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Copyright © 2007 EDEquity, Inc. All Rights Reserved
California Alliance of African American Educators
Stanford Institute
Responsive Classroom and Structures to Engage Black Students
Presented by
Edwin Lou Javius
President/CEO EDEquity, Inc.
Copyright © 2007 EDEquity, Inc. All Rights Reserved
Miss Tolliver
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Greatest barrier to learning…
is not what students know, but what teachers believe!
Dr. Wade Nobles
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Do we believe?
• African American – 950 • Latino – 900• White – 840• Asian – 790
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Do we believe?
• African American – 950 • Latino – 900
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Diggin’ Deep with NCLB
“…soft bigotry of low expectations.”
George W. Bush
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What would be your staff development for NCLB?
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Closing the Equity Gap
75% Mind-set
25% Instructional Strategies
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Key Principles of Equity
Awareness
Attitude
Analysis
Action
Accountability
Mind-Set
Strategies
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Race does not impact student achievement! It’s how educators
view and react to race that impacts student achievement.
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Research Says It’s…
• Not Race
• Not Class
• Not Poverty
• Not Gender
• School’s response to Race
• School’s response to Class
• School’s response to Poverty
• School’s response to Gender
BUT
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To understand the impact of race and culture on student achievement,
you need to be willing to abandon the belief that colorblindness is a
possible solution.
Equity Based Instructional Leaders are Color Conscious.
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Commitment
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Krispy Kreme Theory
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If we do not better equip black boys to the nature of schooling, we will fail
them.
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Who’s more equipped to change?
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What do we already know about black students
(Affective Domain)
• Black students are highly relational • Black students will test your
resiliency to work with them • Black Students synthesize their
experiences
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What do we already know about black students
(Cognitive Domain)
• Inferential learning styles is a strength
• Improvisational and verbal skills • Musical and high movement • Synthesize their experiences
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What do we already know about black students
• Will overtly participate when she/he is confident about material
• Will perform at high levels when he/she knows the teacher cares
• Will sacrifice achievement for peer acceptance
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How to equip black boys to succeed
• Provide every avenue to develop and sustain positive racial identity
• Assist black boys in understanding and channeling their masculinity
• Give culturally relevant literature reflecting positive role models
• Model academic talk• Demand academic responses from boys • Validate, affirm and bridge home/
community language• Overtly teach situational appropriateness
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• Provide explicit positive and constructive feedback for academic and behavior performance
• Teach effort!!!
How to equip black boys to succeed
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Language Taxonomy of African American Students
Recitation
Repetition
Rhythm
Rituals
Relationship
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Student Voice
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“Culture is to humans, as water is to fish.”
Dr. Wade Nobles
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Making Cultural Connections
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The quality of a school as a learning community can be measured by
how effectively it takes action of the needs of struggling students.
Jim Wright, 2005
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What is the data saying
• Re-designated ELL are one of the highest performing student groups in California
• Acquiring academic language is the key to academic success in all subject areas
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Characteristics of an Academic Language Learner (ALL)™
An ALL student can…
• use the English language in more complex, cognitively demanding situations. They use intricate structures such as idiomatic expressions and passive voice.
• use a wide variety of grammatical structures to describe concrete and abstract concepts.
• comprehend core text and other multifaceted materials with clarification of ideas or vocabulary.
• write with increasing length and complexity for various purposes and use expressive language and academic vocabulary.
• read grade-level books with an understanding of main ideas, idioms, and figures of speech.
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Characteristics of an Academic Language Learner (ALL)™ cont.
• participate confidently in verbal exchanges with teachers and peers about both academic and personal topics.
• They understand and use idioms and slang without repetition.
• participate in academic presentations, such as drama and debate.
• They comprehend factual and figurative language presented in core texts.
• They read independently with appropriate pacing and intonation.
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Creating Classroom for Academic Language Learners (ALL)™
• Teachers must model academic language
• Teachers must know how to bridge community/home language with academic language
• Know how to suspend the curriculum briefly to validate cultural connections
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What else do we need to know?
Nothing!
We need to know how to act on what we already know!
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Most Effective Teachers of Black Students
One who…
Knows
Acts
Cares
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Manufacturing my own Morale
This is how I get started!
