| |
| |
Foreword | |
| |
| |
| |
Preface | |
| |
| |
Acknowledgments | |
| |
| |
About the Authors | |
| |
| |
Introduction | |
| |
| |
| |
Making the Multicultural Connection | |
| |
| |
| |
Be sensitive to the diversity of today's classrooms | |
| |
| |
| |
Move beyond "color blind" teaching and take the time to know students in specific localized cultural contexts | |
| |
| |
| |
Reflect on how multicultural competence is defined today | |
| |
| |
| |
Help immigrant students by understanding their personal beliefs | |
| |
| |
| |
White Ethnic students need multicultural education too | |
| |
| |
| |
Cultivate multicultural connections | |
| |
| |
| |
Develop and promote a positive ethnic identity to students | |
| |
| |
| |
Watch for factors of exclusion that influence multicultural curriculum choices | |
| |
| |
| |
Focus on the classroom management factors that best reflect culturally responsive teaching | |
| |
| |
| |
Include multicultural works when developing a quality English curriculum | |
| |
| |
| |
Including Students with Special Education Needs | |
| |
| |
| |
Recognize that different cultures view disabilities differently | |
| |
| |
| |
Teach all students about disabilities to facilitate the social acceptance of students with special needs | |
| |
| |
| |
Avoid excessive drill and repetition when teaching math | |
| |
| |
| |
Spend more time teaching a few key concepts rather than trying to cover it all | |
| |
| |
| |
Tailor homework to ensure success for students with disabilities | |
| |
| |
| |
Spend the time to develop and use a variety of assessment strategies | |
| |
| |
| |
Offer positive and constructive feedback rather than criticism | |
| |
| |
| |
Communicate student progress early in a course, but avoid using formal grades to do so | |
| |
| |
| |
Ensure students receive appropriate instructional or assessment accommodations | |
| |
| |
| |
Be aware of potential bias when considering the recommendations of the Student Study Team | |
| |
| |
| |
Focus on classroom process before course content to increase time on task | |
| |
| |
| |
Consider using Universal Design for Learning Principles when designing lessons | |
| |
| |
| |
Encourage students to set process goals when learning new technology | |
| |
| |
| |
Create scaffolds to help students learn complex skills and procedures | |
| |
| |
| |
Focus on instructionally centered communication when working with students with learning disabilities | |
| |
| |
| |
Encourage students with disabilities to develop positive interpretations of their academic performance | |
| |
| |
| |
Use instructional strategies that support the specific needs of students with attention deficit/hyperactivity disorder (ADHD) | |
| |
| |
| |
Cultivating Gender Sensitivity | |
| |
| |
| |
Open the dialogue with students regarding gender equity issues | |
| |
| |
| |
Support male and female students differently during school to school transitions as gender can influence their needs | |
| |
| |
| |
Become aware of the traits of gifted females | |
| |
| |
| |
Work to prevent inequities between male and female students'class partcipation | |
| |
| |
| |
Consider how students sometimes treat female teachers differently than male teachers | |
| |
| |
| |
Address gender issues in the classroom to increase student success and confidence | |
| |
| |
| |
Be prepared for subtle gender bias in academic situations | |
| |
| |
| |
Including Students Who are Sexual Minorities | |
| |
| |
| |
Create a classroom environment of safety and respect | |
| |
| |
| |
Access libraries to provide a more inclusive collection for sexual minorities | |
| |
| |
| |
Explore curriculum that includes minority sexual identity and sexuality | |
| |
| |
| |
Weigh the issues of choosing to remain "closeted" vs. "coming out" within educational settings | |
| |
| |
| |
Consider the effect of teachers "coming out." | |
| |
| |
| |
Be aware of the diverse and complex path that gay males undertake in self-defining themselves as gay | |
| |
| |
| |
Work to prevent "low-level violence" in schools | |
| |
| |
| |
Supporting Students Who are Economically Disadvantaged | |
| |
| |
| |
Teach group skills to help low-income students establish a positive and encouraging support network to increase their likelihood of attending and completing higher education | |
| |
| |
| |
Use cooperative test review and study guides to improve student achievement | |
| |
| |
| |
Encourage all students to enroll in rigorous courses and build in the needed supports to facilitate their success | |
| |
| |
| |
Utilize a variety of print materials to inspire student reading and writing | |
| |
| |
| |
Explore the effects of pacing on student learning when working with low-income students | |
| |
| |
| |
Teach self-regulation and attention sustaining skills to help students improve their performance | |
| |
| |
| |
Explore team teaching to address the needs of economically disadvantaged students | |
| |
| |
| |
Mentor economically disadvantaged students to improve their aspirations | |
| |
| |
| |
Make academic success the first priority for economically disadvantaged students | |
| |
| |
| |
Use a variety of assessments to identify gifted students from underrepresented groups, particularly economically disadvantaged students | |
| |
| |
| |
Support equal access of extracurricular activities to promote student connectedness | |
| |
| |
| |
Use popular films featuring urban classrooms as starting points for reflection and critical analysis | |
| |
| |
| |
Be aware of the factors that contribute to the failure of highly competent students | |
| |
| |
| |
Meeting the Needs of English Language Learners | |
| |
| |
| |
Be wary of low expectations for language minority students | |
| |
| |
| |
Reflect on the complex issues surrounding school literature selection for bilingual and bicultural students | |
| |
| |
| |
Carefully consider the use of cooperative groups with second language students | |
| |
| |
| |
Explore the definition of literacy and the complexity of the term when applied to bilingual and bicultural students | |
| |
| |
| |
Actively address the diverse needs of English learners | |
| |
| |
| |
Prepare for a cultural and linguistic mismatch between teachers and their students | |
| |
| |
| |
Select spell checker programs that meet the needs of the specific student population | |
| |
| |
| |
Consider portfolios to create an overview of student performance and growth | |
| |
| |
| |
Working with Parents | |
| |
| |
| |
Develop strategies to help parents help their children succeed academically | |
| |
| |
| |
Include parents from marginalized groups by making them feel welcomed | |
| |
| |
| |
Involve minority and culturally diverse parents as resources in the classroom | |
| |
| |
| |
Consider the positive and negative effects that homework has on students and their families | |
| |
| |
| |
Establishing and Sustaining Your Professional Identity | |
| |
| |
| |
Actively seek opportunities to expand personal experiences in multicultural settings | |
| |
| |
| |
Internalize that cultural experience and perspective is different for each individual | |
| |
| |
| |
Recognize the signs and symptoms of "diversity-related burn-out." | |
| |
| |
| |
Successful teachers should become knowledgeable about adolescent culture | |
| |
| |
| |
Do not underestimate the preparation necessary for placement in urban multicultural settings | |
| |
| |
Index | |