Rice-Reflection4

Review-What did I learn?

            Chapter Four introduced two types of attitudes, or orientations, teachers can have toward students. Deficiency Orientation is a belief that students are missing, or are deficient, in an area that will impact their success. The majority of the time this deficiency is thought by the educator to come from a student’s community or family.(Noel 2008) However, the “deficiency” truly results from the educator perceiving the student’s learning having to occur in a certain manner. When teachers take on this way of thinking, the result is often lower expectations for their students. Furthermore, when a student does not succeed, an educator with a Deficiency Orientation point of view does not stop to examine their role in situation, but puts the blame on the area where they “saw” the deficiency.

            Difference Orientation is another approach educators can adopt. The key word in this point of view is “difference”. An educator with a Difference Orientation perspective examines students’ ways of learning, and sees that students may have several different styles of learning. The teacher does not hold the perception that there is only one method with which to learn, and if you are not successful with that method, you are lacking something and will not be successful. (Noel 2008)

Reflect- What did it mean to you?

            Although in this chapter Jana Noel mentions and explains learning styles and the various inventories used to assess someone’s learning style, for me, the explanation of Difference and Deficiency Orientation caught my attention. Instantly I reflected back to my first year of teaching. I would not say that I took a Deficiency point of view with my students, but it did take some time for me to understand what I had first thought to be a “lack” of background knowledge when it came to some of the subjects and concepts we were studying. Realistically, of course, the students did not have a lack of background knowledge; it was just different from my own, and what I had perceived theirs would be. It was tempting for me to think that the students’ parents should have given them more opportunities to experience life; however, I quickly realized that the students had background knowledge and experiences to build upon, and they could connect it to the information we were covering in class, just in a different method than I had originally thought.  I quickly began to reexamine my teaching styles and lessons. I created ways for students to use their own background information in addition to connecting it to new information presented in my lessons.

            I think it’s tempting (for a brief minute) to have a Deficiency Orientation, what wouldn’t be easy about blaming student’s lack of success on other places besides ourselves, and doing nothing to change our way of teaching?  I feel that education is my calling in life, and with that calling it’s my goal to see every one of my students succeed. I also know that they are not all going to succeed in the same way, nor reach their goals in the same manner. It’s a challenge, but my duty as an educator is to see my students’ strengths and build upon them. I can achieve this by examining my teaching, changing what needs to be changed, and taking responsibility for my students’ learning.

Refine- How will I use this information with my students?

            Although my students all take the same standardized tests during the year, I realize they will not succeed on the tests by learning the material in the same ways. With my position this year, as an ESOL teacher, I have the opportunity to work with many small groups. I have learned more about my students’ learning styles through this position, and I plan lessons that will accommodate how they learn best. I have several students who are visual learners; for these students I use many visuals in my lessons to reinforce their learning. I also have students who are kinesthetic learners, so we do a lot of acting and moving in those groups.

            This chapter served as a great reminder that all students have strengths to be built upon. I will continue to remember this, and apply it to teaching my students by discovering their strengths and letting them contribute to the learning taking place in our groups.

            I have shared and discussed the information I learned in this chapter with some of my colleagues. Discussing new information, or even recently revisited information, with those we work with is beneficial. These conversations not only benefit the teachers, but ultimately it benefits the students as well.

My case study was done on one of my Hispanic boy students.  When I first met my student’s mother she shared with me that my student’s father was incarcerated for domestic violence. My student’s mother was concerned and wanted to make me aware just in case I saw any signs of unusual behavior.    

When I interviewed my student’s mother for my case study she agreed without hesitation. She told me that all three of her children were born in the United States and she was born in El Salvador.   

According to the article “Hispanic-American Students and Learning Style” written by Griggs and Dunn the Hispanic culture has a strong family bond.  The belief is that a child’s behavior mirrors the positive aspects of the family, in other words it either brings honor or dishonor to the family.  Loyalty and a very strong support system is one of the keys to the Hispanic culture (it takes a village to raise a child).

