Culturally Responsive Teaching Strategies by

3rd Grade - Autistic Students

leahlfisher12 — 2024-03-30 16:51:38 UTC

I chose this article as it gives a practical model and way to support students with autism. The components cater to student strengths and offer them structure and visual aides to encourage learning and behavior.

Elementary (K-5) - ADHD Students

leahlfisher12 — 2024-03-30 18:10:30 UTC

I chose this as I know that ADHD is becoming a more common diagnosis among students and I want to have these resources available as I begin teaching. Again, this offers practical strategies for working with students that struggle with focus, like brain breaks or giving directions in smaller chunks.

Elementary (K-5) - African American Students

leahlfisher12 — 2024-03-30 18:17:37 UTC

This article addresses ways to be more inclusive for Black students. I liked the five strategies they recommended, specifically the idea of "warm demanding" as a teaching method, where the teacher builds a relationship with the student, yet still holds them to high standards. The article writes that low expectations fail to motivate Black students, and I appreciated this as I saw this idea of "warm demanding" evident in my field experience.

3rd-5th Grade - Muslim/Arab Students

leahlfisher12 — 2024-03-30 18:39:59 UTC

I chose this article as I wanted to learn more about a religion that I was less familiar with and perhaps less comfortable with. It made me more aware of accommodations I may need to make, such as for fasting or prayer. With islamophobia being a common concern for these families, I will want to keep a positive classroom and open communication.

Elementary (K-5) - Religious Diversity

leahlfisher12 — 2024-03-30 19:26:01 UTC

I liked this article as it gave possible problems and solutions that may arise for a teacher, revolving around religion. Many of these problems I never considered, since I do not interact with many different religions in where I live. The solutions they listed were practical and considerate towards their students, like being aware of students fasting during standardized testing.

K-12 - Mexican/Latino Students

leahlfisher12 — 2024-03-30 20:02:23 UTC

There is a larger population of Mexican students where I lived, so I wanted to research more strategies to target those students. Rather than focusing on specific teaching strategies, this article emphasizes changes within the school system that will support Latino students long-term. The article recommends doing more to offer students food security, which resonated with me, as my field experience gives out food boxes to certain students over the weekend. This is a proactive way to ensure food security for students in situations they are not at school. It was also interesting to consider students with a lack of internet and the ways to bridge this digital gap, through supplemental instruction.

Elementary (K-5) - Teaching Boys

leahlfisher12 — 2024-03-30 21:25:33 UTC

While researching gender differences, I was interested to learn that boys tend to do worse in school compared to girls. However, as I reflected on my own education and the students I have observed, these statistics are accurate to what I am seeing. This article put in perspective that many of the behavioral problems we associate with boys, such as impulsivity and single-task focus, should instead be considered assets to which teachers can alter strategies around. For example, planning more hands-on activities and finding real-life connections can be helpful ways to engage the boys in your classroom.

Elementary (K-5) - Students in Poverty

leahlfisher12 — 2024-03-30 21:49:12 UTC

While researching teaching strategies for impoverished students, many of them include the same idea: set high expectations for these students. It appears to be a common theme that educators may unintentionally not think much of a student if they do not come from a background that is from the majority. I also liked the idea of prioritizing events like field trips or virtual experiences to give these students different experiences and exposures that they may not have gotten otherwise. This broadens their worldview and offers them more possibilities in life.

Elementary (K-5) - Students with disabilities

leahlfisher12 — 2024-03-30 22:35:40 UTC

This article did not offer strategies for students with physical disabilities, but instead shows the implicit biases that educators may do in their classroom. With that in mind, these are good examples of what not to do. Reading the actions that can occur from the implicit biases, it seems easy to fall into, so it showcases to me how to be fully aware of every action. Even offering help without them asking can be seen as an implicit bias, as we assume that they may struggle. It was an eye-opening read with insights on implicit biases I may show to my students even now.

Elementary (K-5) - Low Income Students

leahlfisher12 — 2024-03-30 23:40:18 UTC

One reason I chose this is how it addresses health issues that impoverished students may encounter often. This is a problem that I never expected to come across, however it is now an important one to consider, as health and nutrition can be factors in how a student performs at school. The advice on being resourceful to help low-income students was also helpful, as it emphasized being flexible. This felt like a good reminder to me that I should be the one adjusting instruction and offering outside help, rather than the student facing even more issues outside of their home in order to catch up with their peers.

Citations

leahlfisher12 — 2024-03-30 23:42:17 UTC

Harmon, W. (2023, March 27). 5 concrete ways to help students living in poverty. The Art of Education University. https://theartofeducation.edu/2018/09/5-concrete-ways-to-help-students-living-in-poverty/

Hayes, J. (2023, December 29). 5 ways teachers can address socioeconomic gaps in the classroom. Social Studies. https://www.socialstudies.com/blog/5-ways-teachers-can-address-the-poverty-gap-in-the-classroom/

Citations

leahlfisher12 — 2024-03-31 00:00:14 UTC

Ferlazzo, L. (2023, April 3). How schools can support Arab and Muslim students. EducationWeek. https://www.edweek.org/leadership/opinion-how-schools-can-support-arab-and-muslim-students/2023/04

Kirmani, M. H., & Laster, B. P. (1999, April 1). Responding to religious diversity in classrooms. ASCD. https://www.ascd.org/el/articles/responding-to-religious-diversity-in-classrooms

Citations

leahlfisher12 — 2024-03-31 00:04:34 UTC

Howard, J., Bingener, C., & Howard, T. (2021, December 6). Essential strategies for inclusive teaching. ASCD. https://www.ascd.org/el/articles/essential-strategies-for-inclusive-teaching

McCormack, J. (2021, September 21). 5 unique ways to improve K-12 education for Latino students. Salud America. https://salud-america.org/5-unique-ways-to-improve-k-12-education-for-latino-students/

Citations

leahlfisher12 — 2024-03-31 00:18:30 UTC

Aflatoun International. (2016, November 1). Gender equity – how to eliminate gender bias in classrooms. YouTube. https://www.youtube.com/watch?v=JKHAmvcHSPk

With boys in mind / teaching to the minds of boys. ASCD. (2006, September 1). https://www.ascd.org/el/articles/teaching-to-the-minds-of-boys

Citations

leahlfisher12 — 2024-03-31 00:30:46 UTC

Hume, K. (n.d.). Structured teaching strategies for students on the autism spectrum. Reading Rockets. https://www.readingrockets.org/topics/autism-spectrum-disorder/articles/structured-teaching-strategies-students-autism-spectrum

Vierstra, G. (n.d.). 8 ADHD teaching strategies. Understood. https://www.understood.org/en/articles/adhd-teaching-strategies

Wester, D. (2022, May 7). How students with disabilities are affected by implicit bias. Accessibility.com: Empowering digital accessibility for businesses. https://www.accessibility.com/blog/in-the-classroom-how-students-with-disabilities-are-affected-by-implicit-bias

All Grades - Gender Bias

leahlfisher12 — 2024-03-31 00:45:39 UTC

I felt this video was a descriptive way of addressing how these implicit biases can ultimately damage a student's perception of self. It gave examples that I had encountered in school, like a teacher asking strong boys to help move something, rather than offering it to any person in class. Small comments like this end up placing these biases and assumptions on students about how to act, based on their gender. Educators shouldn't place any distinctions between the genders, like the video says, so perhaps using more gender neutral terms can help eliminate these unintentional assumptions.