4143037
Description
Self-Study Project
- Knowledge of Content
- How is a student's culture
relative to the curriculum that I
use?
- Race
- Do not take a "color blind" approach
- https://www.youtube.com/user/TeachingTolerance
- https://www.youtube.com/user/TeachingTolerance
- Create a classroom library that reflects
the race of every student in the classroom
- Do not take a "color blind" approach
- Religion
- Teach basic knowledge of the
relgions represented in the
classroom
- Enough to respect students' faith
- For example, select books for classroom library
on Hanukkah as well as Christmas
- For example, select books for classroom library
on Hanukkah as well as Christmas
- Enough to respect students' faith
- Teach basic knowledge of the
relgions represented in the
classroom
- Home-life
- Be aware of family structures
- For example: Know to invite a child's father
on Mother's Day celebration if she does not
have a mother
- For example: Know to invite a child's father
on Mother's Day celebration if she does not
have a mother
- Create a classroom library that reflects the
experiences of every student in the
classroom
- More interest in books if it applies to them
- Include that similarity in book
talks and book introductions
- Include that similarity in book
talks and book introductions
- For examples: new baby siblings, parents'
deployment, family vacations, etc.
- More interest in books if it applies to them
- Be aware of family structures
- Race
- How is a student's culture
relative to the curriculum that I
use?
- Knowledge of Teaching & Learning
- How can I create a positive
learning environment even
when a student is struggling?
- Patience
- Wait until after completion of text to address errors
so as to not interrupt strategic activity
- Wait until after completion of text to address errors
so as to not interrupt strategic activity
- Prompting
- used to help a reader problem solve
because he or she has stopped and
isn’t able to proceed
- They remind the reader to do what he has
been taught to do to problem solve
- They remind the reader to do what he has
been taught to do to problem solve
- The prompting guide gives step by step
instructions on how to prompt and
reinforce readers at different
- Provides detailed and exact phrases to
model, prompt, and reinforce reading
behaviors, strategic activity, etc.
- Provides detailed and exact phrases to
model, prompt, and reinforce reading
behaviors, strategic activity, etc.
- used to help a reader problem solve
because he or she has stopped and
isn’t able to proceed
- Scaffolding
- support given during the learning
process in which is tailored to the
needs of the student
- Tap into student's prior
knowledge
- Selecting books that reader can relate to
- Consider information sources student
typically refers to
- If student relies too heavily on
meaning and structure, encourage
and prompt him to use visual
- If student relies too heavily on
meaning and structure, encourage
and prompt him to use visual
- Selecting books that reader can relate to
- Tap into student's prior
knowledge
- support given during the learning
process in which is tailored to the
needs of the student
- Grouping
- Pairing students
- Insight from a peer may impact student
differently than insight from a teacher
- Promotes positive peer relationships
- Insight from a peer may impact student
differently than insight from a teacher
- Small groups
- promote classroom community
- Tailor instructions to group's
ability level
- promote classroom community
- Pairing students
- Patience
- How can I create a positive
learning environment even
when a student is struggling?
- Knowledge of Diversity
- How do I go about creating a
classroom environment
without biases?
- Cultural biases
- Use social studies as a way to
educate students on various
cultures reflected throughout the
classroom
- Religions and cultures other than my own
- Religions and cultures other than my own
- Acknowledge holidays of all
religions/cultures reflected
throughout the classroom
- Use social studies as a way to
educate students on various
cultures reflected throughout the
classroom
- Behavioral biases
- Start fresh every day
- Praise partial correctness with struggling readers
- "I noticed you said 'flower' instead of
'plant'! I liked that you used the picture
to ask 'what makes sense?' Let's go
back and look at that word again
though"
- "I noticed you said 'flower' instead of
'plant'! I liked that you used the picture
to ask 'what makes sense?' Let's go
back and look at that word again
though"
- Treat difficult students
the same as you treat
the best students
- Praise partial correctness with struggling readers
- Effective discipline
- Developmentally
appropriate
punishment
- Developmentally
appropriate
punishment
- Start fresh every day
- Cultural biases
- How do I go about creating a
classroom environment
without biases?
Media attachments
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