Factors that Affect Teachers

As teachers, we all know that there are a plethora of outside factors that affect our students, our schools, and ourselves. This week in our Grammar class we read articles that highlighted some of these factors; such as, teacher’s cost of living, schools going green to help with failing test scores, sesame workshop, educating children that were affected by Katrina, and child farm workers just to name a few.

Since I am not in the classroom yet, I chose to focus on the teacher’s cost of living, since the others were about teachers already in the classroom. The article Teachers’ Cost of Living Matters More compares teacher salaries in different cities or regions against the national average or other U.S. cities. The cities are ranked by the adjusted and unadjusted elementary teacher pay. For example, in Memphis is adjusted pay is $50,797 and the unadjusted pay is $45,108, which is one of the higher when it comes to the difference between the two rates.

When I first enrolled in college, I decided to become a nurse. All I heard about growing up was to have a job that paid well and had great job security and therefore nursing seemed the best option for me. I had thought about teaching, but everyone told me I should become a nurse because it paid quite a lot more. So, for my first two years of college, I was a Nursing Major. However, when I met my husband and was miserable in my classes, we discussed me switching majors. The pay did come up because of how low teachers get paid in Tennessee. However, I decided my happiness was way more important than pay.

After reading the article, I was shocked to see that some pay rates dropped when they were adjusted in consideration of the cost of living. If the cost of living lowers the pay rate, I don’t think that would be fair to teachers. Why lower their pay just because the cost of living is lower? That doesn’t make much sense to me. However, if the cost of living is more, I believe teachers should get paid the adjusted rate. Teachers play an important part in society today and the future society. Some jobs that I feel are less important get paid a lot more. For instance, garbage men in larger cities can make up to $65,000, which is more than all of the teacher’s salary based on the chart in the article!!!! I cannot believe that! Teachers put in so much work than just the "work day". There are more things they work with outside of those 8 hours, such as helping children with their home life, staying after to grade or tutor students, research teaching techniques, etc. Hopefully, they will change teacher's salary because teachers use their personal time and money to help better their teaching techniques for the betterment of the children in their classroom.

Multiculturalism in the Curriuculum

The reflection this is week will be based on the following three articles: Organizers See 'New Civil Rights Movement' in Immigration Protests, Multiculturalism in School Curriculum, and Toward a Centrist Curriculum: Two Kinds of Multiculturalism in Elementary School.

From the last post, we learn viewpoints of multiculturalism in general. Now, we take a closer examination of multiculturalism and its role in elementary classrooms. In regards to multiculturalism in the curriculum, there are different viewpoints on what it should look like and how it should be taught in the classrooms. In the article Toward a Centrist Curriculum: Two Kinds of Multiculturalism in Elementary School, Hirsch brings up a lot of good discussion of what a multicultural curriculum would include. Hirsch states that the proposed curriculum by the Core Knowledge Sequence would have the following characteristics: "1) It encourages knowledge of and sympathy towards the diverse cultures of the world. 2) It fosters respect for every child's home culture as well as for the cosmopolitan school-based culture. 3) It gives all children competence in the current system of language and allusion that is dominant in the nation's economic and intellectual discourse". I completely agree that these characteristics need to be incorporated into the curriculum because teachers must facilitate classroom learning as well as social cohesion. Hirsch states "classroom learning cannot go forward effectively unless all students in the class share some common points of reference".

Through teaching multiculturalism in the classroom, a true sense of fairness for all students will be observed. In the article What is Multiculturalism in School Curriculum?, the author brings up a valid point discussing that to teach multiculturalism in the curriculum, a teacher does not have to move away from teaching the traditional curriculum. For instance, I believe in Social Studies if the teacher presents all sides and feelings to events that occurred the students gain a deeper knowledge and respect for all countries or people involved. The article also brings up the fact that some consider multicultural curriculum is demonstrated by teaching African culture solely during Black History Month or about women during Women's History Month. I believe that cultures should be taught throughout the units to integrate the cultures and teach about respect, similarities and differences, and understanding of all cultures. I currently am not teaching in the classroom, however I will incorporate integrating the different cultures and viewpoints to the units in the curriculum. I also believe after presenting the students with the different viewpoints from history events that they discuss them and understand that it is ok to have different opinions as long as you can respectively argue your stance without disrespecting other's views and culture.

After reading the articles, I get a broader understanding of what it means to teach multiculturalism and integrating it in the curriculum. In today schools, I thinks the curriculum, policies, and structure of the schools aren't consciously used as a means of social control. However, in some senses I am very naive. I only know that from here on out the curriculum must change because America is changing. We are growing more diverse and the curriculum should teach to the different diversities and make them feel apart of what they are learning.

