Final- EDF 3423 Exploring Diversity Dr. Musser

"Many Quincy parents were overprotective........."- Explain

-Mainly Mexican families, very close knit, very protective of their kids

What does brazer mean?

-Brazero = arm -The Mexicans would come over during world war 2 with their arms and the Americans couldn't pronounce it so they shortened it to this.

"rhythmic fluidity of Mexican folkloric dancers."- Explain

-By the time I flipped the book around to show them the drawing, they were crowded to within inches of it, all vying for the first or best or most extended view. This routine was repeated for each page, the children gravitating toward me and returning to their seats with the rhythmic fluidity of Mexican folkloric dancers.

Where did Michie grow up? Describe his work at CNN.

-Charlotte North Carolina. He said that his work failed to engage him, they were insensitive to him

Compare and contrast Michie's upbringing with Chicago.

-Chicago has more severe poverty and more diversity

What did Armando like to do as a sixth and seventh grader?

"Armando always liked to test me. When he was my student during his sixth and seventh grade years, he would quiz me on Bulls statistics or obscure information from the back of basketball trading cards, hoping to come upon a fact I didn't know. Or sometimes he'd question me about a math problem, only to snicker when I had to use the book for clarification.

Armando said, "Don't pick me"- Explain

"No, I mean, I want to be in your class," he explained delicately, tracing Interstate 40 through Tennessee on the map with his finger, "I just don't wanna be dumb next year."

Describe the letter writing incident.

"What do you think?" Nancy asked after I finished reading the letter. It was something they had decided to do completely on their own. "It's just a first draft", she pointed out. "I think it's a great letter," I told the girls, "But I doubt I can get her personal address. We could send it to her publisher, and maybe they'd forward it on to her." "What I think is this," I said as gently as I could. "Sandra Cisneros is a very bust woman. She probably gets hundreds of letters sent to her, and I doubt she even gets to read them all. And even if she does read yours, she might not have the time to write you back. I hope she does, but, you know ... don't count it, that's all I'm saying. Don't be surprised if you don't get a response. It doesn't mean she doesn't appreciate your letter." "I just don't want you to be disappointed. I think the chances are really, really small that she would be able to come. I don't mean to be negative. I'm just being honest. I think the chances of her coming are, like, this big," I said, holding my thumb and index finger about 1/8 of an inch apart. "We could take that part out." -Veronica suggested. "Why? I say we should leave it," Alejandra said. "You never know; that's what I say. Think positive." "That's true," echoed Nancy. "You never know"

What was the attitude of the teachers?

- "Don't worry about it," one teacher told me. "Just do what you can with them, but you can't do much." She wasn't the only one who felt that way. The fourth grade teacher of some of the kids had reveled in calling them "stupid" and a teacher down the hall frequently referred to the entire group as "the criminials"

In Managing Diverse Classrooms, give examples of how inclusive groups were established and organized.

- The class recites their own group pledge along with the daily pledge to the flag. - The teacher's class is organized around a set of activity areas through which the children rotate -The teacher uses a simple numbering system to organize the class as well as encourage student participation in group settings.

What did Alfonso say about Martin Luther King that shocked Michie?

-"But what happened to Martin Luther King?" It was Alfonso again. "You weren't interested in Martin Luther King." I said, handing Hector the chalk. "Yeah, I was. When he was a little kid, he went over to those White dudes' house and their ma wouldn't let them play with him 'cause he was Black, and he said that wasn't fair.' I was amazed. I hadn't thought he had been listening. "Maybe we'll go back to that, Alfonso, after we do whatever you guys come up with."

"Chicago's schools worst in America"- Explain

-"Probation on trial: one school's journey." the subhead reads, "At stevens Elementary School, less than 15% of students read at national norms. Whether academic probation can change all that may determine the future of public education in Chicago." -In the late 1980s, the paper even published a collection of their pessimism in book form: Chicagos Schools: Worst in America -Todays story chronicles the tribulations at Stevens, one of the 100 Chicago public schools recently placed on probation because of poor student performance - measured, of course, in terms of standardized test scores.

"Several of the kids recalled their terrible days." What did each of these remember? a) Jesse b) Veronica c) Michie

-A) Jesse remembered the day he rode the city bus downtown with his grandfather and the bus broke down. -B) Veronica raised her hand and explained, in solemn tones, "I had some birds, and, um, one day the mom bird killed the dad bird, and um, we had to throw the dad away." -C) Michie, told the kids about the day in second grade when I wet my pants in the school library, It was a terrible, horrible, no good, very bad day to be sure. But it was nothing compared to what I would go through at Quincy later that afternoon.

