Positive Changes In Middle School (YHD)

Middle school is a period of transition for adolescents. Students are no longer the children were once were in elementary school; they are beginning to mature into the adults they will need to become. Gifted learners at the middle-school level face the same developmental and tasks tasks and challenges that their peers do. Yet, gifted learners also possess traits that are different from their peers, which often make them misunderstood or ignored. The need for teachers to identify these students and differentiate instruction in a way that addresses the needs of the gifted students in the classroom is becoming more crucial than ever.

The language development of the students in my class come from Spanish speaking homes, I only have seven proficient English speakers, some of my students are reading below grade level. Most of the students are able to communicate, while

The video that addressed the Chicano community had a large issue with the teachers and their communication with the students. It is important that teachers exhibit positive and appropriate forms of communication. The video documentary created by PBS displayed the clear negative attitude that were exhibited towards students that were non-native language speakers. In the video, the teachers in the school had complete transparency with their unapproval of the Chicanos and their inability to speak english. Students were given a hat that labelled them as “Spanish” until they learned English. Teachers would even go as far to reference the students in their classrooms as “you little Mexicans.” Teacher attitude plays a key role in the progression of all students in the classroom, but especially the ELLs. Teachers must realize and acknowledge that the expressions they make in the classroom have a lasting effect with the students they teach. The classroom is a social setting that ELLs must learn to adjust to with time and patience. ELL students thrive off positive interactions in the classroom. When a teacher shows a student negativity or disapproval, the student is more likely to become avoidant and withdrawn in the classroom. An immigrant student needs a teacher that encourages their interaction in the classroom and provides continuous positive feedback, both verbally and nonverbally. This affected the students in many ways. The students’ confidence levels were low in the classroom. The students also were given a sense of motivation from their teacher’s poor attitude. If I were the teacher in this circumstance, I would provide a positive attitude for all of my students. Regardless of my personal feelings, I would treat my students with respect and love. I would embrace my students cultures and educate the rest of the students in the classroom about

To often the teachers don't realize that language is just part of a greater culture. So they miss the point that understanding the complete culture of the students they are teaching needs to be comprehended. I would say, especially when dealing with ELL students who are very new in the USA. The teachers can confuse the lack of interference is a lack of interest, when actually the Hispanic culture values education a great deal and those who teach it. They see the teacher as the specialist and therefore respect that teacher’s decision almost explicitly. They also confuse what appears their lack of time for their children's schooling as a lack of interest in the student’s education. They work very long hours and end up showing up at off hours due to their challenging work schedules. However, if they send an older brother or uncle or grandparent in their place they are saying I am engaged though it may not appear so to the Anglo teacher. The item that will get them to respond more quickly

Before I can delve into my students’ racial and cultural backgrounds, I must first look at my own. I am a white American, born and raised in Minnesota. My ancestors moved to America from France and Norway; however, in my family, our traditions are more Norwegian than French. For example, every Christmas we make lefse and krumkake, two traditional Norwegian foods, as a family. Growing up in Minnesota I have seen many fellow students and teachers who come from similar backgrounds, meaning of European decent. It was not until college that I met people from various locations around the world who have very different cultural backgrounds. It is my belief, that in order for me to be the best teacher I can be, that I need to be open to difference and willing to expand my horizons.

For a period of time I was an ESOL (English as a second language) classroom teacher. This meant part my class was native English speakers and the rest was native Spanish speakers. All of my little first graders had an entire year of culture appreciation and learning to be patient with one another. They learned about holidays which they both celebrated and holidays they did not have in common. When certain Spanish speaking students would get tired of finding the correct English words they would speak in Spanish.

During our three years at Cupertino Middle, we learned a lot. Not just about quadratic equations and the solar system, but also about friendship, kindness, and courage. We worked hard, had fun, and went out of our comfort zones everyday. Who new that we would survive the roller coaster ride of middle school and be here getting our diplomas. But we did. Now we are going to high school, hoping we can change the world for the better. Using the skills and formulas we learned, we just might be able to make a difference.