 

Based on my own personal experience family commitment is top priority.  I have found this to be   very true of both my sister-in-laws (Santo Domingo & Honduras) family commitment.  I have found this commitment to be more so with my sister-in-law from Sana Domingo.  I am very blessed to have such a sister-in-law (and her mother) who has embarrassed my father just like he was her own.  

 

While researching Hispanic cultures I came across the following information about Mexican American students learning styles:

 

·         American students learn best in a structured environment more so than other cultures.

·         Mexican-American students favor working in groups opposed to Caucasian and African-         American students.

·         Mexican-American students required significantly more sociological variety than either African-Americans or Caucasians (Dunn, Griggs, & Price, 1993; Jalali, 1989).

·         Latinos' strongest strength is kinesthetic – The study of body motion, gestures, unconscious body movement.

·         Mexican- American students were found to be less auditory and visual than Caucasians and African-American students.

·         “Mexican-American females had a significantly higher need for mobility than their male counterparts (Dunn, Griggs, & Price, 1993).”

The majority of my students in my classroom are ESOL. Consequently, I have to adjust my teaching style to fit the needs of all of my students.  For math, I have to make sure that there are plenty of manipulatives available.  Also, small groups, visual aids, and plenty of modeling are helpful tools that allow my students to grasp the material much quicker. 

My teaching style this year has been hands on, but I find myself having to wing my students off because I discovered that many of them were becoming too depended on me, I was so called hovering over them.  Now that I have made this adjustment I am able to see who really doesn’t understand the content verses who can take on the task with minor assistance.   Also, I am finding that many of my students who didn’t like to participate are now willing to share what they know/have learned.  Although we still have a long ways to go, many of my students are really taking pride in their learning.  As an educator I believe it is my responsibility to do whatever I can to help my students succeed as a citizen as well as academically.  (I am more in line with the “Difference Orientation” concept outlined in chapter 4 – I look for opportunities to build on what the student already knows (Noel, pp. 127- 129).                       

References

www.education.com:

Baron, A., Jr. (1991). Counseling Chicano College Students. In C. Lee, and B. Richardson (Eds.), MULTICULTURAL ISSUES IN COUNSELING: New Approaches to Diversity (p.171-184). Alexandria, VA: American Association for Counseling and Development. ED 329 861.

Black, C., H. Paz, and R. DeBlassie. (1991). Counseling the Hispanic Male Adolescent. ADOLESCENCE 26:223-232. EJ 429 645.

Dunn, R., and K. Dunn. (1992). TEACHING ELEMENTARY STUDENTS THROUGH THEIR INDIVIDUAL LEARNING STYLES: PRACTICAL APPROACHES FOR GRADES 3-6. Boston: Allyn & Bacon.

 

Frisbee - Culture Class Task 4

I am not as far along on my case study as I hoped, but I do have the weekend to pull it all together. I have found tonights activity helpful (especially seeing what other people have found) and hope to use most of it in my case study. I have been teaching ESOL students unofficially in my regular education classes in GCPS for 15 years and am still wondering why we aren't all trained and informed more when it comes to teaching ESOL students with the diversity we have in our schools.
Anyway....good luck to everyone pulling it all together this weekend and see you next week.

Frisbee - Cultural Expectations Task 3

Spanish Culture Differences

Proxemics: very close and warm, closeness is customary, tend to stand close when carrying on a conversation, they tend to great with hugs and kisses. 

Kinesics: often touch shoulders or hold arms together. 

Parlinguistics: less emphasis on words, numbers and written documents, more emphasis on inflection, tone of voice, relationships, feelings and trust

Haptics: touch is acceptable and often used

Oclesics: do not make consistent eye contact

Polychronic time: range of time

Mendoza-Reflection #4

Review-What did you learn?