Describe the following: a) Doc Jenkins b) Mr. Robinson c) Sister Nature

-A) Spiritless song -B) camps recreation director, wished the kids would sit down and shut up. -C) science expert, smiled and took pleasure in her job

Describe Tavares' time living with his aunt.

-After moving in with her, things went down hill, his cousin would bring around drugs, money and girls, and Tavares ended up getting brought into it because of instant gratification rather than delayed gratification. Tavares gets shot in the leg while out on a drug deal and is reminded of it whenever its cold and rainy.

In How to Differentiate Instruction, explore "Differentiating Instruction: Rules of Thumb."

-Be clear on key concepts and generalizations or principles that give meaning and structure to the topic, chapter, unit, or lesson you are planning. -Think of assessment as a roadmap for your thinking and planning. -Lessons for all students should emphasize critical and creative thinking. -Lessons for all students should be engaging. -In a differentiated classroom, there should be a balance between student selected and teacher-assigned tasks and working arrangements.

In How to Differentiate Instruction, how can one pave the way for respect and success?

-Continually coach students to be contributing members of a group. -Plan with flexible grouping in mind.

Describe the incident with Sergio.

-During show and tell, the kids who didn't bring anything, he gave them an extension to bring it another day, the next day when they still didn't have anything, he made them go to the front of the classroom and stand there for 2 minutes. And Sergio begins to cry because his grandma is sick and in the hospital and he can't focus on school right now.

Describe the winter months in Quincy schools.

-During the winter months, heat in Quincy school's 100 year old, four-story building circulates capriciously. Some rooms are like saunas by the time the opening bell sounds, others don't warm to a comfortable level until around noon, and still others feel as if you're holding class out on the snow-plowed sidewalk.

"Teaching for social justice begins..........must be acknowledged, testified to, and opposed."- Explain

-Every human being is entitled to rights, freedom, and justice. Any time you see something wrong happening, speak up or else nothing will be changed and done about it. We see a lot of social injustice in our society.

"But inside I was hating it, and I knew..., a better way." What is he talking about?

-Every prior teacher was giving him advice telling him to be strict, he didn't like that though, he wanted to have control over the classroom but also be friendly with the kids.

In How to Differentiate Instruction, describe the characteristics of an effective learning community.

-Everyone feels welcomed and contributes to everyone else feel welcomed. -Mutual respect is a nonnegotiable. -Students feel safe in the classroom. -There is a pervasive expectation of growth. -The teacher teachers for success. -A new sort of fairness is evident. -Teacher and students collaborate for mutual growth and success.

They were beautiful young women,............. First year of college."- Who are they?

-First generation college students. Eighth grade is as far as most go. So to get all the way to college is a great achievement

"It was like Tavares and company all over again." What name calling took place?

-For the extended period, the entire class -all 26 of them- was in front of me, and in our first few sessions together I hadn't been able to accomplish much of anything. It was like Tavares and company all over again. They were called the low group.

How did the job change Tavares?

-He also went to rich neighborhoods to try and sell, and this is where he sees african americans living in palaces, and he was amazed, he had never seen it before. -He learned how to save money, his temper got better

How was Michie handling Hector?

-He directed hector to the corner of the room, away from all the other students. "Look," I said in a hushed voice, "I'm trying to help you guys, but I need your help, too. I can't do this by myself. I want you to participate with us in this, but you can't be shooting things across the room or calling people names like that. I don't think that's asking too much, do you?

Describe Armando

-He has facial hair thickening -The body of a defensive lineman -Looked like he could've been in high school -Writing a paragraph was a chore for him -He was in agony reading picture books. -He goofed off a lot -Writing and reading were painful for him.

Michie noticed a pile of papers on the floor. What happened?

-He saw that John Krafts belongings were strewn about the floor due to Eduardo or Kiko emptying out Johns desk

What reasons went through Michie's mind to not take the position at Quincy? Did he take the job or not and why?

-He says he'll take the job even though he was some worries since he grew up differently

"Sometimes it seemed like...............one long fight for control. Expound on that.

-He wanted to remain calm

What does Hector want to do with his life?

