Author Archives: Sukhvir Narwan

First Week of the Long Practicum

All year I have been looking forward to this very month. I have wanted to be in a class with students for a full school day and now that time has come.

Being in the classroom for an entire week I can definitely say there is never enough time. There is so much to do in such little time. Also, I have learned to expected the unexpected.

This week my main focus when teaching was my pace. I realized a lesson plan is not a race to the finish line, however, now I had to implement that. My sponsor teacher is supporting me in tackling one goal at time. She provided me with positive and constructive feedback to better the next time. She also gave me ample about of example of strategies to achieve my goals.

Even though I was able to manage my pace of my lesson I had a few classroom management challenges. The main concern was getting the students attention when transitioning from one activity to another. The class felt that transition time was socialization time.

My goal for next week is classroom management in particular to getting their attention.

Lets see what is in store.

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Week Nine: My practices in my 10 week practicum

Through our Thursday visits I have come to know of a couple of students whose home environment has changed drastically, hence, their change in behaviour in the class and with their peers. I have one student who has been an only child for ten years and now her mom has just had twin boys. The attention she was getting at home it now divided between her and the twins. There is one student who has just met her dad and dad’s family for the very first time. I have one student who is constantly moving back and forth between his dad’s home and his mom’s home, especially, when the mom has a new born. These students have different home environments, yet, their behaviour in class is very similar. At times they are challenging and at times they are lovely. Every day is a different day.

Looking at these students I am aware I need to create a classroom in which learning is optimal. I feel I need to create a classroom climate in which their personal and home environments have a minimal toll.

I am going to implement strategies suggested by Kasurkari, Croiset and Olle Ten Cate in order to support these students learning because they are very bright. They just need the correct support and guidance.

  • Tip 2: Have students’ internal states guide their behaviour: I will be encourage these students to provide an input in either class or group discussions as they have a new and different perspective due to home environment. There home environment will not be discussed in front of the class. That will be a discussion between the student and myself. I want to portray to the student that these new changes can be a good thing for them. They just need to new outlook on the matter.
  • Tip 5: Provide structured guidance:  I want the students to understand that they have huge role and responsibility when it comes to learning. I want the students to understand by dwelling on changes in their lives only hinders their learning, thus, I will allow an open means of communication between the student and myself or someone else in the school so they can express their emotions and then try to self-regulate in order to move on through the day. Self-Regulation is a tool to help these students cope with their emotions.
  • Tip 9: Acknowledge students’ expressions of negative effect: If I feel my students are not starting their day on a good note. I would like a few minutes or give them a few minutes to get to their happy place before beginning the day. This may involve having the student do an errand for me or a classroom task rather than pushing them to do the routine classwork. 

I do not want to over whelm myself with goals I may not be able to attain, thus, I would like to work on these and then move forward. Is this my attempt to having an inclusive classroom? I am not sure.

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Week Eight: Is reflection really sufficient to implement change?

Barker, Frederik’s, and Farrelly indicate that teacher reflections is a key component for an educator in order to critically analyze their approach to an inclusive classroom.  They provided a range of question educators an reflect on. However, I question this notion of reflection. In my process of becoming an educator reflecting on my strategies, work and approaches becomes like a checklist.

For example, what do I know about the cultural, linguistic, religious and educational backgrounds of my students and other staff? To be completely honest, looking at the time constraint and the number of students in my class I would feel very over whelmed to make such an effort, hence the idea of a checklist. I know this is very important connection I have to make with my students as this is a key component of my classroom climate. Instead of getting this information through a conversation I would somehow do it in an activity or in a creative way. Once I do make such a connection with my student who will tell me if I have done it properly. My self-evaluation would be excellent as I would have some tangible work that shows I know the culture views of my students. How do I know I got this information the correct way? How do I know the information I got is authentic?

Since I am not able to answer these questions I do not know if self reflection would be a sufficient way for me to know to assess my approach.

A strategy, which is suggested by Barker, Frederik’s, and Farrelly for teachers to create an inclusive classroom and being culturally aware, is to pronounce a students name correctly. By doing this it shows the student that the teacher respects his or her culture. I agree a student name should be produced properly, however, does that mean a teacher is not culturally aware? If a teacher can pronounce a name does that mean he or she has to be any other effort into inquiring?

For example, sometimes when I observe my SA there are certain things that I would approach differently, however, in her learning process this is the best approach for her. Is it appropriate to criticize a colleague? Is there a structured body of individuals that can monitor this?

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Week Seven: How are parents a part of a students performance in school?

There has been ample discussion on how a teacher should create an inclusive classroom in which all students feel safe and secure to learn. Scholars, such as Beatrice Schindler Rangvid, suggests that the notion of inclusion extends to the home. The parents and the home environment play a prominent role in motivating their children to take the risk and participate. Scholars have analyzed the language, participation in mother-tongue lessons, leisure-time activities, help with schoolwork, missing school and the student composition at school (Schindler Rangvid, 2009). In my opinion these factors do not take into consideration the position of parents in society. For example, not every parent is going to be native to Canada, not every parent is going to be have a stable employment and not every parent is going to have a stable personal life.