Chapter four talks about a very important factor in our society “the dominant culture” although we live in this diverse nation where people come from different cultural background we all have to follow the dominant culture.   This is very important because it affect the way we teach and interact with our students.   When students enter our classroom we make a lot of presumption base on race, gender, and income level.  This has affected the students that come from different background as the teacher because they don’t follow the dominant culture and they all come with different learning styles.  As Noel mentioned, “These differences in learning styles are some of the main reasons for misunderstandings and for the mislabeling of students achievements.  When the teacher rigidly adheres to only one style of pattern, many students are left out, unable to achieve or to develop a positive sense of accomplishment and self-esteem”.  (P. 126)   In the 1960 it became very popular to identify students with different deficiencies and sometimes a lot of the foundations of this identification was because the students were very different from the teacher and the teacher saw it as  a deficiency.  As we moved forward in this globalized world, teachers should be more aware of their students’ backgrounds, they should take the time to get to know their students’ learning style and not assume that the student has a deficiency just because they come from different background.   This is particular important if we want to close the student achievement gap that we are facing in education in the United States.

Reflect-What did it mean to you?   

I have connected a lot with this chapter because I firmly believe that we as teacher must put the effort to get to know our students, their background, their learning style and we should plan our lesson with our student learning styles in mind.  The example that the chapter gives when is talking about Bing, resonated a lot on me because I am bilingual, English being my second language and I must admit that learning a foreign language is very hard, especially when you learned English as an adult.   When Bing did not received any acknowledgement of his language abilities reminded me a lot of how I feel when I have encountered people that have told me that I have a strong accent and I must admit that is very discoursing.   This chapter have being very beneficial to me, I teach Spanish for native speakers where I have students from different Spanish speaking countries such as El Salvador, Mexico, Peru, Ecuador, etc.  All this students come into my classroom with different abilities in the Spanish language and they have different accents in the Spanish language.  Although I am Hispanic as well as my students I am not an expert on the 22 Spanish speaking countries.   Therefore, when my students come into my classroom I tried to get to know them, we compared my Dominican culture with their culture we find similarity and differences and I tried to make a positive environment were students are encouraged to feel proud of their heritage and that give me the chance to get to find out their learning style.     

Refine-How will you use the information in your classroom?

A lot of the information that I read in this chapter is very useful for my classroom, because the best way to raise student’s achievement is by getting to know the student background and learning their learning style.  I would continue to get to know the student background as well as their learning style.  To do this I will try to create lesson that are relevant to them and that are a representation of their culture for example: when selecting reading I will try to select a reading that are written by authors from the countries of origin of my students.  Another aspect that I will like to improve in my classes is not focusing so much on the behavior, especially in the Spanish for native classes I feel that those students feel very comfortable because they shared a lot with their fellow classmate, a lot of them are from the same countries of origin therefore the classes tend to be chattier. Last but not least, the incorporation of music and cultural aspects such comic strips from authentic source is very important, I will continue to use this resources to help me find connections with my students.  In the Spanish speaking countries there is large variety of music genre I will try to select songs that student can relate to, to facilitate the learning and success of the students. 

                                               

References

Noel, J. (2008). Developing Multicultural Educators (2nd edition).

Reflection on Mexican-American Culture for Case Study Cynthia Czerwonka

Based on research from several sources, I felt that the most comprehensive summary of learning style preferences for Mexican-American students was offered by Dunn and Griggs (1995). 

Environmental learning style: cool temperature

Emotional learning style: conformity, structured setting, formal design

Sociological learning style:  learning with peers (most likely, but varies by geographical region and socio-economic status)

Physiological learning style:  kinesthetic,   “Yong and Ewing (1992) reported that Latinos' strongest perceptual strength was kinesthetic.”

need for mobility: “Contrary to findings for the U.S. general population, Mexican-American females had a significantly higher need for mobility than their male counterparts (Dunn, Griggs, & Price, 1993).”   

late morning and afternoon peak energy

Psychological learning style: variety in routine and patterns, field-dependent cognitive mind style

It was interesting to note that Dunn and Griggs, (1995), did not strictly adhere to these characteristics alone for an optimal learning setting for Hispanics and Mexican American students.  They add that, “for responsive teaching and counseling strategies, look not for cultural-group characteristics. Instead, emphasize the learning-style strengths of each individual and teach students how to match instructional resources and methods to their own processing, perceptual environmental, sociological and physiological preferences,” (Dunn & Griggs, 1995).

