I have
been very fortunate to find a multitude of sources on classroom community and
building culture. One article in particular by Judith Rance-Roney raised all
the questions that I seem to ask myself on a regular basis. Some of the
questions concern the marginalization of students due to low proficiency levels
in English, discuss the paradox between teaching literature to English
speakers, and the English language to new arrivals all at the same time, and
contemplating a solution to battling “listening fatigue” and the “silent
period.” It was incredibly refreshing to find this article, and I was amazed at
how much it reflected my everyday life at school!
Some
discoveries that other authors have found are that providing experiences for
students to “culture share” are key ways to build community within the
classroom. One strategy is to build intentional learning communities so that
students begin to build their own group culture and learn from one another. I
really like this idea and truly believe it could work. However, the articles
that I am finding all discuss the impact that this would have on a class that
incorporates 2-7 new English Language Learners who are mainstreamed. I really
want to find research on this that discusses complete SEI instruction. I would
love to form intentional learning communities, however, the demographics of my
class change on a daily basis. I started this year with 12 students in one
class, and now have 25. I would have to change my cooperative groups
constantly, and I don’t think it could be feasible when trying to get students
to master common core standards to do getting-to-know-you interviews and
activities all the time. My students are already sick of it. What else can I do
if I want new ELLs in my classroom to feel welcome? Either they feel ignored
and thrown into content, or I hold my students (who have been with my since
August) back in their learning so they can introduce themselves yet again for
the 13th time to a new classmate in another culture building
activity. I guess the real struggle, like some of the articles I am finding
have pointed out, is making education more applicable to them and incorporating
what they know about the world and their many experiences and perspectives on
it into the classroom.
I have
begun to think of my research process in a new way because I kept looking at my
research in terms of data collection and observations, not necessarily finding
a solution to a problem. Reading my
articles, up to this point, has given me more of a focus on creating a
classroom community where all class members are legitimized, not just the ones
who speak English.
I hear you Aly! The dynamics of our rooms change a lot in Providence throughout the year. I agree that is is crazy to have the students do culture building activities everytime a new student arrives, but I do think that there is a way culture can be built in a class full of Ls that is always changing. Sometimes I use peer models. For example, I put the new students in a group of students who already know our routines, and have the students explain how things work in the classroom. Also, if we have a few minutes here and there (maybe at the end of class), I will sit with a group or two and talk to them about things other than school. Whole group stuff seems like it just isn't realistic after the first few weeks of the year, so we have to get creative to make sure our students know we are thinking about them. I bet you do it more than you think. It's hard!
ReplyDeleteAly,
ReplyDeleteI love the idea of creating a classroom community. Every learner needs to be legitimized. Teaching involves so much. We have to teach content, make it applicable, and try to incorporate everyone. I know we all do so much of what these articles are saying, but it can be overwhelming and sometimes feel like we are not. I like Jackie's idea of letting students help with the process.
Once we hit mid-September, my numbers settled. At this point my students began to warm up and become a bit chatty. I do try to listen a bit to what they are saying and to whom they are speaking. I, too, also make a point to talk to students about topics that have nothing to do with our class. I believe that it helps to turn the classroom into our little community.
ReplyDeleteAly, you are in a tough situation, and I like the turn you have made into looking for solutions. Jackie offered great suggestions too, and if you have veterans you can trust to be ambassadors to the class (maybe even naming that and giving them credit), maybe that would help the newcomers feel a part of things. Glad you found some useful things, and that you are also pointing out the gaps.
ReplyDelete