In my practicum class we had two international students come from Hong Kong for a new learning experience. I thought this was quite interesting as two ELLs were coming into a classroom. I was very interested to see how they could integrate into the class and how the notion of inclusion would play out. These students come from very stable, wealthy, traditional and educated families so it is assumed their academic performance and motivation to exceed would be high. In reality this assumption proved to be false. When I interacted with the students they were fully able to hold a english conversation, however they were disengaged in the class. There were times the students would simply sit there doing nothing or participating in the class discussion.  At first I thought since they were unaware of the context could be why they are not doing the task, but they did not participate in the art lessons. I found this to be very strange. Then I started to think maybe there disengagement may be the result of the lack of effort put into integrating them into the class. I did not get much time to see if that may be the case as the students went on an afternoon field trip.

However, this did get me thinking of parents of my students. These are average/middle class parents that have a set routine, especially parents who are immigrants. Immigrant parents may not have the home support, access to resources, or even time to invest in their child education as they are busy fending for their basic needs. Comparing these factors to the parents of the international students it did not make sense. The parents of these international have invested money in their learning experience. You would think they would try to make the best of their experience? At the same time I do need take into consideration they are still kids. They are going to slack of when they get a chance.

Looking at these international students I do not know if I feel comfortable assessing a students academic performance based on their parents involvement.

There are so many factors to take into consideration. It is very hard to point what is right and what is wrong. I guess not everything is so white or black.

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Week Six: Sharing our Inquiry

Today I had the opportunity to share my inquiry question with fellow TCs from other cohorts. I was very interested to see what our discussion would be like. We all are such different individuals, with different perspectives and from different cohorts.

I did not get much feedback on my inquiry question. I am not a bit concerned. Does my inquiry question even make sense? It is something that has already been explored?

However, there was an inquiry question which I found very interesting. A fellow colleague is inquiring how to integrate competition into the classroom and motivate a student to perform to his or her capabilities. I started to wonder does competition have anything to do with my inquiry? Is this something I should be exploring too?

This meeting is definitely encouraging me to look at my inquiry question from a new perspective.

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Article:The Impact of Home Culture, Parental Involvement and Attitudes on Cognitive Skills of Immigrant Students in Denmark

The Impact of Home Culture, Parental Involvement and Attitudes on Cognitive Skills of Immigrant Students in Denmark

By: Beatrice Schindler Rangvid

There is ample amount of research that indicate student’s academic performance is influenced by their home background, thus, immigrant student’s performance in school is heavily dependent on their home. Previous literature has focused on parental socioeconomic status, education, income and family structure, this new literature is exploring home culture, parental involvement and attitude towards issues. This research is a quantitative analysis parental involvement in their child’s schooling, attitudes towards integration, which examines the language spoken at home, homework assistance from parents, children’s participation in mother-tongue lessons, and leisure time activities. In order to thoroughly comprehend the influence of home culture on a student’s performance an in-depth analysis of the home is conducted via analyzing cultural communication, social communication, home educational resources and cultural possessions. The evidence is supported by immense research and data, which supports the finding that parent neglect and disengagement, especially for immigrant students, negatively impacts their academic performance.

 

Schindler Rangvid, B. (2016). The Impact of Home Culture, Parental Involvement and Attitudes on Cognitive Skills of Immigrant Students in Denmark (pp. 7-40). Nyropsgade, Copenhagen: AKF, Danish Institute of Governmental Research.

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Article: LETs and NETs: Exploring How Teachers from Diverse Cultural ­­Backgrounds Impact Student Motivation and Preferences

LETs and NETs: Exploring How Teachers from Diverse Cultural ­­Backgrounds Impact Student Motivation and Preferences

By: Ruth Wong

­In an exploratory case study scholars examine a student’s motivation to learn, which is influenced by the perception and practices of a teacher. The research is based on classroom observations, student interviews and teacher interviews.  It is suggested that English language learners prefer to learn from Native-English-Speaking Teachers (NETS) as they have a curriculum oriented approach. According to ELLs that come from Hong Kong NETS have the linguistic model that can provide them with authentic English. The research focuses on two main questions: how do student perceptions of a NET and a LET affect student English learning motivation and preferences and how do the different teaching practices adopted by a NET and a LET affect student English learning motivation and preferences?  The study attempts to focus on the teacher’s ability to speak English, however, it fails to address how the cultural background of a teacher impacts his or her practice, perception and pedagogy. There is little indication of role of culture on a student’s motivation or performance in school.

Wong, R. (2013). LETs and NETs: Exploring How Teachers from Diverse Cultural Backgrounds Impact Student Motivation and Preferences. English Language Teaching, 7(1). http://dx.doi.org/10.5539/elt.v7n1p57

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Article: How family background influences student achievement?

How family background influences student achievement?

