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September 2017
VABBing with Mindset

The Three Rs: Rapport, Relationship, Respect


By Dr. Sharroky Hollie, Executive Director, The Center for Culturally Responsive Teaching and Learning

Have you ever read 300 pages aloud? No? Good. Don't! This week, I am finishing up the audio recording of what I call the Orange Book's 2nd Edition (Culturally and Linguistically Responsive Teaching and Learning, Strategies for Student Success through Shell Education). It will be the first audiobook for Shell Education.

While I am super excited about having an audio version of this text, it was much harder work than I thought it would be. Rereading my book out loud caused me to rethink many aspects of CLR. One thought I had over and over is how much rich material is in the book,  compared to my professional developments. There are many insights, explanations, and illustrations in the book, especially in this new edition. If you do not have the book and have only done the "concert," then you are missing a lot. But this is not a plug to buy the book.

Case in point is the Three Rs, which is a reflective piece for culturally responsive classroom management. I was reminded of its importance while recording, and I also realized that it is something I don't talk about in the professional developments anymore. Now is the time of year that you are firmly establishing your routines and procedures or you have done so already. However, the sustaining of routines and procedures will hinge on your having the Three Rs.  I have realized in working with thousands of teachers that there are undeniable intangibles that have to be present to maintain a positive and structured classroom management system.  I have dubbed these intangibles theThree Rs: Rapport, Relationship, Respect.  These three elements are inclusive of CLR, yet to what extent and depth,  remain relative to your context.  The three elements are explained below.

The Three Rs: Rapport, Relationship, Respect
 
Rapport - Rapport speaks to a special connection between the teacher and the student that leads to an understanding based on concern and care for one another.  Rapport is the condition that allows one teacher to be able to banter with students while another teacher with the same students is not able to do so.

Relationship -Building relationships is another intangible but essential component.  Teachers who have built relationships with their students are trusted.  Trust will liberate the teacher and the student to be what they need to be at given moments.  The implication is that there are times when the teacher may not like what a student is doing but has the freedom to manage the behavior because of the trust that exists between them.

 
Respect - Mutual respect between the students and the teacher has to be in place.  The respect for the teacher is very simple.  The student has to have the confidence that the teacher can teach.  Over time, underserved students lose confidence in the ability of teachers to teach.  For these students, the first criterion for respect is based on the teacher’s ability to convey knowledge with understanding and sensitivity to the audience.  With respect in place, the other two Rs are made possible.

As you reflect on what you have accomplished thus far in your classroom management system, be sure to ask these three questions:
Do I have rapport with my students? Am I building relationships?  Do they respect me - culturally - not because I am the authority figure?
 

September #BeYou
Focus Behavior:
Kinesthetic or Movement

Description: Being able to move - walking and standing - in a structured manner for the purpose of deepening understanding of  learning, concepts/skills,  and building community in the classroom. Some students' ways of processing the learning improve when they are moving, according to brain-based research.

Common Misunderstandings: Off task, distracted, off-focus, hyperactive, and ADHD

Rings of Culture: Gender and Age

August #BeYou Focus Behavior: Socio-centrism

See the skillset section of this issue for activities that validate and affirm kinestetic/movement and for when students can #BeYou.


Order YOUR #BeYou Poster now at www.culturallyresponsive.org

September 2017 Mindset Knowledge Builder:


Click Image
VABBing with Skillset

 

#BeYou  - Movement



By Gina Spoo, CLR Instructional Coach

The first month of school tends to be laden with rule setting, classroom expectations, syllabus review, and procedures.   All of that equates to a lot of sitting!  While many of your students learn best through social interactions and movement activities, how can you continue to build a community of collaboration and trust by allowing and valuing the cultural element of movement?Take into consideration:

 

Movement...

  • … gets our students out of their seats, and encourages new levels of self-discovery and self-expression. (Griss, 2013)
  • … lets our students experience the curriculum through their bodies which helps them make deeper emotional, interpersonal, and kinesthetic connections to academic subjects. (Griss 2013)

  • … increases circulation which helps narrow attention to targeted tasks. (Jensen 2003)

  • … gives students a new spatial reference. (Jensen 2003)

  • … releases good chemicals in the brain that increase energy and improve information storage and retrieval.  (Jensen 2003)

  • … reduces management issues simply because of increased cognitive engagement. (Hollie 2018)


Therefore, if leveraging the cultural asset of movement, kinesthetic learning and sociocentric learning  are important, then let’s provide the structures!  Allow your students to be who they are culturally and linguistically by providing movement via some of the following strategies:

 

#BeYou- Movement Style

 

Simple:   Give One Get One + Somebody Who
Sample Prompts:

  • Ways we support each other in our classroom

  • Attributes of a life-long learner

  • Classroom rules/procedures review

  • Suggestions for music/songs  to bring into the classroom to add to learning activities

Basic:  Move-Stop-Group + Roll ‘Em
 Sample Prompts:
  • Favorite food types (give 4  choices)

  • Best part of our school (give 4 choices)

  • Preferred way to learn (give 4 choices)

*Once in groups, encourage groups to work together to create a slogan or chant to celebrate their choice!  Increase individual accountability by using Roll ‘Em to share group slogans/chants.  Prep the rep!
 

Complex:  Guess Who + Whip Around

Sample Card Topics:
  • School staff names and positions in the school

  • Class rule with reason the rule is needed

  • Learner attributes with descriptions (i.e persistence, cooperative, diligent, etc.)


*Once in partnerships, form a large circle and whip around to hear each pairing.  To expand on the learning and connection to the classroom community, have one set of partners join another set, and as a four-some create a visual representation.  For example, how can they represent all of the class rules or learner attributes visually?   You can learn a lot about your students learning styles and preferences through observing the interactions during this synthesis activity.

 
Finally… After students have had the opportunity to use these strategies and understand the purpose, then connect them to content!  As you are planning your instruction, think about which students would benefit the most from these activities.  Pick Give One Get One, Move-Stop-Group, or Guess Who to allow for self-expression, increase deeper connections to the content and improve information storage!


Let’s hear from you! Get Movin’!

Share about it with #BeYou  #MovementStyle  @validateaffirm on Twitter, Facebook, and Instagram.

 

Articles/texts referenced in this Skillset:

Movement with the Brain in Mind by Eric Jensen (2003)

The Power of Movement in Teaching and Learning by Susan Griss (2013)

Culturally and Linguistically Responsive Teaching and Learning, 2nd Edition by Dr. Sharroky Hollie (2017)

Responsive Reads

 
What About Responsive
Non-Fiction?


Check out these 'Movement' related informational texts!  Can you pair them with the strategies above to create a #BeYou lesson?

The 5 Toughest Corners I've Ever Faced by A.J. Green, Wide Receiver


The Fast Paced World of Sports Stacking
 
Click the image below to see how Movement and Socio-Centrism are used in this 4th grade classroom at Kratz Elementary School.



 
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