-He wants to get away from where he lives. Really really far away. Or join the marines

"A big part of teaching, I believed, was........The events of the morning, however, were forcing me to second guess this position."-Explain

-He wants to make a connection with the kids without touching them but doesn't know how to show it.

What was Tavares' idea?

-He was still mad and suggested that they put the school on trial for unfair rules.

Why did Michie write, "what we want to learn about" on the board?

-He was trying to interest the kids in exploring the civil rights movement and the life of Martin Luther Kind, but they resisted. They knew King was important but that was about it. They knew none of the details of Black America's struggle for racial justice. This made me even more convinced that studying the civil rights movement was important for them, but after 3 days of getting nowhere. I had decided to shelve it, at least for the time being.

How did Michie prepare himself?

-He went to the public library and got as many books as possible and tried to learn as much as possible.

"The changing of the guards took place." What happened next?

-Hector began firing paper missiles at other students

"they first needed...............distant Mexican dust." - Explain

-How some of the kids would make American culture superior to their own. And leaving their Mexican heritage in the past. The older Mexican kids are telling the new Mexican kids to put their heritage in the past and to move on and become more American.

1. News outlets often follow the dictum "if it bleeds..." what is meant by this?

-It bleeds. Things happen.

What was Michie's first impression of Quincy Elementary?

-It made him scared

Describe Audy home.

-It was a juvenile detention center, he had no freedom there

"Sometimes that's what being a teacher is: ............give the kids room to learn." Expound on that.

-Knowing when to crumple up your plans and give the kids room to learn. You'll take time out of your own schedule to help the kids if they need it

What are the issues that marginalized or disadvantaged people speak of with excitement, anger, fear or hope?

-Marginalized people are people in poverty, from other countries, speak a foreign language, and with disabilities. We can always do more as teachers to try and help those that are marginalized.

Who was Manning? What was his credo?

-Mr. Manning was the school's disciplinarian, his credo was "Handle it in the classroom"

"They are kids........Holler if you hear."- Explain

-Never underestimate kids. They are always listening and watching. Don't shut them down because they didn't answer something right cause then they wont want to try again.

Describe Michie's childhood and upbringing.

-Not a very diverse upbringing

"Too often I am filled with despair..........................Greg Michie and his students give me that hope."- Explain

-Our education system constantly fails our students and tries to blame the students rather than take responsibility for their failure. People are in poverty attending these schools. If you want change, you have to make the change.

Hector's suggestion was to put the gangbangers where? Why?

-Put them in the army because prison doesn't help, it just makes them crazier

Describe Ms. Weisman

-She was a professional, very direct and motivated but wouldn't motivate others

Describe Tavares' time living with his mom.

-She worked a lot, so he didn't get to do much with her, she dropped out of college, single mom,

"In too many schools, the tests now .........., classes and programs have been cut back or eliminated altogether at some schools."- How do you react to this?

-Teachers were told to cut back on certain classes in order to focus on testing instead. With certain classes and programs if you weren't being tested in it somehow, it would likely be cut. Cutting these out, eliminates the students possibilities for their future.

"Greg Michie's route reminds me ..........., to change plans midstream if need be."- Explain

-Teaching comes from willing to take risks and make mistakes.

"A truly liberating classroom...........challenging spirit of teaching."- Explain

-The children have freedom to learn and speak and be heard. There will be rules, but the kids will have room to be themselves

1. Describe the scenario when according to the ............been under way for 5 minutes.

-The class has started but nobody in the class is ready yet.

"Tightened apron strings can mean lost opportunities for the children."- Explain

-The mom is too high strung and won't let their child grow up

Describe his first day of subbing.

-The students were rowdy and didn't notice him for the first hour, but once he mentioned Michael Jordan, they started to pay attention. Mentioning someone they know, helped them. They immediately gave him their attention.

In Managing Diverse Classrooms, what are the limitations of the Bridging Cultures Framework?

-The two categories of the framework represent tendencies in emphasis rather than absolute presence or absence of a given value. -Learning in any culture has both an independent (individual) and interdependent (social) aspect. -SES affects tendencies towards individualism or collectivism, with higher SES associated with greater individualism. -Other factors can influence these ideals as well.

"Getting an email or phone call .............the true joys of teaching."-Who are we talking about here?

-Their former students who were impacted by them. It helps the teachers remember why they went into teaching, that they're doing something right.

Describe the courtroom scene.

