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Latisha Blackburn, M.B.A.

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Goals & Objectives Expose you to ways to give students the opportunity to critique society and examine their place within it. Introduce opportunities that allow students to consider the role they play in their shortcomings, as well as the roles their teachers, schools, and community plays. Connect the social, the economic, and the political to the educational Give examples of ways to serve as soft role models in the absence of physically present role models by providing motivation, direction, and hope for the future and suggesting what is worthwhile in life.

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Direction: Write your name in the center circle. Fill in each outer circles with a dimension of your identity. (e.g. female, brother, Asian, upper class, etc.) Mind Spark: Cultural Descriptors

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Purpose of Mind Spark How do we decide what is significant and how do we determine how to describe this significance?

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Marcus Garvey once said, A people without knowledge of their past history, origin, and culture is like a tree without roots.

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Dr. James A. Banks - Multicultural Education James A. Banks is an educator who has been called the father of multicultural education. Born in 1941 near Marianna, Arkansas Grew up in racially divided South Questioned why and how different cultures and races were depicted in textbooks First Black professor at University of Washington (Seattle) Founded UWs Center for Multicultural Education http://www.learner.org/workshops/socialstu dies/pdf/session3/3.Multiculturalism.pdf

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Factors TO consider

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Whos to Blame? Four Corners Exercise Students Teachers Govt. & Public Policy Parents

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EQUITY pedagogy An equity pedagogy exist when a teacher modifies their teaching in a way that will facilitate the academic achievement of students from diverse racial, cultural, gender and social class groups.

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Texas: A review of the new social studies curriculum standards by historians and college professors indicates that 83 percent of the required historical figures and notable persons for students to study are white. Only 16 percent are African American or Latino. Minority groups, including state legislators, warned the 15-member State Board of Education throughout the curriculum standards process that it was shortchanging the achievements of minorities. Of the 4.8 million children attending Texas public schools last year, 66 percent were minorities. Whites make up two-thirds of the State Board of Education. EQUITY pedagogy If Push Out (Drop-Out) rates are a concern; make the lessons meaningful.

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Neither effective reading strategies nor comprehensive literacy reform efforts will close the achievement gap in a race-and-class based society unless meaningful text are at the core of the curriculum. Students present condition have to be taken it account (Tatum, 2005). Tatum, A.W. (2005) Teaching Reading to Adolescent Males: Closing the Achievement Gap. Portland, ME: Stenhouse Publishers

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Metacognition Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature.

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Higher Order Thinking : Monitoring Comprehension : Conditional Knowledge (When, Where, & Why) Evaluating Progress : Planning

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Yes, hes got a father, but you cant never find him these days. He used to lay drunk with the hogs in the tanyard, but he haint been seen in these parts for a year or more. (2.16)

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Prejudice Reduction Focusing on characteristics of students racial attitudes and how they can be modified by teaching methods and materials. Objective: 1.Give students the opportunity to critique society and examine their place within it. 2.Allow students to consider the role they play in their shortcomings, as well as the roles their teachers, schools, and community play.

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Objective: 1.Connect the social, the economic, and the political to the educational

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Through My Eyes by Ruby Bridges In the late springthe city school board began testing black kindergarteners. They wanted to see which children should be sent to the white schools(Bridges, 10-11) Still, I remember that day. I remember getting dressed up and riding uptown on the bus with my mother, and sitting in an enormous room in the school board building with about a hundred other black kids, all waiting to be tested (Bridges, 11). Content INTEGRATION Deals with the extent to which teachers use examples and content from a variety of cultures in their teaching.

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Several people from the NAACP came to my house in the summer. They told my parents that I was one of just a few black children to pass the school board test, and that I had been chosen to attend one of the white schools, William Frantz Public School (Bridges, 12).

