Xiaoying Nie-Week 4-Journal
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School
University of Massachusetts, Boston *
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Course
530
Subject
Communications
Date
Feb 20, 2024
Type
Pages
3
Uploaded by JusticeMorningTrout30
Week 4 Interactive Journal 1.
Based on what you read in Chapter 3 and your own experiences, what are the conditions necessary for effective team collaboration? After reading Chapter 3, understanding and accepting personal perspectives, effective listening, effective questioning, and staying focused are necessary for effective team collaboration. They are the essential elements of effective communication and the basic conditions for effective team collaboration. In addition, based on my personal experience, the same purpose and goal of team collaboration are also the primary conditions for effective collaboration. For example, among the paraeducators in the classroom, some paraeducators help their own IEP students very seriously and responsibly and occasionally help remind other distracted students to listen carefully. Our shared purpose is to help students concentrate in class. But some paraeducators are sitting in the back or on one side looking at their mobile phones, and I think they may want to earn an income. 2.
After viewing this video which identifies the problem of EL students being over or under represented in Special Education, discuss potential solutions to this issue as presented in Chapter 4 of your text. EL students are easily identified as having speech impairments, speech delays, or other disabilities. But, just like Li mentioned in the film, she did not speak because the language environment was utterly unfamiliar. Implementing multicultural classrooms is the primary way to solve this problem, such as asking students to describe their culture, compare cultural differences, identify the racial, ethnic, and religious groups represented by locks in our diverse society, etc. In addition, bilingual education can also be implemented. Bilingual teaching models can improve language and learning for learners and monolingual English speakers. It can also provide a language learning framework for second-language learners. 3. Provide examples of culturally responsive teaching practices that promote success for culturally and linguistically diverse students in your classroom
. In my teaching, culturally responsive teaching means using students' cultural background, such as language, customs, characteristics, life experiences, and perspectives, as teaching tools to create an interdisciplinary and cross-cultural teaching model to make students intrinsically motivated interest in learning and easier to understand and learn. California is a multicultural state, and most school students come
from different ethnic groups. Teachers and students, and students and students respect each other's cultures and allow students to affirm and appreciate their culture of origin while also being fluent in at least one different culture, creating a harmonious learning atmosphere. It also makes it more likely to arouse, encourage, and sustain students' intrinsic motivation. I’m a Mandarin teacher, but I also often integrate cultural teaching into teaching, such as Chinese festivals, history, food, and so on. Students will also be invited to do cultural comparison activities, such as comparing American Christmas and Chinese New Year. What are the similarities and differences between the holiday celebrations and which aspect does the student prefer, and why? Students from different ethnic groups are also invited to introduce what big festivals they celebrate at home, what food they eat, and what they do during the celebrations. During Chinese New Year, I often teach the twelve Chinese zodiacs. Twelve Chinese zodiacs are twelve animals. I told students sometimes Chinese people don't ask each other's age, but they will request your Chinese zodiac to calculate your age. Many students are very interested in the zodiacs and asked me what their family members’ zodiac animals are. I taught them to sing the order of the twelve zodiac signs, made the wheel of the zodiac signs, and taught them how to use the zodiac signs to calculate their age. While language and culture are taught, students have also practiced their calculations.
Reference Vaughn, Sharon R., Bos, Candace S. & Schumm, Jeanne S. (2018). Teaching Students: Who Are Exceptional, Diverse, and At Risk in the General Education Classroom (7th ed.).
Pearson. YouTube. (2016, October 17). Over- and under-identification of Ells with disabilities
. YouTube. https://www.youtube.com/watch?v=F0pPZS__G10&list=PLoU659hwTdDZ-
zwuicEybQ0TVOx7Q-Kfk&index=4
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