-There were 7 judges who were all students... Nathan was the lawyer for the students. Tavares didn't get the position he wanted because Nathan was more popular. Tavares has to represent the teachers and administrators instead. He wins. He's very smart and knows how to argue something even if he doesn't agree with it.

"If a person was to sincerely look.....scared young people." Who are these guys and what are they scared of?

-They are "gangbangers", they're scared young people afraid of life without stability, afraid of being shot at and killed, can't live a free life, constantly on edge.

Why did Ellison's reading teacher abruptly resign?

-They broke her will by running over her like a steam roller. She went from a school with lots of discipline to zero discipline, she couldn't survive.

Compare Chicago's night sky to the Campground's night sky.

-They were amazed at all the lights in the sky because they'd never seen it like that

Describe Tavares' job selling magazines.

-Travelled around the country, knocked on about 150 doors a day, 6 days a week. People didn't want to buy it, then he'd give them reasons to buy it. He'd convince them. He also went to rich neighborhoods to try and sell, and this is where he sees african americans living in palaces, and he was amazed, he had never seen it before.

"Most of all, it's about what we owe them: ............an education worthy of their promise."- Your thoughts?

-We owe them all the abilities to fulfill their utmost desires and allow them to explore different things and test their skills and knowledge. Give them hands on things. Allow them to use all of their various senses.

Describe Hector's place.

-a fridge without a door, half a dozen goldfish, television cables, desk in shambles, clothes thrown about

What did Michie find out about the main reason Hector was fighting with the other boy?

-he was worried and wanted to make sure shes ok, he doesn't like that his sister is sick

"I wanted to comfort him,...........Never touch a student." - Explain

-he was worried because of everything diana said, he has second thoughts, but wants to show he's there for them

Describe Quincy's neighborhood.

-known as packingtown, the people who were originally there, left once the mexicans started to move in

At first glance, what was Camp Glenview like? Describe the schedule.

-looked like most children's retreats: CAVERNOUS DINNING HALL FILLED WITH ROWS OF PICNIC TABLES, cramped cabins with rickety bunk beds and cement floors, communal showers, small lake, basketball court -wake up, eat, go to class, eat, more classes, eat again, recreation

Bob and Michie decided to start where?

-on what it means to be a Mexican American

Describe Diana.

-she can't read, she's difficult, she'd get into fights with hector

Why did Diana make up the story?

-she doesn't like him, she didn't have a jacket which meant she couldn't go

What did Mrs. Esposito- Marlena's mom tell Michie? What was his reaction?

-she tells him about Diana telling other kids that at night he would go into the girls cabin and pull all their pants down. -he was shocked and disgusted

What was the writing about?

-wanting a baby sister and getting a baby sister

What three elements does the universal (primary) level of intervention comprise of?

1) A core reading program 2) Progress monitoring of all K-3 students through a benchmark test. 3) Ongoing professional development

What are some reflective actions for a teacher's professional portfolio?

1) Examine other lesson plans 2) Put the lesson into perspective and choose a topic. 3) Widen your perspective and picture yourself teaching it. 4) Do research and invite feedback. 5) Redefine the lesson and sequence your objectives. 6) Create an action plan with different types of lessons. 7) Predict possible outcomes of your lesson.

In Managing Diverse Classrooms, from what perspectives was the observation of Ms. Daley's classroom interesting?

1) Young student's quickly responded to a teacher's request to carry out an academic activity without her guidance, showing a high level of self management and group organization and support 2) the leaders were self-selected and apparently accepted by the group without any squabbling or discussion 3) Classmates pitched in for the good of the whole just as those who were in the audience were helping to keep the group functioning optimally 4) the self appointed leaders worked collaboratively and without any strife.

In Managing Diverse Classrooms, what is punishment?

A form of discipline entailing either withdrawing a privilege or subjecting the student to unpleasant consequences.

In How to Differentiate Instruction, describe "Looking at a Classroom Through Many Eyes."

A good way to begin differentiation is to look at the classroom through the eyes of two broad categories of students: those who are advanced and those who struggle. While they include many diverse learners within them, they provide a place to begin thinking about the readiness of academically diverse learners and the range of needs they bring to school.

. Michie had just got done saying -"Something like that ...........where people respect and trust each other ." What happened next?

A paper bullet was thrown at a girls bangs

What does Armando have to say about: a) Sixth grade? b) Last year's English class? c) His dad? d) His mom? e) His neighborhood?