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Knowledge CONSTRUCTION Teachers need to help students understand, investigate, and determine how the implicit cultural assumptions, frames of reference, perspectives, and biases within a discipline influence the ways in which knowledge is constructed

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1) Guy Montag, a futuristic fireman who burns books in a society where people do not read books, enjoy nature, spend time by themselves, think independently, or have meaningful conversations. Instead, they drive very fast, watch excessive amounts of television on wall-size sets, and listen to the radio on Seashell Radio sets attached to their ears. 2) Montag encounters a gentle seventeen-year-old girl named Clarisse McClellan, who opens his eyes to the emptiness of his life with her innocently penetrating questions and her unusual love of people and nature. 3) His perspective is changed and he finds camaraderie in a retired professor who assist him in his escape from this dystopia society. 4) He drifts downstream into the country and follows a set of abandoned railroad tracks until he finds a group of renegade intellectuals (the Book People), led by a man named Granger, who welcome him. 5) Enemy jets appear in the sky and completely obliterate the city with bombs. Montag and his new friends move on to search for survivors and rebuild civilization.

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Empowering School Culture Grouping and labeling practices, sports participation, disproportionality in achievement, and the interaction of the staff and students across ethnic and racial lines must be examined to create a school culture that empowers students from diverse racial, ethnic, and gender groups.

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Many of us have heard the stories of how our parents or grandparents had to walk miles in the snow to get to school. Perhaps some of these tales were a tad embellished, but we got the point. A lot of American kids have the luxury of being driven in a warm car or bus to a good school nearby. This is not the case for the children in this gallery. The Treacherous Trip to School

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In the above photo, students in Indonesia hold tight while crossing a collapsed bridge to get to school in Banten village on January 19, 2012. Flooding from the Ciberang river broke a pillar supporting the suspension bridge, which was built in 2001.

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Staying Above Water Students wearing rubber boots use chairs as a makeshift bridge to get to a classroom at their elementary school in the Taytay, Rizal province, north of Manila in the Philippines, on July 18, 2007. Teachers claim that the school grounds, built on a former garbage dump site, have no drainage and are constantly inundated with water. In the Philippines, according to UNICEF, only 62 percent of children attended high school during the 2007-2008 school year. This is a significant drop from the 85 percent of kids who attended primary school that year. Approximately 11.64 million youth are out of school in the countryUNICEF

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Balance, Balance, Balance Kashmiri children cross a damaged footbridge built over a stream in India. The kids are on their way back home from their school in Srinagar on May 11, 2012. In India, the number of out-of-school children has declined from 25 million in 2003 to 8.1 million in mid-2009, according to UNICEF.UNICEF

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Starting OutGetting ThereOn PointAbove & Beyond I am still working to understand what self- discipline means. In general, I think that it is the responsibility of someone else to control me and monitor my behavior. I can explain what it means to be self- discipline & give examples of this. I sometimes monitor myself and others when it is time to be on task during classroom instruction. I consistently and independently keep myself on track, and I also monitor others. It sometimes takes me several attempts to stay focused, but I demonstrate the behaviors associated with being self- disciplined quite frequently. I am a consistent and proactive self-discipline student. My teacher rarely has to redirect me. I am a leader in the classroom, and beyond. I influence others to become self-disciplined because I recognize that school is an environment where opportunities are created, and it is my responsibility to take advantage of it.

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Top 5 For Top 5, I identify per my Class Dojo report for the week, who were the most challenging students in the class. After those students have been identified, by pulling the report tab for Most Needs Work I confer with those students about what their needs are. I ask them what is it that they need from the group, and myself to get onboard with the positive behaviors. More often than not, Im provided with information that I can use, such as, I need to be isolated, I shouldnt sit by this student, or I prefer to work by myself.

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They Need A

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Latisha Blackburn, m.b.a.

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Resources People: 1.Your students and their parents 2.Your colleagues Social Media: 1.Teach for America 2.The Zinn Eucation Project 3.Teaching Tolerance 4.Black Then 5.Edutopia Text: 1.Making Race Visible: Literacy Research for Cultural Understanding Edited by: Stuart Greene/Dawn Abt-Perkins Forward by Gloria Ladson-Billings Afterword by Sonia Nieto 2.Race, Empire, and English Language Teaching: Creating Responsible and Ethical Anti-Racist Practice by Suhanthie Motha 3.Educating Citizens in a Multicultural Society by James A. Banks 4.Facing Accountability in Education: Democracy and Equity at Risk by Christine E. Sleeteb, Ed. 5.The Dreamkeepers: Successful Teachers of African American Children by Gloria Ladson-Billings

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