Viewpoints on Multiculturalism in America

“We become not a melting pot but a beautiful mosaic. Different people, different beliefs, different yearnings, different hopes, different dreams.” – Jimmy Carter

After reading the Pithissippi Burning, an article in which the author discusses white supremacists who are opposed to a multicultural society, I am speechless at the debate of allowing “non-whites” to live in America. Growing up in Nashville, I was always surrounded by people from all different cultures and loved to learn how we were different and similar. I cannot understand how people could ever have an issue with multiculturalism. The article discusses how “White America” is in danger and those who believe in an “Aryan nation” is fearful of what the future holds. The article also raises the question of what the “other side” is going to do in regards of the idea. What happened to America being an equal opportunity for everyone? After reading the article, I am appalled that people are even having a debate on multiculturalism and claiming it has a negative impact on America. Racism needs to end so America can build a multicultural society that treats all equally and with respect and understanding.Besides, who gets to decide who belongs in America and who doesn't? No one should have the right to deny anyone of the freedoms in America and be respected.

In the article The Challenge of ‘Multiculturalism’ In How American View the Past and the Future, Samuel Taylor discusses the different viewpoints on multiculturalism in America. The main issue discussed was that America is losing its history due to the fact of including different cultural perspectives on topics in history and states “Multicultural" history was therefore to be a broader, more inclusive history that would give every American his rightful share of America's past.” The article states that by doing so future generations will lose their patriotism and pride in being an American citizen. By teaching “multicultural history”, I believe we are not stripping children of being proud of belonging to America. I believe it helps teach patriotism because they can be proud to belong to a nation that respects and welcomes all cultures into the classroom. By learning about each other’s culture, we can only then begin to accept the differences amongst us.

How do I teach grammar?

“Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English. And it can help everyone--not only teachers of English, but teachers of anything, for all teaching is ultimately a matter of getting to grips with meaning.” (David Crystal, “In Word and Deed,” TES Teacher, April 30, 2004)

When teaching grammar, the teacher should have a understanding of Standard English, grammar, and the value of studying grammar in order to properly teach grammar in an ESL classroom. Standard English is difficult because people view it as the “correct” way to use English and has been referred to as a “dialect”. However, Standard English depends on where in the world the English is being used because each region has their idea of what is “correct”. Standard English is taught in schools, appears in print, and heard on news broadcasts or documentaries. Growing up, I did not know anyone with a difference accent, or Standard English, until I had a friend from New Zealand move to my school in High School. We thought it was weird the way she pronounced certain words.

The grammar of Standard English is more uniformed than Standard English is itself because of the varieties of English usage. There are fewer questions about what is grammatically correct than what is the “correct” way to pronounce words and proper ways to use English. Initially, I never thought about the Standard English and grammar being different. I thought what was taught in school was the only “correct” way to pronounce words, write, and speak English.

How will I help students learn the grammar they need? How do I teach grammar?

These are two important questions when working in an ESL classroom. Thinking about my ESL classroom, I believe that although the student’s Standard English should be honored and not made to seem inferior, it is important for students to learn to speak grammatically correct because it will aid them in their future with jobs, interviews, become an effective writer, etc. In the classroom, I believe ESL students need to hear prescriptive grammar because they first need to learn the basic structure of English that they will use in formal settings, will read in most print, and hear on some television shows. However, I also find it interesting the way a student then use the language with friends and family in informal settings. Students should be aware that in different situations, different usage of English is used. I am a firm believer that a teacher should become a facilitator of the student’s learning and the students construct their own meanings through activities or inductive reasoning. Therefore, I like the idea of using ht inductive approach to teaching grammar. Lessons may be more helpful if they allow the students to explore the grammar concept through an activity or exercise. The teacher may want to spend a lot of time exposing and engaging students to practice and exposure with the structure or grammar concept. Lastly, teachers may want to use guided practice so the students will feel comfortable enough to produce or verbally use the grammar concept.

Multicultural Education

My definition of multicultural education:

The United States is becoming increasingly diverse. Therefore, multicultural education is crucial in creating understanding and acceptance of all cultures. Before reading Paul Gorski's The Challenge of Defining "Multicultural Education", I thought I already had my definition figured out. However, my definition only covered a small portion of everything multicultural education truly entails. Multicultural education combines curriculum and education in the classroom to teach students how to accept, understand, dismiss prior prejudices and stereotypes, and appreciate cultures that are different than their own. Students will be prepared to work with people from different geographical areas and accept their differences and similarities.

Reflections on the challenge of defining multicultural education:

Multicultural education is difficult to define because it is viewed differently by so many people. Another challenge is that most of the definitions only include one aspect of multicultural education and leaves out the other vital aspects. Teachers and education institutions are among those who seem to not share a similar definition of multicultural education. Gorski states that "some see it as a shift in curriculum, others as a reference to teaching styles and testing practices, while others view it as a method for social transformation". With all of the different definitions, multicultural education is difficult to implement in the classroom across the board.

Challenges facing classroom teachers with implementing multicultural practices in their classrooms:

One challenge that classroom teachers face when implementing multicultural practices in their classroom is wanting to teach and explore cultures from all over the world and finding the time due to preparing the students for standardized testing. With so much time dedicated to teaching material that will be on TCAP, teachers are left with only a small window of time to allow the students to learn about new cultures. Unfortunately, the students then do not get to explore more in depth the differences and similarities of the cultures.