A) I had Ms. Ferguson. She was a good teacher, but our class, we got left out. They separated us from the other kids. I guess they thought it was for our own good. The other sixth graders would change classes, but we didn't. They used to tell us,"This is the way they do it in high school" B) I'm still not doing too good in English. Last year, I had a good English teacher. It was interesting in there. We did projects and made posters for books we read. But I was absent a lot. My English teacher would call my ma all the time, 'cause sometimes I'd skip her class and then she'd see me later in the hallway. So she'd be calling my ma all the time. It kind of made me mad, but I guess she cared about me. She wanted me to be in class. This year, my English teacher, she just sits there and talks the whole time. C) It's important to me to graduate, 'cause I want a job that pays better. My dad's a landscaper, and I like working with him. D) My mom, she always tells me she wants me to finish. Some days when I don't feel like going, she tells me, "Armando, you're gonna go to school." E) The thing I don't like is the neighborhood where we live now. 'Cause you can't even be in front of your house without hearing a gunshot on the other side of the block. And I just get scared. I just go inside. And my mom will say, "Que pasaria?" And you'll hear the next morning in school that they shot somebody. Some guy got killed out here last weekend. Right over there by the lavanderia. A bunch of little kids shot at him. Little 13 and 14 year olds.

What are the stories of the following? a) Joaquin Duran b) Perla Cerda c) Elizabeth d) Gabriel

A) Joaquin Duran, was a kid who had only been in the United States for a few years. The year he was in our class was his first in the monolingual program, and he still lacked confidence with his English. He wanted to tell the story of one of his ancestors, as his grandfather had told it to him, but he didn't think he had the vocabulary to do it. B) C) Elizabeth, carried a ragged spiral notebook with her wherever she went, and jotted down lines that she would later turn into poems or short stories. By standard definitions, grades, she was not a very good student. She pulled C's and D's in most of her classes and her spelling was highly creative. But she didn't seem to mind. For her, words and ideas were meant to be shared, not graded. Even though I was born in Mexico, I was raised here in Chicago. I'm a Mexican raised here in a different country, I'm not a brazer like they say, not a Chicana either. But they consider me Mexican American D) Gabriel, born an American but doesn't feel like an American. He speaks Spanish in the classrooms. He doesn't get treated like an American. He's proud that he's Mexican.

What did the following gain from the Mango Street Meeting experience? a) Yajaira b) Marisa

A) The stories were very interesting and they all have a feeling that I have once had. Sandra's stories said she will never go back to that old house, but people said you'll come back because you cannot forget what you once were. I think this was a great time we spent together because we kind of got to know everybody much better. I really feel I have some kind of family with my classmates and Mr. Michie. B) Having this class has been wonderful because we learned from reading the stories that life could be worse. That we aren't the only ones with problems in life. I enjoyed reading these stories a lot because of the things we talked about. It seems that when we come in here we get to express ourselves and says things we can't say in other classes.

What directions did Michie give to: a) Brenda? b) The office? c) The class?

A) To go to the bathroom with a friend and get cleaned up B) Buzzed the office and told about the accident in 307 that needed to be cleaned up C) Talked to them about Brenda and how embarrassed she must be feeling, and that when she returns to class, no one should laugh or make any comments

Describe each of these: a) Veronica b) Yajaira c) Marisa d) Alejandra e) Nancy

A) Veronica was small and thin, with gelled bangs that curled down past her eyebrows, barely leaving room for her eyes to peek out underneath. Quick-witted and a natural at performing, has strict catholic parents. Only could leave the house to go to school and to work. She sold jeans and t-shirts from 8:00-4:00, saturdays and sundays at the Swap-O-Rama flea market. B) Yajaira, Quietest of the group, her mom pulls her hair into a long, tight braid, and her stepfather orchestrated her life. She was responsible for looking after her younger sister Isabel who was just learning english. C) Marisa, the tallest, whose slightly nasal voice carried with it a touch of longing, was born in Puerto Rico. The youngest of four daughters, she came to Chicago when she was 5, and her parents divorces soon thereafter. Dreamt of being a lawyer. D) Alejandra, a skilled artist, chopped her thick black hair off into a short bob, had a serious boyfriend. She and her two younger sisters lived with their mother who supported the family working second shift on the bacon line of a Back of the Yards meat-packing plant. E) Nancy, most introspective of the girls, was the sixth of nine children and had her sights set on being the first Garcia to graduate from college. She lamented the fact that her older brother, whom she insisted was "the smartest one in the family" and had been the first to finish high school, had not continued his education.

