.

Scenario 1

Student tries and tries – can’t seem to make it to the top

What advice would you give this student?

Scenario 2

Student does nothing and is already at the top

What advice would you give this student? Or others about this student ?

Scenario 3

Student just doesn’t quite fit in….

What advice would you give this student?

For this next exercise,

Write down the first thing you think of.

For this next exercise,

Write down the first thing you think of.

Ready ?

ByHolder, Stephen D.

Presentation of Topic;

Teacher-Student Connecting / Identity / Ethnicity

http://math.buffalostate.edu/~sdholder/

I am primarily exploring the concept of teacher-student ethnicity and

seeing if the ethnicity makes a different in student learning /

development.

For this particular presentation, I will focus on a subtopics of ethnicity;

connecting / identifying.

For example, do you think teacher-student ethnicity would make a difference in the following situations?

For example, do you think teacher-student ethnicity would make a difference in the following situations?

- Latino teacher teaching Black students on the Civil War / Slavery

For example, do you think teacher-student ethnicity would make a difference in the following situations?

- Latino teacher teaching Black students on the Civil War / Slavery

- White teacher teaching Native American students on Columbus discovering America

For example, do you think teacher-student ethnicity would make a difference in the following situations?

- Latino teacher teaching Black students on the Civil War / Slavery

- White teacher teaching Native American students on Columbus discovering America

- Black teacher teaching White students on the Holocaust

For example, do you think teacher-student ethnicity would make a difference in the following situations?

- Latino teacher teaching Black students on the Civil War / Slavery

- White teacher teaching Native American students on Columbus discovering America

- Black teacher teaching White students on the Holocaust

Somewhere in there, there will be a student who voices their opinion…

How on earth can you identify

with me? I’d much rather have a

teacher of the same ethnicity (as

me) teach me this, than you.

Now with teacher-student ethnicity, will come teacher-student preconceived notions – or a (false) believe system..

Now with teacher-student ethnicity, will come teacher-student preconceived notions – or a (false) believe system..

Everyone has preconceived notions and they are based off of individuals life's…

The belief systems that emanate from our culture shape the way we think, live, act, and interact with each other and with those outside our culture. Our expectations and cultural belief systems reflect our values and perspectives and at the same time can close our minds to accepting other ways of thinking and doing (McQuillan, 1998).

Some preconceived notions about students from teachers

- Black students are in gangs / always smoke weed

- White students are going to make it / purchasing illegal drugs

- Native American students are Alcoholics / Should give up fighting for land

- Asian students are smart and work hard / No need to help them

- Latino students are come over from their country to get free everything

But guess what?...

But guess what?...

The victims of this hidden curriculum are the traditionally underserved students who struggle every day to overcome cultural bias and racial stereotypes… (Gandara,1999)

Even when education narratives honor teachers, as theyoften do, narrative images of education tend to project stereotypes that aremisleading, restricting, and therefore dysfunctional. Because of the vividnessand visceral attractiveness of visual pictures, however, these stereotypes makeit nearly impossible for anyone to succeed in getting a fresh view of, or tohave a fresh thought about, education.(Gregory, 2007)

Now, for whatever reasons (P/N), teachers automatically start to lower their expectations and act differently around certain groups of students than others.

Students ‘sense’ that, students pick up on that.

Students see that if you are not trying to help them, then why even try?

Culture in the Classroom

Culture in the Classroom

We are going to run into all sorts of cultures in the teaching environment. Sooner or later, we are going to run into an international student – probably more likely in the urban schools

Obviously things are going to be a little different.

Teacher’s initial response is to get the international student to assimilate into American culture --

“Well I don’t know where you come from, but this is how WE do it”

Often times we shut out international students out with comments like that.

Most of the time we do not really know them, or where they come from, or even care

Culture in the Classroom – Some examples- Many African-American boys are raised in such a way that they are highly physical and desire interaction. Therefore, a classroom that promotes interaction and movement may better suit the learning styles of African-American boys. If this is not the educator’s preference, and if the teacher reads the students’ very social behavior as intentionally disruptive, then she or he might focus on disciplining those students rather than teaching them (Delpit, 2001).

Culture in the Classroom – Some examples- Many African-American boys are raised in such a way that they are highly physical and desire interaction. Therefore, a classroom that promotes interaction and movement may better suit the learning styles of African-American boys. If this is not the educator’s preference, and if the teacher reads the students’ very social behavior as intentionally disruptive, then she or he might focus on disciplining those students rather than teaching them (Delpit, 2001).