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Skills of Effective Teachers of Black Students
1. Effective teachers maintain an overall atmosphere (verbal and non-verbal) of general encouragement and support for the learning process of all students-and not just specific to student responses to teacher questioning. They generate a supportive, positive, and challenging atmosphere in the classroom. They act as a major resource of information and support to students.
1. Effective teachers maintain an orderly environment that is safe, structured, and comfortable. They should create a sense that this is a place to concentrate on the learning at hand rather than on immediate anxieties and distracting events in the school, home or neighborhood environment.
1. Effective teachers not only have high expectations but also set clear standards of attainable academic and behavioral performance, and hold students to them.
1. Effective teachers carefully think, plan, and make decisions to ensure strategic teaching.
Source: Dr. Robert Green
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Effective Teachers…5. Effective teachers call on all students to participate in classroom
discussions with challenging questions, in multiple forms, related to the cognitive information being covered. Effective teachers appreciate the importance to every student.
5. Effective teachers give students adequate time to formulate answers when called upon. “Wait time” is used to cultivate good responses.
5. Effective teachers help to lead students into correct answers, using encouragement and clues, and by developing and shaping answers interactively-probe, restate questions, give hints, etc.; reinforce good responses in multiple ways.
5. Effective teachers structure opportunities for students to achieve significant success:
• Assure cognitive entry attained;• Task breakdown;• Ordered sequencing;• Mastery learning model: presentation, guided practice, independent
practice, review, assessment, re-instruction, and reinforcement.
Source: Dr. Robert Green
Copyright © 2007 EDEquity, Inc. All Rights Reserved
Effective Teachers…9. Effective teachers react to student responses with praise:
• Appropriate in timing and quantity; directed and specific;• Not general, stereotyped, and/or single-worded.
10. Effective teachers use significant amount of positive non-verbal behavior as well:
• Smile;• Nod positively;• Look students directly in the eyes;• Lean forward;• Encourage more than one direct response.
11. Effective teachers design learning activities to be challenging, engaging, relevant, and directed to students motivations; emphasize the process of learning and its excitement as a quest.
11. Effective teachers are proactively available; assist students and demonstrate willingness to help both during class and non-class time; encourage students who are “response-reticent.”
Source: Dr. Robert Green
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Effective Teachers…
13. Effective teachers give adequate evaluative feedback and constructive criticisms that are, and are perceived as, positive and instructional.
13. Effective teachers place primary stress on academic role definition, and does not settle for solely social or other non-academic goals.
13. Effective teachers appreciate and celebrate diversity in the classroom.
13. Effective teachers continually update their skills.
13. Effective teachers participate in induction, mentoring, and collaborative activities with experienced teachers.
Source: Dr. Robert Green
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Multiple Literacies for Black Males
Emotional
Cultural Academic
Social
Multiples Literacies
Source: Alfred Tatum, 2005
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Multiple Literacies
• Academic Literacy-skills and strategies that can be applied independently to handle cognitively demanding tasks
• Cultural Literacy-a consciousness historical and current event that shapes cultural identity as an African American
• Emotional Literacy-the ability to manage one’s feelings and beliefs
• Social Literacy- the ability to navigate a variety of settings with people of similar or dissimilar views
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Culturally Responsive Structure
Progress Monitoring
Research Based
Curricula & Interventions
Data-Based Decision Making
Multi-tier Supports:
AcademicBehavior
Problem Solving
Collaborative Collaborative Problem-SolvingProblem-Solving
School wide School wide
Active Active classrooclassroo
m m support support
Use of Use of QuantitatiQuantitati
ve and ve and QualitativeQualitative
datadata
Progress Progress MonitorinMonitorin
ggEquity Equity
Walks™Walks™
Multi-tier Multi-tier SupportsSupports
: : Academic
&Behavior
Early Early InterventioInterventio
nn
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The Rose That Grew From Concrete
Did you hear about the rose that grew from a crack in the concrete?
Proving nature's law is wrong it learned to walk with out having feet.
Funny it seems, but by keeping it's dreams, it learned to breathe fresh air.
Long live the rose that grew from concrete when a teacher was the only
one that ever cared.Adapted from Tupac Shakur
Copyright © 2007 EDEquity, Inc. All Rights Reserved
Contact Information
Professional development support provided by EDEquity, Inc. please contact:
Edwin Lou Javius President/CEO
8351 Elm Ave. Suite 104Rancho Cucamonga, CA 91730
1-877-EDEQTY-1 (333-7891)www.edequity.com
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