My style as a learner and teacher includes: a cool, quiet environment, conformity, structured setting, learning alone, early morning energy, field independence, linear, sequenced learning, ability to sit for long periods, interpersonal, musical,  and intrapersonal intelligences.  

I will need to adjust the areas above in bold for my Mexican-American students.  I will need to realize that partner and peer learning is key.  I will adjust the time I pull my student for individual instruction, due to noting that the early morning time I normally use may not be the optimal time for her.  I will realize that detailed instruction may not be as effective as allowing her to look at the bigger picture first and then note details after she has a context in which to apply them.  Mobility will also need to be incorporated regularly for her optimal learning environment.

Use of appropriate learning-styles for the individual learner by the teacher seems to be the best way to match instruction to the learner when informed by cultural preferences.

Cynthia Czerwonka

Frisbee Learning Styles Task 2

Mexican-American students tend to be united by customs, language, religion and values. They tend to have a strong commitment to family.  Studies show that Hispanic-American students have environmental, emotional, sociological, physiological and psychological learning styles.

Mexican-American students prefer a cooler temperature while learning, tended to be more conforming to the structure of learning and like the structure in schools although they prefer variety over routines. They require more social engagement in schools and do not need food or drink while learning.

I tend to be very structured and have routines set up in my classroom. My lessons tend to follow the same format of beginning class with a warm-up, going over homework, teaching a lesson, modeling problems in the lesson, checking for understanding and then ending the period with a summarizing activity to make sure students understood the lesson. While typing this I realize that I have a nice structure for my class but need to look at how I can mix things up a bit. Of course I use graphic organizers, different activities using the different learning syles to teach the lesson and check for understanding but I wonder how does this look to my students from Mexico? I do try for variety and I wonder if it is enough to keep them interested? I know they like to be social but why are they so quiet in class? How can I engage them more in the lesson?

I will make some adjustments in my teaching. I will allow my students more time to discuss the mathematics we are learning.

Paralinguistics and Proximity- kiel

Use  Chapter 7:   Fundamentals of Teaching English Speakers of Other Languages- Kiel

In the text Teaching English to Speakers of Other Languages, the author discusses some differences in concepts such as space, and paralinguistic.  I have noticed that my student, from Mexico, has a smaller proximity to her 4 close friends.  She seems comfortable being close to them.  However, she will back up or increase the distance between herself and those that are not in her inner circle of friends.  Paralinguistically she tends to be silent when she is unsure of what word to use next.  She will pause and look up.  You can almost see her thinking, but she doesn’t make a sound until she gets the word she was looking for.   

Teaching and Learning Styles- Kiel

Teaching and Learning Styles- Kiel

In the text Teaching English to Speakers of Other Languages, the author discusses the importance of being aware of their own cultures and that of their students.  He or she also needs to be aware of their teaching styles.  Through getting to know ourselves and our students we can better meet their needs.  In studying the chart on page 44 I found that I am more field sensitive as a learner in relationships to peers and instructional relationship to teacher.  I am more field-independent in personal teacher relationship.  As a teacher, I would say that I lean toward the characteristics of the field independent.

My student in my case study is from Mexico.  She is field independent in her relationship with me, but field dependant in her relationship with some peers.  This seems to ring true to the norm for Mexican students as explained in the text Understanding Your International Students.  Since my child has only been to school in the US, she has only experienced our public education.  She enjoys working in groups to complete tasks.  However, prefers it to be quiet and left alone while reading or writing. 