By Barbara Neza Brecko

 

Education is a tool for every child to succeed in life, either it be in a profession or in society. School is the institution that exposes children to knowledge and experiences, ultimately, shaping their abilities to perform at school and in society. It is suggested that educational performance is not only dependent on physical and mental capabilities the home environment plays a huge factor in a student’s performance. Scholars are researching the correlation between social background and family background to a student’s school performance. Previous research has associated social background with children’s cognitive skills since schools support students to balance of their cognitive, emotional and social development. This is done by exposing students to knowledge so they can be independent and develop their awareness of belonging. When conducting the research, a student’s home environment is assessed through the mother and father’s education, number of books at home, family and personal possession and size of household. A prominent finding in the research is if a student does not speak English at home then the students spends most o the time trying to decode and understand the teacher’s instructions instead of learning the subject. Language is a key component of the home environment that impacts a student’s performance. The research conducted does not draw any definitive conclusions. The study simply indicates that a student’s performance in school is correlated to family background, especially where the parents are born. Majority of the research is based on surveys, thus, the findings are not concrete.

 

Neza Brecko, B. (2016). How family background influences student achievement? (1st ed.). Retrieved from http://www.iea.nl/fileadmin/user_upload/IRC/IRC_2004/Papers/IRC2004_Brecko.pdf

 

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Article: Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from Self-Determination Theory

Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from Self-Determination Theory

By: R.A. Kusurkar, G. Croiset, Olle Th. J Ten Cate

 

The self determination theory indicates there is an differentiation between intrinsic and extrinsic motivation that impact a student’s performance at school. Intrinsic motivation is when a student takes part in an activity because he or she engaged, hence self determined to complete the task. This is associated to deep learning, better performance and well being. Extrinsic is when a student takes part in an activity due to a pressure or a benefit, which is not a permanent means of motivation. Scholars have suggested twelve tips to stimulate intrinsic motivation, which are: identify and nurture what students need and want, encourage students to self determination to guide their behaviour, encourage participation, encourage students to accept more responsibility for their learning, provide structural guidance, provide optimal challenges, provide positive and constructive feedback, give choices, give emotional support and acknowledge a student’s negative expression.

 

Scholars provide explicit examples of ways to stimulate intrinsic motivation in students, however, there is little support for educators. It is suggested that teachers need to reflect on their practices, but there is not guidance. Not only do students need support with motivation so do the teachers. That is what will make a positive classroom environment for greater learning. Scholars fail to address ways to motivate educators to provide a supportive classroom for teaching.

 

Kusurkar, R., Croiset, G., & Ten Cate, O. (2011). Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from Self-Determination Theory. Medical Teacher, 33(12), 978-982. http://dx.doi.org/10.3109/0142159x.2011.599896

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Article: Creating a Culturally Inclusive Classroom Environment

Creating a Culturally Inclusive Classroom Environment

By: Michelle Barker, Elisha Frederik’s and Brona Farrelly

Creating an inclusive classroom does not only focus on age, gender, ethnicity, religious affiliation, and socioeconomic orientation. It involves recognizing, appreciating and capitalizing on diversity. According to scholars a culturally inclusive classroom is associated to positive interaction between a student and a teacher, using inclusive language, encouraging open, honest and respectful class discussion and discouraging classroom incivilities. The source proceeds to outline multiple examples for implementing strategies. For example, engaging in positive interactions with students may include meet and greets, celebrating similarities and discovering differences, informal one on one interactions, understanding culturally differences and displaying positive nonverbal behaviors. Scholar provide a wide range of strategies, tips and good practice example for educators to implement.

Besides the strategies for creating a culturally inclusive classroom the scholars provide educators with a road map for reflection. It is essential for an educator to reflect on his or her practices to ensure the students are benefiting from their learning. Scholars have developed a self development checklist so guide teachers in the right direction.

 

10 Questions to Guide Self-Reflection: Creating a Culturally Inclusive Classroom

  1. What is my definition of “diversity”?
  2. What national, cultural, linguistic or religious group(s) do I belong to? How do my teaching practices reflect this?
  3. What do I know about the cultural, linguistic, religious and educational backgrounds of my students and other staff?
  4. How could I learn more about the diversity of my students and staff colleagues?
  5. What are my perceptions/assumptions of students and staff colleagues from diverse cultural groups? Or with language or dialects different from mine? Or with special needs or requirements?
  6. What are the sources of these perceptions (e.g., friends/relatives, media, stereotypes, past experiences)?
  7. How do I respond to my students (emotionally, cognitively, and behaviorally), based on these perceptions?
  8. What experiences do I have as a result of living, studying or working in culturally and linguistically diverse cultures? How can I capitalize on this experience?
  9. How can I adapt my teaching practices to be more responsive to the unique needs of diverse student groups?
  10. What other knowledge, skills and resources would help me to teach from a more culturally inclusive perspective?

Barker, M., Frederik’s, E., & Farrelly, B. (2016). Creating a Culturally Inclusive Classroom Environment. In GIHE Good Practice Resource Booklet on Designing Culturally Inclusive Learning and Teaching Environments (1st ed.). Retrieved from https://www.griffith.edu.au/__data/assets/pdf_file/0011/184853/Creating-a-Culturally-Inclusive-Classroom-Environment-mcb2.pdf

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