  mean  a  language. It  means a  similar  belief and in  family, society and  can be  mixed.

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Which of the culturally responsive teaching guidelines resonates with you and why? (Serrano, Peachtree Middle)

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Which of the culturally responsive teaching guidelines resonates with you and why? (Serrano, Peachtree Middle)

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Culturally responsive teaching is assets-based - because I believe that school literacy is not the only legitimate kind/source of literacy; the knowledge that students bring from home; the conceptual knowledge that they already possess (if encoded in a different language) are building blocks for continued literacy development. If only, I may sometimes backslide to deficit thinking when confronted with some of the curricular options and standardized testing that weighs so heavily on our teaching.

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What is culture? (Serrano, Peachtree Middle)

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What is culture? (Serrano, Peachtree Middle)

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Culture is a dynamic system of practices and beliefs that filter our human experience.

Culture is not static but ever-changing.

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Culture consists of shared traditions within a family or school setting. Guidelines 3 and 4 focuses on the core values for our students and requires educators to be conscientious of ELs' cultural background to provide meaningful learning experiences.

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Knowing what students Can Do as a starting point. Starting with the Can do descriptors at the beginning of the year, this gives students an opportunity to show growth.

Creating groups and know who needs more scaffolding during instruction.

Once students know where they are they can see where they want to be. Setting a monthly checkpoint to see where students currently are. Some goals may be met faster than others.

Also using the ILP’s as a big picture to guide them in accomplishing the smaller goals.

Students backgrounds play a major role in how they learn. Including and value different aspects of cultures into lessons as a way to be inclusive. This is a great way to build community and sharpen sensitive if other cultures.

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How can you make collaboration a reality?
Student collaboration- setting and modeling conversation norms such as use appropriate language and make eye contact. Also students may need sentence starters to begin the conversation. Students may not know how to respond or even begin the conversation.

*Sharing between homeroom teacher and EL teacher including scores and WIDA descriptors.

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Why do you select the scaffold you do?
What scaffolds do you use?
Remembering to frontload vocabulary, not taking words for granted.
Engaging student in interactive experiences such as taking kids to walk the edge of a field to walk when talking about perimeter
Math: Remembering to use hands on materials and manipulatives
Visual Aids: Teaching kids how to use their visual scaffolds so that students know how to use them.
Language Modeling: ex: Teaching verb tense through modeling speaking. Gives students the opportunity to develop their oral language
Student grouping: Thinking about how students can best work together.

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