- Latina students frequently have trouble speaking out or exhibiting their knowledge in a gender-mixed setting and, as a result, often defer to boys. Unaware of this culture-based behavior, teachers are likely to insist that all learning groups are gender-mixed or assume that because a Latina does not contribute to class discussions, she does not know the answers. (George, P., & Aronson, R., 2003)

Culture in the Classroom – Some more examples- Likewise, in many Native-American communities there is a prohibition against speaking for someone else. So strong is this prohibition that Native-American students may find it difficult to summarize others’ works and thoughts, and instead express their own opinions even when instructed not to do so (George, P., & Aronson, R., 2003)

- Assumptions and expectations about Asian-American students’ high academic abilities and respect for education affect the way educators teach and interact with them as well. Feng (1994) suggests that the “whiz kids” image is a misleading stereotype of Asian students that masks their individuality and may conceal academic problems. If these students are viewed as naturally smart, teachers are less likely to monitor them closely and realize when they do need assistance.

Language in the Classroom

Big problem, especially in the in the inner city.

Language in the Classroom

Big problem, especially in the in the inner city.

What do you do?

Pass them off to the English teacher?

Language in the Classroom

- Students “know” you are not quite sure what to do in their situation, so they will already be a little <?>

-Translate a few important words or something

- Try to reach out best you can with what you have

You can’t make miracles but you CAN at least show the student that you care.

Dressing in the Classroom

Dressing in the Classroom

Another big problem, but don’t be so quick to make P/N.

Many times students dress accordingly to blend and fit it, even if it doesn’t fit their character.

Tying it all back to teacher-student ethnicity

Tying it all back to teacher-student ethnicity

What I am looking to do is see if same teacher-student ethnicity makes a difference in students’ lives.

Tying it all back to teacher-student ethnicity

What I am looking to do is see if same teacher-student ethnicity makes a difference in students’ lives.

For example….

Tying it all back to teacher-student ethnicity

What I am looking to do is see if same teacher-student ethnicity makes a difference in students’ lives.

For example….

Black teacher telling Black students, dress properly, speak properly, do not always resort to confrontation to get what you want – don’t fall into the stereotypes

Tying it all back to teacher-student ethnicity

What I am looking to do is see if same teacher-student ethnicity makes a difference in students’ lives.

For example….

Black teacher telling Black students, dress properly, speak properly, do not always resort to confrontation to get what you want – don’t fall into the stereotypes

White teacher teaching White students, you are always not entitled what you want – don’t fall into the stereotypes.

Tying it all back to teacher-student ethnicity

What I am looking to do is see if same teacher-student ethnicity makes a difference in students’ lives.

For example….

Black teacher telling Black students, dress properly, speak properly, do not always resort to confrontation to get what you want – don’t fall into the stereotypes

White teacher teaching White students, you are always not entitled what you want – don’t fall into the stereotypes.

Latino teacher teaching Latino students, you are just as good as every one else rise above them making fun of your language – don’t fall into the stereotypes.

Tying it all back to teacher-student ethnicity

Will the simple fact that just because a teacher shares the same ethnicity of the students have an effect on that student?

Here, you have an authoritative figure, who shares the same ethnicity as me, making things happen, doing what they can do, living a normal life, why can’t I do the same?

If it doesn’t make a drastic change, can it help a little? Or not at all?

References used for presentation;Teacher-Student Connecting / Identity / Ethnicity

Delpit, L. (2001). Education in a multicultural society: Our future’s greatest challenge. In J. H. Strouse (Ed.), Exploring socio-cultural themes in education (2nd ed., pp. 203-211). Upper Saddle River, NJ: Merrill Prentice-Hall Retrieved (3/2011) online from: http://www.jstor.org/pss/2295245

George, P., Aronson, R., & Pacific Resources for Education, and Learning. (2003). How do educators' cultural belief systems affect underserved students' pursuit of postsecondary education? PREL briefing paper.

Gregory, M. (2007). Real teaching and real learning vs narrative myths about education. Arts and Humanities in Higher Education, 6(1), 7-27. doi:10.1177/1474022207072197 Retrieved (3/2011) online from: http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED475881

McQuillan, P. (1998). Educational opportunity in an urban American high school: A cultural analysis. Albany, NY: State University of New York Press.

ByHolder, Stephen D.

http://math.buffalostate.edu/~sdholder/

Presentation of Topic;

Teacher-Student Connecting / Identity / Ethnicity