Reflecting on YOED 6020

For teaching any grade or any group of students, a teacher must carry with them effective strategies to help teach content. YOED 6020 has helped with adding effective strategies and methods that I will use when teaching ESL. One of the strategies that I learned is to reflect and what better way than to use technology so I can obtain feedback from others in my profession. At first, I was skeptical about blogging on the internet about reflections I had, however, I believe it has made me more accountable and I put more into it since it will be open to the public. I will continue to blog on the Internet about my experiences when I become an ESL teacher (hopefully next school year!).

Next strategy that is helpful and will work to build a learning atmosphere with my ESL students is to write a “Newcomer Brochure” to send home. The brochure contains helpful community resources for the parents, importance and tips for literacy at home in both languages, and rules and expectations within the school and classroom. I believe that the parents will greatly appreciate that the teacher took a second out of their day to introduce and welcome them to the school and community. We teach their children and therefore must include them in the learning process. I believe it is extremely important to have the parents informed about details of the classroom and have tools to help the student at home. By working together, the student is bound to succeed.

The next strategies will be helpful for the teacher within the classroom to teach literacy development and assess the oral development to ESL students:

• Cloze procedure: the teacher selects an appropriate text for the students and then deletes every fifth word to assess if the reading level of the text is suitable or not.
• SOLOM Instrument & Oral Language Development: two assessments that are used to assess a student’s oral development through grammar, pronunciation, vocabulary, fluency, etc.
• Anticipation Guide & Writing Prompt: Both of the strategies help build writing skills for ESL students through reading a text and answering and/or building on prior knowledge.
• SDAIE Lessons and Strategies: SDAIE is a lesson template that helps “specifically design academic instruction in English”.

All of the strategies discussed above are tools that I will carry with me and I offer those beginning like me to examine if they would work for them as they begin their ESL teaching journey. I also encourage those beginning in the ESL teaching journey:

• To examine ESL in their state and county,
• Look through the resource guide for ESL and the curriculum guide for their state,
• Search for useful strategies and methods and write them down, discover what designer method(s) fits them best and tips for that method(s),
• Search and buy multiethnic literature to build their classroom library,
• Look at different assessments such as: the dolch word lists, fry readability graphs, SOLOM instrument, and Oral Language Development instrument,
• Research Writer’s Workshop, and
• Research the five essential components of reading instruction.

All of these will help them feel more prepared and equipped with strategies and methods that will help aid them in teaching ESL effectively. J I will use the information, methods, and strategies learned in YOED 6020 in the same way! I have started an ESL portfolio filled with all sorts of information and strategies that will better equip me during teaching ESL. I am excited to begin on the ESL teaching journey and feel very prepared in doing so!

Literacy in the ESL Classroom

As teachers, we all know and understand the importance of reading for all of our students, however, it is even more critical for ESL students to acquire the ability to read in the second language. Through reading, ESL students develop English language proficiency and utilize their background experiences. However, the process for each student is different and some can take longer to be able to read well. Therefore, the teacher must look at important factors in regards to selecting and evaluating materials when helping ESL student learn how to read.

When selecting appropriate reading material for their students, they should:

• evaluate different types of materials that are typically needed for ESL instruction,
• examine the level and content, and
• look at the types of pre and post activities that are included.

First, different types include: basal readers, children's literature, and non-fiction text. Most times, I feel that teachers leave out non-fiction, but from evaluating the type I believe it is crucial for student's to grasp new concepts through building vocabulary and visually seeing the "real" picture. Basal readers are also helpful because they provide the teacher with helpful strategies to teach concepts, vocabulary, and build upon background experiences. Children's literature is my favorite! I love the imagination from the authors because they engage the student and take them to new places. From all of the types, I believe the teacher must make sure the content and levels are appropriate for the students and their progression.

Pre-reading activities are also extremely important and usually will include: discussion questions, metacognitive activities, vocabulary introduction and/or development, and illustrations to enhance the reading by making reading comprehensible to ESL students. Pre-reading strategies will help connect the ESL student's background experiences to the new information and build schema. The most important to me is building vocabulary because they will be able to understand what they are reading and then make connections to their experiences. From my experience, the discussion questions are the most beneficial for all students because everyone student learns about other's through their personal experiences. In selecting materials for ESL students, I also believe it is important to select text that will interest the students. Students will then be more inclined to want to know what the book will teach them or where it will take them. Engagement is almost always key in instruction.

Since I am currently not teaching, I know from being in school and student teaching how important literacy is to second language learners. Therefore, I believe that teachers should take into considerations the above statements about evaluating and selecting reading material for their students. Also, I believe they should make reading fun in the classroom and not a punishment. When I have a classroom, I plan on having tons of books throughout the classroom with quotes and decor surrounding it to draw the students in. I also think it is important to have multicultural books distributed within the shelves so student's will have books to begin with that start with stories they can relate to! Thinking about teaching reading to my future ESL students makes me excited! :)