There is a growing body of research that Hispanic students can achieve, but it will require additional modification and support from the school and community. In the United States, students from linguistically and diverse groups continue to fall behind Caucasian students in academic achievement. The purpose of this paper is to address the educational needs of Hispanic students and provide strategies that will help these students and educators face these challenges. The first strategy is to offer

“…apart from the prime and given responsibility of teaching selected content and skills, middle school teachers must be about the business of helping students believe in themselves, form their character, discover their interests, nurture their potential, gain a sound perspective on their physical development and related health issues, and develop those universally and critically important humanitarian and social skills—all while daring them to be their best selves, to breath deeply, and to live well at the moment.”

In a school with a general population of Hispanics I would love to be able to converse with them in Spanish. I often get people asking if I speak Spanish and I tell them why I can’t speak, but can understand what the words in Spanish mean. All because I did not want to look different in a school where people were primarily white back then I lost a valuable tool. I don’t recall many

I am no immigrant. I have been living in this country ever since I was born. My brother, sister, and I are all first generation citizens. Both of my parents were born in Mexico, and at an early age came to the United States. They are now living happily in the U.S as citizens. Growing up I only spoke one language, Spanish. Being Mexican this was the only way I could communicate up until kindergarten. Although it was such a long time ago, I remember how hard it was for me to adjust. I know I had a strong accent, and I was sometimes ashamed of it. On occasion I remember accidentally speaking Spanish to my classmates. “Did you finish your homework?" “Si, todo esta-”. “I mean, yeah, all done.” I often got these confused looks on their face whenever this happened. The next year in first grade I became accustomed to English. I no longer spoke spanish to my parents. When the realization that I could no longer speak Spanish hit my parents, they were shocked. Personally I was also disappointed. Especially today, in a school with a general population of Hispanics I would love to be able to converse with them. I often get people asking if I speak Spanish and I tell them why I can’t, but can understand what the words mean. All because I did not want to look different in a school where people were primarily white back then. I don’t recall many people of my race at this school at all.

Also, the way I present the material will make a change in schools. Not only material on race and culture but also all material I present in the classroom. I want students of color to feel comfortable in my classroom and enjoy being there. Matias says, “Schools have made students of color hate themselves. Admittedly, this is why so many students of color drop out” (Matias page

As stated above, my group was comprised of people from different ethnic backgrounds, each with his/her own ideologies and perspectives. The challenge here was limited communication due to language barriers. English is used as the main language for communicating across almost all forums, including classrooms. Regardless of this, it became more difficult for us to communicate effectively simply because some of the members had a hard time deciphering what we were conversing about. It could have been that some of the requirements for presentation were confusing or some of the English phrases and terminologies were not conversant with them. However, we devised a mechanism where we integrated the

McCourt’s first day of teaching was rather unusual. He was anxious and completely unprepared. The thought of being an invisible man at the front of the room causes him to forget his opening statements. Suddenly a student throws a sandwich at him. McCourt takes it, and while the class expects a punishment, he eats it instead (McCourt, 16). Like McCourt’s first day teaching at a public high school, my first day helping out at the Albion After School Program was a lot to handle. It was my first time helping out students younger than 15 years of age. These kids were restless and at a point in their lives were cognitive development is crucial. Coming from a completely different background made me feel out of place the first day, however as the day went by I grew comfortable and the kids seemed to enjoy my presence. I was able to teach some kids cool ways that I learned how to solve certain scenarios/problems.

My first observation took place in a third grade classroom of twenty-two students. All students were of Mexican descent and labeled as intermediate/advanced English language learners. The classroom environment itself was very warm and welcoming. There was a bulletin board that displayed pictures of students and their families along with autobiographies. There was another bulletin board dedicated to celebrating Mexican culture and people. The teacher was a Caucasian women in her mid twenties with three years of teaching experience.