Culture is a Key Within the Classroom
As future English teachers, most of us will jump to "bring in inclusive/diverse text". After all, we often look for fictional characters and worlds to grasp to. Being white, I do not have to try very hard. Surely, introducing diverse text is a wonderful idea, but tends to be the "I did it, I checked the culture box". What Zaretta Hammond is getting at goes far deeper than inclusive texts. It's the individual and the sociology that surrounds culture. How does our culture influence us cognitively and socially? According to Hammond, there are three different levels of culture that triggers different emotional charges; surface, shallow, and deep. When we think of culture, we often think of surface, but it is the deep level we should be focusing on. The deep level heavily influences "how the brain makes sense of the world and helps us function in our enviorment" (Hammond 77). As an educator, I have this responsibility to educate my students, but also to continue to grow and educate myself in order to be a productive teacher. I learned in my social justice course that we should no longer refer to our country as a melting pot, but a mosaic. My students may come from a different piece of the mosaic, but it does not mean I cannot connect to them.
Firstly, I want to get to know my students as individual people. As an ELA teacher, I can do that by different types of narratives. For my SED407 course, I wrote about an assignment that is essentially a one page biography. Personal poems and life centered stories are an amazing way to know your students. Continually make an effort throughout the school year to build relationships and community.
Secondly, as we have learned, it is important to bring community into the classroom. Learn about where your students live. Get out into the community and care about issues in the community. As an ELA teacher, this can be bringing is local articles or stories that feel familar. Have students lead discussions and put their feelings in the center of the classroom.
Thirdly, this is an idea I have brought up before. Look specifically at the setting of a text. For example, if you are reading Shakespeare...how would class fit in here? Gender? Race? Use text as a way to study society and make connections.
Lastly, ask your students. If there is a disconnect, ask your students. This could be in the form of an exit card. What can I do better to help you connect with the content? Listening to your students is the path in helping them succeed. You cannot truly know someone if you do all the talking.
For an interesting TedTalk 》》 Click Here
Wow! I love the part of the exit card. Asking students if they felt disconnected is important for you as a teacher to tailor your next lessons with the students. It also shows them that you value their opinion, even if it is critiquing your lessons. It gives your students a voice and a say in their own education, something they lack until they reach college. What a great post, thank you!
ReplyDeleteHi Alie,
ReplyDeleteI think asking your students for feedback on your lessons can be powerful on many levels: this vulnerability can establish trust between teacher and students, teachers' will be provided insight for their next lesson that has a greater chance of catering to all students, and students will feel valued by being given a voice in their classroom community. The question you crafted for the "exit card" idea shows your students that you care about them and you want them to have a meaningful learning experience.
We, as ELA teachers will always srtive to refine our teaching in order to better the lives of our students. Culturally responsive teaching requires a lot of self-reflection. Getting feedback from your students kills two birds with one stone: you are empowering your students while also receiving feedback that will allow you to step back and check your biases. It is also a great idea to ask for feedback from other educators who support CRT.