Chapter 2

Chapter 2 - The Current State of Education for Diverse Students in the United States           

This chapter is jam packed with so much information.  To start with, the statistics on the low achievement of students of color who live in poverty are quite familiar to me.  The school that I teach at is part of Peoria Dist. 150 and therefore we live in a district that typifies what they are talking about.  Many of my students come to me with difficulty in reading and math because they really do not have any exposure to learning prior to entering school.  They also lack the family support at home since the parents are many times unable to help with homework or not available to help them.  In my classroom, I try to listen to all of my students read individually as well as look at their past history in the classroom.  I prefer to get to know my students first before looking a the folder from their kindergarten year as I do not want to carry any bias with me when I make decisions on where they are starting and the next step that would be the most beneficial for them to be able to continue in their educational growth.  This is also the same way that I like to start my ELL population off.  Some students really want the help because they realize that they are not performing at the level of their friends, others could care less so in this case, I attempt to find something to motivate them, and others push me away, so I have to find other means to gain their confidence and trust in order to help them as well.  It is a great thrill when I hear them read independently and see the smile or confidence on their face.

Peoria is one of the urban areas that are receiving an influx of families from other cultures.  Some of this is due to Caterpillar employing many individuals from other countries who bring with them their immediate family and many times some of their extended family.  We also are having an influx of Hispanic immigrants to the area.  I have these students in my classroom and really enjoy getting to know them and trying to find ways to help them feel welcomed as we start their educational progress.  Since I have an early grade level, many of these students do not really seem out of their element as they start to pick up language and writing with my other students who are at the beginning level as well.  I do have the assistance of the ELL teachers who pushes into my classroom and works with these students.  I enjoy collaborating with her and discussing learning or social difficulties that some of the students may be having and then trying to find solutions that will move them onward and upward.  

I would like to think that I incorporate many ideas that the different theorists in this chapter speak about.  I especially like Gay’s Characteristics of Culturally Responsive Teaching.  I like to use students’ prior experiences to build on through discussions in my classroom. It is great when my diverse student population can make connections to similar experiences in their own life so that they feel a sense of community in the classroom.  I also like to feel that I try to construct lessons that are multidimensional where students can collaborate and learn from each other.  By have students’ share these different perspectives in our open conversations on subjects I hope that they leave feeling freed from feelings of fear when they share in our room.  I want them to feel that school is a safe place where they are valued and included.  They also need to know that mistakes are allowed and used to help in their personal growth. 

QUESTION:  Will the Peoria area also continue to have more students from different cultures moving to the area as the rest of our nation continues to see leaps in immigration?  If so, how will we recruit or educate enough teachers to help in their education?