To meet her needs, I have to provide opportunities for her to read and write in quiet.  She also needs the opportunity to work in groups in hands on activities in math and science. 

Frisbee Reflection 4

Review – What did you learn?

            Deficiency orientation focuses on the deficiencies that a student brings into the classroom and how these deficiencies have an effect on the performance of the student in the class. This type of deficiency allows the teacher to not take responsibility for the student’s poor performance by placing the blame on the family, economic status, etc. The teacher does not change the way instruction is presented in the class.

            In difference orientation the teacher does not focus on the deficiencies and does not place blame on the deficiencies. The teacher looks at the strengths that the student brings to the classroom and looks at ways to build on these strengths. The teacher must make changes to adapt to the students in the classroom to create a safe and engaging learning environment.

            Learning styles involve the physical setting, social settings, learning senses and cognitive learning styles. Some of the learning style inventories include: Edmonds Learning Style Identification Exercise (ELSIE), Kolb Learning Style Inventory, Hidden Figures Test, Learning Styles Inventory, Paragraph Completion Method, Gregorc Learning Styles Model and Dunn and Dunn Learning Styles Inventory. These inventories help us better understand the learning styles of our students.

            Gardner’s learning intelligences are ways of looking at things around us that can help us learn. These include: linguistic, logical-Mathematical, spatial, interpersonal, musical, bodily kinesthetic, intrapersonal and naturalist intelligences.

Reflect – What did it mean to you?

            I’ve never heard of the terms deficiency orientation or difference orientation but am glad to know that my approach to my students falls in the difference orientation category. Although I don’t get quite as involved with the families of my students I do try to look at the good that they bring to the classroom and how I can help make them successful in my class. I’ve never been one to blame their parents, income level, cultural upbringing or anything else that could impact their knowledge at the time they are in my class. I tend to believe they are my students and my goal is to help them master the course AKS and become lifelong learners.

            I do believe a teachers’ attitude toward his/her students can impact the student’s desire to succeed in the classroom. We’ve all known teachers who’ve shut down relationships with students before the student even gets a chance to show what they know. Students are very perceptive when it comes to knowing if their teachers care about them or if they come with preconceived expectations about their performance in their class.

            Of course we’ve all been taught Gardner’s seven types of intelligence but I must say looking at them again has given me reason to reflect on my classroom teaching. How many of these do I take into consideration when planning my lessons? I use the GCPS Quality Plus Teaching Strategies daily and they are referred to as I plan my daily lessons but have I forgotten about the different learning intelligences?

           

Refine – How will you use the information in your classroom?

            I will continue to look at what my students can do and use their strengths as ways of building confidence and engagement in the classroom. I think I will conduct a survey to gather information about my students and use this information to help me better understand some of their cultural differences and what they feel their strengths are. I have conducted surveys before and used the information to write problems on topics that my students have listed as interested to help engage them in the problems we are solving and I will continue to do this.

            I will place a copy of Gardner’s intelligences in my planning book along with my QPTS. I will begin incorporating some of these intelligences in my lessons. Being a math teacher I often teach to the logical-mathematical intelligence using patterns to understand the concepts taught in class and I do try to use spatial reasoning when solving application problems but how can I incorporate the other intelligences? This will be a personal goal of mine for this school year.

Yvonne Bunkley Ch.4 Reflections

Review

            Chapter 4 of “Developing Multicultural Educators”(Noel , 2008) examines teachers’ attitudes toward their students and how it affects the students’ classroom performance and relationship with peers. Chapter 4 outlines different learning styles and tests used to determine learning styles, and the implications for students in the classroom.

            A students’ perception of their ability to learn can be greatly impacted by how the teacher perceives that student. Some teachers believe that a child’s race, economic status, and family structure determine that students’ ability to learn. If the student comes from a background that the teacher considers “deficient” in some way, then the teacher may believe that something is lacking in that student that  is beyond the teachers’ ability to “fix”. This Deficiency orientation absolves the teacher of all responsibility for the students’ failure.