"Nancy is aware, her biggest struggle may lie yet ahead." - Explain

At DePaul, she will exist in a limbo that is the bewildering intersection of two very different worlds. The challenge, or perhaps the trick, for Nancy and so many other students of color, will be learning how to maneuver successfully in one without leaving the other forever behind.

"Our entire language arts curriculum that year developed out of the Mexican American identity theme."- Explain

It spiraled outward, growing into a year-long examination of human differences.

Why was it hard for him to do that in Quincy?

Because I was relatively well versed in African American literature, music, and history, I had been able to hook into the culture of the kids at Ellison. It had helped me make some important connections. But having grown up in North Carolina in the 1970s, I'd had few opportunities to learn about anything outside the Black/White spectrum. I knew practically nothing about the experiences of Mexican Americans or my students' struggles to come to terms with a dual identity. In fact, almost everything I knew at the time had been culled from one deceptively thin collection of stories

They claimed Brenda was scared to speak up. Why was she scared?

Because Michie has said no one would be excused during the extended day period.

In Managing Diverse Classrooms, explain "School Policies and Cultural Conflict."

Certain cultures might not accept or understand certain school policies so they may be upset or hurt by them. The teacher or administration must explain their reasoning behind certain school policies that might appear unfavorable or bothersome to parents so that they can understand why they are in place.

How did Professor John Nicholls influence Michie?

Challenging me to continually rethink my assumptions about teaching. He was emphasizing the importance of listening to students and bringing their lives into the classroom. He didn't champion a child-centered classroom in the generic sense; he encouraged me to put my kids and their experiences at the center of what we did together.

In Managing Diverse Classrooms, how are the first three chapters organized?

Chapter 1 introduces the individualism/collectivism framework and key concepts related to classroom organization and management. Chapter 2 shows how the "power of the group" is drawn upon to maintain a focus on instruction and a harmonious interpersonal environment. Chapter 3 discusses how classroom organization and management can be built upon knowledge of families' cultural value systems and how this allowed Bridging Cultures teachers to vastly improve home-school relations.

What did Michie see from the sidelines?

Cisneros met with the Mango Girls in the library, where she chatted with them, signed their books, and answered their questions.

"I never thought you could do that in a book."- Do what?

Cisneros wrote about a lot of things that are hard to talk about, or painful to admit, but she had the guts to bring them out. She also brought out a lot of the suffering and a lot of the issues that affect Mexicans, and that affect women. I never thought you could do that in a book. I always thought you had to have these long, nice sentences, but she has some sentences that are only one word. But they still say a lot.

In Managing Diverse Classrooms, explain "Attendance."

Consistent attendance is important to the functioning of a cohesive classroom group. When children attend school regularly, everyone shares the rules and norms of the class, and activities and scheduling have continuity. When students are absent, they miss out on opportunities to absorb classroom expectations as well as well as the content and process of learning.

In Managing Diverse Classrooms, give examples of student-led practices.

Correcting a sentence riddled with errors as part of a daily oral language lesson; leading the morning calendar, weather, alphabet, and song routine; guiding fellow students in a lesson on math facts; and maintaining social order in the absence of the teacher.

In Managing Diverse Classrooms, how can teachers make the implicit explicit?

Teachers need to instruct their students with what is appropriate behavior in their own classroom. Teachers also need to understand how students are socialized at home so that they can act appropriately on the students' behavior.

In Managing Diverse Classrooms, describe the desk arrangements, rug time, and physical proximity.

Desks are arranged in clusters of four with the students facing each other or there are three or four students at a learning center/ the whole class is at the rug for younger students. On the rug, the teachers do not designate spaces for each child to be in and even encourage the physical proximity they crave between friends in appropriate ways.

In How to Differentiate Instruction, explain "What Differentiated Instruction Is".

Differentiated Instruction IS proactive and the teacher assumes that differing learners have differing needs. It IS more qualitative than quantitative, as in simply adjusting the quantity of an assignment is ineffective than adjusting the nature of the assignment to match student needs. It IS rooted in assessment, as in assessment gives insight to each learner for future instruction. It IS a means of providing multiple approaches to content, process, and product. It IS student centered with engaging, relevant, and interesting learning experiences. It IS a blend of whole class, group, and individual instruction. It IS organic where teachers and students learn together.

