Feiyan Li IRIS Foundational Concepts

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School

University of Houston *

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4375

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Sociology

Date

Apr 3, 2024

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docx

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Uploaded by DeanDiscovery14991

Feiyan Li CUIN4375 02/09/24 IRIS Module: Foundational Concepts 1: Using your own words, explain the meaning of “cultural gaps” and describe two culturally sustaining practices teachers can use to address them. "Cultural gaps" talk about major differences in how each student views the world, values, and beliefs compared with their teachers or the culture of their school and between other racially and culturally different students within their classroom or school. These differences can negatively impact the success of culturally diverse students because they might feel differently about what the norms and expectations are in their class. 2: Identify three of the six key principles of classroom behavior management outlined in the module and offer specific example of how a teacher might use each of them in the classroom. Plan Early: A teacher should expect the possibility of disruptive and distracting types of behaviors. The teacher should be able to create different strategies to address them before they even happen. For example, a teacher might expect that some of the students might be hyper and cause a distraction in the classroom. To deter this behavior, the teacher could create an activity on the board that is engaging for students to complete before the start of class. This activity will redirect their distracting and disruptive energy in a positive way and will also help them shift smoothly into the start of class time. Be Consistent: A teacher should be consistent when reacting to negative student behavior. This is very important to be able to create clear expectations and the following consequences. If a student is repeatedly interruptive during class, a teacher should consistently apply a consequence for that action. The teacher can move the disruptive student's seat or can provide a simple form of redirection. This will reinforce the expectation that students must be respectful when they participate. Maintain Professionalism: Instead of the teacher taking disruptive behavior too personally, teachers can understand that those types of behaviors serve a specific purpose for the student, such as seeking attention from others or to avoid completing a task. The teacher should react with empathy and use that as a teaching moment by using positive reinforcement to encourage the preferred behaviors. When a student often acts out disruptively during class activities, the teacher can use a token reward system where the student earns tokens for participating in a positive manner. These tokens can be exchanged for favorite and fun activities or special rewards such as candy or other small items.

3: a. List two of the practices listed in the module. Communicate, Connect, and Check-In: This practice will enhance relationships with students and their families by increasing the level and quality of communication between students, teachers, and families. Support: This practice will help maintain a safe, respectful, and culturally responsive environment that emphasizes predictable routines, high expectations, and the strengths of diverse cultures. To implement these practices, Ms. Rollison can take the following action steps: Action Step 1: She can welcome and greet students with enthusiasm and happiness each day when they enter the classroom. She can wait at the door to the classroom and say hello to each student individually. This will help set a positive tone for the day and it also makes the students feel like they are valued and respected. Action Step 2: She can offer guidance and emotional support to students if it is needed. She can also create a more supportive environment by paying attention to students' needs and offering more encouragement and assistance when they come across challenges. She can provide reassurance during times of higher stress or anxiety, offer guidance on problem-solving strategies, and lend an ear if students ever need to talk.

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