            Teachers who subscribe to the Difference Orientation approach to learning do not assume a child is wrong or “needs fixing”  because he or she may bring background knowledge or experiences to the classroom that are different from those of the teacher. The Difference orientation centered teacher is proactive in examining how his or her classroom practices can be improved upon to address the learning experiences of all of their students.

            Teachers who want to move from the teacher-centered Dificiency approach to the child-centered Difference orientation should begin by recognizing that all cultures are unique and just as valid as the dominant culture.

            One way to ensure that teachers can effectively reach all of their learners is by studying the learning styles and learning strategies that students use when approaching learning situations. Noel (p.133) asserts that individual patterns of learning behaviors are fairly established and consistent from 1 type of learning experience to another. Learning styles are an individuals’ consistent, stable pattern of learning, whereas, learning strategies refers to the techniques that a person uses in order to accomplish a learning task. Both types of learning have been shaped by our experiences.

            An individuals’ unique learning style includes factors such as the physical setting they prefer to learn in, as well as the social setting they prefer. The senses a person uses when learning can be visual, auditory, kinesthetic, tactile, or a combination of these.

            There are many instruments available to determine learning styles. Among these are the Edmonds Learning Style Identification Exercise (ELSIE), the Kolb Learning Style Inventory, the Hidden Figures Test, Learning Styles Inventory, the Paragraph Completion Method, and the Gregorc Learning Style Model. Chapter 4 described each test, giving detailed information about each.

            Chapter 4 describes how Howard Gardner’s (1983) theory of multiple forms of intelligence has allowed us to move beyond the traditional measures of intelligence, such as I.Q. 
The multiple forms of intelligence theory stresses that all of us have each of the seven levels of intelligence but the amount varies among individuals.

Reflect

            I agree with Noel (2008) that teachers tend to view students thru either a deficiency or a difference orientation. While reading this section of the chapter, I began to examine how I view my students’ learning difficulties. I believe that poverty can play a role in a child’s success or failure in school. If parents are struggling to  provide the basic necessities such as food and shelter, they are more than likely unable to provide their children with  the myriad of enrichment classes, learning materials, excursions, etc. that most middle class people take for granted with their children. If they are savvy enough, they probably could find some free or reduced cost activities, such as free days at the museum, Goodwill stores, etc., but not all parents have th time, energy or know how to pursue these things for their child. While I do believe poverty can affect a child’s learning, I do not believe it is the sole factor. Poor parenting skills can also cause some learning problems, as well. Although at times I have become angry at the parenting skills I have observed in some of my students’ parents, I do not view that as an excuse for them not succeeding. I hold high expectations for all of my students and am always examining my teaching style to help them learn.

            I found the section of the chapter that discussed differences in learning styles very helpful. I am intrigued by the ELSIE assessment tool and plan to learn more about it. I like that it allows the students to take ownership in their learning through allowing them to write their answers, score it themselves and receive immediate feedback.

Refine

            All students deserve to be taught in a classroom that addresses their learning style. While it is unlikely that each student will be taught in their preferred learning style all the time, it is important that I strive to teach in as many learning styles as possible so that each student can be taught through their strength while also developing other learning techniques.

            I will be researching the ELSIE program within the next couple of weeks. My students will enjoy having a measure of control over assessments, instead of it being primarily teacher-driven. Reading this chapter has sharpened my need to continuously examine my beliefs and practices. I won’t waste another moment lamenting the poor parenting skills exhibited by some of my students’ parents. I need to focus all of my time and energy in helping the students learn and grow despite what they walk into the classroom with or without.