In How to Differentiate Instruction, explain "What Differentiated Instruction is NOT".

Differentiated Instruction is NOT the "individualized instruction" of the 1970s, as in it does not assume a separate level for each learner. It is NOT chaotic, as in it should not make you lose control of your classroom. It is NOT just another way to provide homogenous grouping by levels. It is NOT just "tailoring the same suit of clothes" by making assignments easier of harder for some students.

In How to Differentiate Instruction, discuss "Learning to Lead a Differentiated Classroom."

Differentiation is a learned skill that is developed over time and through experience.

In How to Differentiate Instruction, explain "Best Practice Accounts for Varied Learners."

Differentiation mandates that a teacher must create a reasonable range of approaches to learning much of the time, so that most students find learning a fit much of the time.

In Managing Diverse Classrooms, explain "The Group as Manager."

The group takes responsibility for classroom behavior. The group maintains a managerial role for itself. Misbehaving students often listen to their peers for guidance.

What is the importance of matching objectives to outcome statements in a logical sequence?

Each of the objectives build on the one before it. As students master each objective, they are continually progressing toward mastering the outcome statement.

What did Michie give them for their graduation gift?

For their graduation gift, I gave each girl a copy of North of the Rio Grande, an anthology of short stories on the Mexican American experience, and typed up for each a page-long "prophecy"-a narrative account of my predictions (or wishes) for the next 20 years of their lives. We exchanged addresses and phone numbers and promised to keep in touch. It was easier than saying good-bye.

In Managing Diverse Classrooms, who were the participants in the Bridging Cultures Project?

Four professional researchers and seven teacher researchers who were teaching in bilingual elementary school classrooms and had an interest in multicultural education.

Where did he find The House on Mango Street? What is it about?

From the Seminary Co-op Bookstore on the University of Chicago's Campus -Centered on Esperanza Cordero, a young Mexican American girl growing up in a working-class Chicago barrio

In Managing Diverse Classrooms, explain "Group Contingencies."

Group contingencies are when the teacher sets up a designated goal for the group to reach. They are time efficient, cost effective, and easy to implement. Individual students are not singled out for not meeting a goal or requirement. Cooperation and encouragement are more likely to occur because everyone wants to meet the goal. Contingencies that are most powerful are social and based on relationships.

In Managing Diverse Classrooms, why does Mr. Mercado emphasize collaborative learning?

He emphasizes collaborative learning because the students can produce more and are more engaged in the learning process.

In the meantime what did Alfonso do?

He stood up ,and pointed an accusing finger at the back row and said "she peed on herself" (referring to Brenda Sinclair)

Why was Lourdes offended by Maestro Gomez?

He told her that she shouldn't waste her time singing the songs she had grown up listening to-the songs of the mariachi. They were folk songs, Gomez had told her

"Overall, my first foray...........unqualified disaster." - Explain

Helping the kids in 307 to view themselves as smart, talented, and capable individuals- not as "the slow class" had been my primary goal, but my success was meager. Years of low expectations and marginalization, I realized, would take more than 10 weeks to remedy.

From the Current Paradigm Shift on How Teachers View Classroom Management, how has the emphasis on obedience and compliance changed?

There is now an emphasis on procedures that advance self-direction instead.

What was bothering Tavares?

His teacher had a rule for the class that you couldn't eat in class, yet stood in front of the class with a diet doctor pepper and a donut and ate it.

In Managing Diverse Classrooms, discuss "Homework."

Homework can help develop study habits and foster responsibility. Ideally, homework engages parents in the supervision of their children's work by involving them in the processes of establishing work ethics, managing time, and consolidating new concepts. In reality, parents often feel inadequate to the task and the expectation of parent engagement can be even more problematic for parents who have limited fluency in English and may be unfamiliar with U.S. schooling practices and philosophies.

Michie says, "We'll see . I'm taking it..........one year at a time."- Explain

I continued to feel like an outsider much of the time. Home, to me, was still North Carolina, and I felt the pull of my roots every time I went back to visit.

In addition to teaching what was Michie doing? What was his schedule like?

I had begun taking graduate classes at the University of Illinois's Chicago campus, where I was working my way toward certification. I would leave Quincy each afternoon at 3:30 or 4:00 and head straight for UIC, where I had class 4 nights a week from 5:00 to 8:00PM. I'd get home about 8:30, eat, do some reading, get my plans together for the next day's teaching, and maybe grade a few papers before falling asleep.

