Teaching Strategies NCNET教学的策略ncnet.pptVIP

Teaching Strategies I: Avoiding Bias “The teacher is the single most influential element in the classroom.” (Mushi 5) NCCC instructors are predominantly “white, monolingual, and come from middle class backgrounds.” (Gandara 21) Teachers and students carry with them into the classrooms their personal cultural backgrounds. Latino students are: Less likely to have had early childhood education. More likely to be enrolled below grade level. More likely to be enrolled in remedial classes. More likely to have the highest drop out rate. (Science Education) Teaching Strategies II: Practical Applications Did you ever stop to think . . . that the U.S. now has an unofficial second language? SPANISH! ?Hablan Uds. espa?ol? At the heart of Latino students’ academic success is the college’s collective understanding of the role of culture in acquiring knowledge. Latino instructors are less likely to refer Latinos to remedial education Non-Latino instructors have more difficulty identifying gifted Latinos than they have identifying other races and ethnicities. (Gandara 2) Cultural beliefs must be integrated into program curricula, teaching strategies, and educational resources. Learn history and experiences of Latino students. They know when we have done our homework; therefore, we build credibility. Understand historical impact on current conditions, thus clarifying the impact of immigration patterns on our particular Latino students. IN CONCLUSION Demonstration of knowledge may embarrass those who do not know Team members who do not work are not offensive. Destiny, fate, and other religious forces control achievement. And. . . * * Cecilia Moore-Cobb English and Humanities Department Faculty and administrators’ strategy often is “to Americanize” foreign-born or newly immigrated children. Society’s pressures for conformity explicitly or implicitly determine individuals’ status. (Mushi 11) Those of us who are North