Classroom Orientations and Learning Style

Chapter 4 “Classroom Orientations and Learning Styles” Reflection

Casey Kiel

Gwinnett County: ESOL Endorsement Program

11 October 2012

Review:

“Since students spend thousands of hours with their teachers over their lifetime, the ways that the teachers view and perceive their students will have an initial impact that will continue for years on those students’ identities” (Noel, p. 125).  In chapter four Noel discusses the importance of the teacher’s view of her students.  She further explains that the teacher’s attitude toward the students con impact his or expectations for themselves and inevitably their self-esteem.  Society can also compound these feelings by making their assumptions and setting expectations based on race or socio-economic status.

Noel sites two orientations a teacher may have: deficiency orientations and difference orientation. A teacher with a deficiency orientation views the student as lacking in some way.  She believes that the mainstream way is the only way of experiencing and sharing knowledge.  Students are expected to adjust to the “norm.”  In a difference orientation the teacher views the student’s characteristics as differences.  She looks for ways to include and build upon these strengths.  

Noel goes on to discuss how we all learn differently.  We each have different learning styles or ways of perceiving and interacting with the learning environment.  Some components of learning styles are physical setting, social setting, learning senses, and cognitive styles.  Noel also shares a wide range of learning style inventories that help teachers better understand their students.  Gardner offered 7 different intelligences.  He found that we have at least some of each but strengths in different ones.  One study found that learning styles encompass 21 different variables.  Consider all the various combinations with 22 students and you’ve got a large spectrum of learning styles.  Noel ends by asking if it is best for the student to learn only via their preferred learning style or if that will dampen the chance of growth in other areas (Noel, 2008).

Reflect:

            After reading this chapter I believe that I have at times taken a deficiency view of some of my students.  Occasionally, after learning more about how things are run at home I have, regrettably, lowered expectations for them.  However, I work hard not to let previous teachers fill my head with their observations before I have the opportunity to work with the child myself.  I believe that each child is entitled to a fresh start. 

            I also learned a little about my own style.  I am a visual learner.  I learn best when I am able to see, write, and sometimes put a picture with what I am learning.  However, I have developed in using my musical experience to learn.  Some things I learn best by putting them to music.

             

Refine:

            What does this all mean for my classroom?  I will spend time observing my students for strengths and learning styles.  Many of the inventories seem like they would be too complicated for my second graders.  However, through getting to know them and closely observing them I hope to better be able to meet their needs. 

            After learning about their abilities and strengths I want to vary the styles of the opportunities they receive to learn and express what they have learned.  This will mean that at times I will have to teach and offer experiences that reach outside my comfort zone, but I will try to view it as an opportunity for me to learn and grow.  I like the question she posed at the end of the chapter, because I do think it is important for students to have experiences with different learning styles.  This gives them some perspective when others struggle, and they may find they have undiscovered strengths or interests. 

           

                

References

Noel, J. (2008). Developing Multicultural Educators (2^nd Edition)

Worley - Ch. 4 Reflection - Classroom Orientations and Learning Styles

Review – What I Learned

            Classroom orientations, learning styles, and multiple intelligences – that’s quite a bit to consider when planning instruction. However, they all affect the way students perform in the classroom, and maybe the way we perceive each other, too.

            To begin, the two different types of classroom orientations, or “how teachers view students” (2008), are deficiency orientation and difference orientation. Deficiency orientation is characterized by the teacher viewing the student as “lacking something, something that the teacher feels the student should have in order to succeed properly.” (2008) For example, the teacher may think the deficiency is that the child doesn’t verbalize in class often. In contrast, difference orientation is characterized by the teacher seeing the student’s characteristics as different, not deficient. In fact, “the teacher sees the differences as possible strengths that could be built upon in the teaching – learning situation.” (2008) Difference orientation would point out that the child is hesitant to verbalize in class because he or she is shy, or because in the student’s culture it is customary to be a passive participant in class. It’s all about the teacher’s attitude.

