Lane Middle School Book Group discussion
This topic is about
Culturally Responsive Teaching and The Brain
Week 2 - 7/28-8/3 - Chapters 5-7
date
newest »
newest »
Chapter 5: I ask students how are they and what they are excited about or looking forward to. I think students like sharing about their own lives, and it helps students feel comfortable to ask me questions. This fall, I am going to try "Selective Vulnerability" by showing pictures of the month-long road trip my family went on this summer. We spent a lot of time learning about Native American cultures and visited several historic sites that fit in with what I will be teaching.
Chapter 5: My “go to” trust generators with Lane students is asking how they are that day, checking in on weekend plans (pre then post), remembering the little details they share as often as possible so I can folow up or bring them up another time, to show that I was truly listening - because what they share is important.This fall I would really like to work in 1-on-1 check ins, hoping to get with each student at least once every 2 (maybe 3, depending on numbers) weeks. This more intentional check-in will be in addition to the regular brief check-ins.
Chapter 6: I really appreciate the term "warm demander". I, relating strongly with The Sentimentalist, definitely struggle with the balance of providing too much support vs letting students "struggle" for a bit and am very aware that I need to "demand" more from my students. The act of being not just warm with my voice but an ongoing, predictably "warm" person to my students would help immensely. I feel the challenge heavily in math as they are coming into middle school lacking so many basic skills as well as confidence, so it's easy for them to want to give up. This is where being a Warm Demander as well as incorporating even more project- or reality-based assignments will come in very handy.
Chapter 7: Things that I can see us organically adding to our building/community to communicate positive beliefs to our students:
- Posting on walls throughout the building that students see regularly artwork, images, quotes, and poetry with culturally congruent images that communicate a positive sense of triumph, success, and accomplishment (p.117). Along with this, have students intentionally look at them and reflect (maybe during Advisory).
- Teacher-to-teacher communication about students showing growth mindset so that they extra feel they are being acknowledged.
- Greater school-wide community building, as well as parental involvement/communication with positive focus.
Chapter 5: What are your “go to” trust generators with Lane students? What new trust generator do you plan to try out this fall?
Chapter 6: How might being a “warm demander” help Lane teachers be allies to dependent learners? Optional: Of the four types of teacher described on page 99, which do you identify most closely with? What shifts do you plan to make this year to develop your stance as a warm demander?
Chapter 7: What ideas do you have about classroom and school-wide practices that will help Lane students shift their academic mindsets? What do staff members need to believe about Lane students to help shift their mindsets, and how can we communicate these beliefs to students?