I grew up attending Providence Public Schools. When I looked around my classroom, I noticed classmates with tan and brown skin who looked like me. I heard classmates speak in familiar words, Como estas, quieres jugar, tienes un lapiz? But as I looked up to the maestra at the front of the class, I saw someone who didn’t look like me. And as we read stories about blonde haired girls and as we solved math problems about kayaks and canoes, I was in a world I couldn’t relate to. I had a hard time writing about camping trips or family vacations. I didn’t know about those things. I could write for hours in my journal about going to church on Sundays and playing on the street with my cousins. I could write about Noche Buena, staying up late on Christmas Eve and waiting until midnight to open up presents with my family.
I felt a disconnection between my home life and my school life. In school, I learned new words, new math operations but I also learned about a whole new culture, the American culture. At home, I was comfortable eating my rice and beans for dinner and staying up late to watch novelas con mi abuelita. My teacher didn’t know about these things, because she didn’t ask. I never had the opportunity to bring my “home life” into my “school life”.
As I grew up, I knew I wanted to be in front of students who looked like me. I knew I wanted my students to feel comfortable to call me maestra or tell me about their abuelo’s pastelitos. So of course, I went back to the community I came from. Here, I thought about how could I show my students that their cultural identities are not only accepted and welcomed but that they play an important role in their education.
When I was in third grade, I won something ... I won a writing award. I had a wonderful teacher at George J. West Elementary School. My teacher was so kind, caring, but most importantly she was a great listener. She gave me a love of writing. Thinking back now, she was a facilitator in our learning. She gave us the freedom to be who we wanted to be as long as we owned it and could share it proudly with the class. That summer before third grade, I became a big sister. During a writing block, she asked us to write about a Life Changing Moment. I wrote about the day my sister was born. I wrote and wrote and I remember my words floating from English to Spanish and back to English. When I shared my writing with the class, the joy on my teachers face was unforgettable. She clapped with enthusiasm and her face beamed with pride. She didn’t ask me to fix my grammar, she didn’t ask me to rewrite my words in English only. She accepted my whole self, all of my identities and my experiences with excitement.
Robinson suggests that education is about learning. It should spark curiosity, creativity and individuality. When we accept diversity as strength and personalize teaching; teaching becomes learning.
Wesch believes that authentic learning should be “worth it” for the student & when it is worth is, the student build internal motivation to find their “why” in the classroom. Wesch puts an emphasis on building student/teacher relationships and connection within the classroom. His ideas are evidence based as brain science tells us that this sense of belonging makes learning easier and build student's self- confidence.
In many educational pedagogy textbooks, Culturally Responsive teaching strategies have become increasingly common especially in urban school districts. When practiced in the classroom, CRT creates a mutual respect for different cultures and ethnicities among students by providing them with opportunities to share their stories, thoughts, beliefs and ideas.
I believe that when students feel empowered they are able to find their uniqueness and individualism.
I wish to bring this personalized learning environment into my classroom, I want my students to feel valued. I want them to know they have a voice and a choice in their education. So how can I do this?
Let’s begin to say this is a work in progress ....
This ideas that I am going to express are strategies. Some I have already tried in the classroom, others I am willing to incorporate. I’d like my students to use Animoto at the beginning of the year, to make a video of who they are. What passions they have? What their family is like? Almost in a “MTV real world” type of interview. I feel that when I give students frequent opportunities to share their lives and cultures I’m strengthening the relationships with them. This tool allows my students to use their voice to express themselves. Students come in with their own stories; I’d like to know more about them to find their why.
Another key part in empowering my students, is allowing them to have control of what they learn. I would love to include Newsela articles into the curriculum. Newsela offers authentic texts that come from the real world. Their articles are aligned to CCSS yet are about people and topics students can relate to. When students read articles are people who represent them, they’re excited to learn. I also like the idea of using Newsela as the articles are available at 5 different reading levels. In the community I serve students come in all academic levels, it’s important to make sure that all students deserve the same chance to be inspired by learning.
Here is an example; Last school year I asked students to write about a woman in history who has made a difference. The women we read about were of all different cultures and ethnicities. The students had free choice in which person they felt most inspired from. They grabbed their chromebooks and read articles about women from Sonia Sotomayor to Nellie Bly. Students studied and analyzed to struggles and challenges these women went through. They wrote about how they persisted through the challenges to reach their goal. We discussed what obstacles they may encounter in life and how they can find the tools to overcome them.
Students who feel valued take ownership of their learning
When we listen to their struggles, when we listen to their worries and listen to what is important to them, they take ownership of the learning happening in the classroom.
Moving forward
I understand that this teaching is a shift that will not happen overnight. It’s a journey for my teaching profession. With practice and patience throughout the school year, I hope to be successful. We need a willingness to learn new things, a mindset of to be vulnerable and flexible. But most importantly, I will be reflective on my teaching practices, thinking daily how many opportunities to express themselves did I give to my students today? How many one on one conversations did I have today? What is something new I learned about a student?