            Next, the concept of learning styles and multiple intelligences is one with which most teachers are familiar. It has become a hot topic in education in recent years, with entire college classes established to teach teachers how to recognize them in their classrooms, and plan instruction and assessments, accordingly. Learning styles are composed of preferences in physical settings, social settings, learning senses and cognitive learning styles. (2008). In layman’s terms, the physical and social settings are where a student prefers to learn or study, such as on the floor or at a desk; in silence or with music in the background; with a group of students or alone. These are just a few examples of the preferences in setting. Another important aspect of learning styles is learning senses. In education, what is most often referred to as a student’s learning style, is actually the learning sense. There are four learning senses: visual, auditory, kinesthetic, and tactile. Most young children, in my experience, learn better when kinesthetic and tactile activities are employed. Finally, a student’s cognitive learning style is often called right-brained or left brained. Right -brained students like to “have a grasp of the overall goals and ideas to know where they are headed before they begin learning.”  In contrast, left-brained students “like to learn in a step-by-step process, moving in a sequential order through the material.” They prefer to “move toward the end goal, which they plan to reach at the end of their work.” (2008)

            The final individual learning differences concept addressed was the idea of learning intelligences.  Howard Gardner points out “that we will all have some level of each of these intelligences, but we will each have our own unique pattern of strengths within the different intelligences.” (as cited in Noel, 2008, p. 144).  One student may excel in musical intelligence, while another excels in spatial intelligence. Yet another might excel in linguistic intelligence. Given the same content to learn, they could all demonstrate their knowledge by performing different tasks. The student who is strong in musical intelligence could perform a rap about the content, the student who has excellent spatial intelligence may create a piece of artwork depicting some part of the content, and the student who exceeds in linguistic intelligence would probably prefer to write a poem or essay about the material. All of these tasks would accomplish the goal of having the student demonstrate their learning of the content, but in a way that is comfortable to them.

Reflect – What It Meant to Me

            This whole chapter is about finding individual students’ strengths in the classroom. We have learned so much about looking at students as individuals, while also learning about the common characteristics of their cultures, and now we are connecting it all together with how they learn. For the teacher of ESOL students, or any culturally diverse class, it is critically important that we embrace the cultural differences, and make them part of our instruction, to enhance the quality of learning for all of our students. We can all learn so much from each other. In addition to cultural differences, for every teacher recognizing the different learning styles in the classroom is important because as teachers it is our job to make learning accessible for all learners. So, if that means allowing students to work on the floor and planning lessons that incorporate the different learning senses, even if they don’t match up with my particular learning style, that is what a great teacher does. Concerning multiple intelligences, we have to give students more opportunities to demonstrate what they have learned in ways that really show off their talents. With that said, I think it is also important that we stretch students beyond their comfort – zones in order to help them to be stronger in other intelligences, and facilitate continued learning.

Refine – How I Will Use the Information in My Classroom

            I feel motivated to start putting these ideas into play in my classroom. Regarding classroom orientations, I certainly plan to be aware of my attitude about students’ differences. Normally, I try to see the differences as what makes students unique           and use them in the classroom, but sometimes differences do seem like they are hindering children. So, if I can be aware of when I am thinking of the differences as deficiencies, then I can stop and think about how I could instead build on them, and make them even strengths.

            Next, I plan to use the theory of multiple intelligences and plan performance tasks that allow students to demonstrate their knowledge of content, while giving them freedom to choose a task that matches the intelligence in which they are strongest. Sometimes, however, I will encourage students to move out of their comfort zones and choose a task from a different intelligence, just to keep them on their toes!

            Finally, I would like to give an informal inventory to determine students’ preferred learning styles. It will include kid – friendly questions about the learning senses, learning settings and cognitive learning styles. The information gained from this inventory will help me better understand my students, so that I can have classroom spaces set up for different learners, and plan instruction for all of the learning senses. I know these ideas are just a start, though.

References

Noel, J. (2008). Developing multicultural educators (2^nd ed.) Long Grove, IL: Waveland    

           Press Inc.