Diversity in Literacy

 

   When it comes to my own personal experiences dealing with cultural experiences in the past as a student- there isn't much to say. I have learned that my time learning as a student versus learning to become an educator is vastly different. I have to say that in my opinion culturally responsive practices are somewhat new. I am sure that veteran teachers have to go to extra seminars and learn culturally responsive practices through before the year conferences with their peers and respected principals etc. However, growing up in the classroom I never witnessed a diversity primarily in the way materials were presented, nor the diversity that should exist in classroom books and resources. Although the climate of the classrooms I grew up in were not generally negative experiences, I believe diversity has really become a main topic to discuss and implement within the education system. Growing up, I didn't see often diversity in terms of classroom books and resources. The one experience that has really pushed me to educate others and talk highly of diversity within the classroom is one that sadly is not so positive in nature. The high school I went to (graduated in 2017) was a popular suburban school. I had a teacher my junior year who I knew was a great teacher in terms of making sure students retained the information- she wasn't very informed about diversity nor was she the kindest soul. That was the first year I really understood racial tensions when she told a peer of mine to "get to the back of the bus". Luckily, she was caught earlier last year and many news outlets illuminated the story and students like me were able to share our experiences- forcing her to resign. This story was so important to me because it shows just how important diversity needs to be taught in schools and to teachers who are directly related to shaping young minds. The one thing I've learned is that you can be the nicest teacher and have the best intentions- and yet still miss the mark and hurt your students when it comes to diversity. Educators have to be intentional and realize that we are responsible for making sure students feel accepted and that they have representation within the school and classroom. Books and other print sources are one of the many important ways that teachers (especially younger grades) can bring up important topics of diversity among their students and community. We need to have real discussions with our students and not assume that they already know or that they need to be shielded from important topics such as diversity. 

    Being a culturally responsive educator means that you are educated about practices that support and value students and their families diverse background. I love to speak about this topic because since I've started taking ESL courses I have learned so much that just simply wouldn't cross my mind otherwise. Another reason why I am so supportive of districts that are making it a requirement to have ESL certification. Some issues that need to be addressed are incorporating resources that reinforce empathy, understanding different cultures, representing a multitude of different races and genders, as well as taking the time to do the simple things: such as learning to pronounce a students name correctly. One of best examples I have been shown through my ESL certification courses is that often when a teacher doesn't understand a child's background and how that might show case through actions in the classroom- problems of perception can arise. Let's say there's a child who comes from a Chinese background and has been taught to not question authority figures. As a teacher, if you are not properly educated on culturally responsive practices, you probably won't understand and assume that student is quiet and isn't retaining information they need to- which simply is untrue. You can imagine how harmful this can be for both the student and the educator. Educators are responsible for assessing students by observation as well as providing assessments for modification of material on their level. If you're not observing correctly and going off the basis of perception- you cannot create meaningful experiences for that child to learn and grow. Another example I learned through observation of a mentor teacher is that you need to provide time within your day to say your students names, as well as display them around the classroom. The harsh reality is that many students will come to your classroom not knowing their name simply because they don't hear their name. Some students are taught to not speak unless spoken to and if we're not aware of these issues, we cannot approach the subject from the correct angle. 

             The way that I personally will implement culturally responsive practices is through a list of different ways listed below....

•  Displaying children's names throughout the classroom, in more than one way. 
• Talk about visible and invisible culture(Zoom, Professor Blackwell)
• Providing several opportunities for students to not only see their name represented and practice writing it, but hearing it orally. 
• Including multicultural resources within lessons
• Incorporating the parents within the curriculum. 
• Using services that the district offers- such as translators. 
• Visual supports 
• Bilingual resources
• Different genders represented, names that are not gender inclusive. For example, fire-fighter versus firemen. 
• Providing opportunities to talk about issues of diversity and bringing up empathy which will allow children to expand their perception- walking in the shoes of others. 
• Native language supports. (cognates)
• Small group settings.
• Showcasing students work
• Having a wall dedicated to pictures of my students and their families, and our classroom family selfies.