How was Nancy influenced by Sandra Cisneros?

I never heard stories like hers on TV. It was nice to know that she grew up in a neighborhood like I was living in, and it made me feel like I wasn't the only one who passed through some of those problems. She made us feel like if she did it, we could do it, too. She's kind of opened a door for me onto something else, to a world I didn't really know. She said, "Don't forget where you came from."

What is the highest goal for most of the girls in Nancy's neighborhood? What is their dream?

I think for most girls in my neighborhood, their highest goal is to graduate high school. If you go to college, that's something beyond, like "Wow, you're going to college." But for Mexican girls, their goal is to graduate high school. But their dream? = Getting married. "Their dream is, "Oh, I wanna get married and have kids and cook for my husband and have food for him when he comes home." Also, their dreams are to have the biggest wedding, the fluffiest dress, with the longest tail.

Why does Nancy want to continue to stay in the neighborhood?

I told my ma I don't want to move out of here, because one day I plan to teach at Quincy. I think it would be nice for a kid to have a teacher who can say, "I live right next door to you, and I've lived here all my life." I'm staying. I think the kids will look at me different. They can say, "My teacher lives in my neighborhood. She's lived here all her life. She's just like me."

Describe the Studio incident.

I took the girls to the studios of WIND, an all-spanish radio station, to record their stories in a professional sound studio. They all had the jitters at first - probably intimidated by the slow whir of the reel-to-reel tape machine or the oversized microphone that hung in front of them, seemingly staring them down, daring them to speak. But once we get rolling, they tried to ignore the fancy equipment and just let the stories flow. There were plenty of slip-ups, extended pauses, and mispronunciations. But the girls rooted for each other, reveled in every story, hung on every word. By early afternoon, we'd taped all 25 stories.

What was Michie's idea on the project?

I was looking for a couple of girls to work on a special project. I explained that I hoped to make an "audio book" of The House on Mango Street, and I needed a couple of girls to do dramatic readings of the stories. I wanted them to become Esperanza, to interpret the character in their own voices. Bob said he'd mention it to his classes and see if anybody was interested.

"You are not going to college.........don't have the money.." - Explain

I was shocked, I said, "I have to go, Ma." She said we didn't have the money. I older her I could get scholarships, but she didn't really understand it, because my ma is ignorant in that aspect. She has this idea that only rich people go to school.

"If you go to college like me................act White." - Agree or disagree with these kind of statements?

If you do go to college, like me, some of your mexican friends will say, "You're trying to act White." It's like, you can't win. A lot of times, an educated Mexican is considered a wannabe white. We see white people as different from us. Because we've always seen on TV or whatever media that Whites are always so perfect. Well, not perfect, but that they're something we're not. They live well, they dress well, they shop at good places, and they wear certain kinds of clothes.

What is a synthesis-level objective?

Implies an original response and expressive outcomes are appropriate. They offer students opportunities to use creative thinking as they combine elements in new ways, plan original experiments, and create original solutions to problems.

From the Current Paradigm Shift on How Teachers View Classroom Management, how has the emphasis on rules changed?

There is now an emphasis on the social-emotional relationships that include trust and caring.

In Managing Diverse Classrooms, explain "Approximating the Home Environment."

In one situation, three teachers share a classroom simultaneously, which the children see as their teachers sharing a common space and their resources which is similar to what they experience at home. The second situation is that a teacher has her own family photos displayed on her desk along with photos of her students. This shows her students that she views them on the same level as their own family.

In Managing Diverse Classrooms, distinguish between Educacion and Education.

In the U.S., education typically refers to formal education in school settings. It is associated with doing well academically and demonstrating that ability through good grades. For immigrant Latino parents, educacion is much broader: to produce a good and knowledgeable person, one who respects other people and does not place self above others in importance. Social and ethical development are seen as integrated rather than separate. Being a respectful contributor to group well being rather than focusing on one's own achievement is highly valued.

In Managing Diverse Classrooms, differentiate between individualism and collectivism.

Individualism - representative of mainstream U.S, Western Europe, Australia, and Canada; emphasizes well being of individual and responsibility of self, independence/ self reliance, individual achievement, self expression, self esteem, task orientation, and cognitive intelligence. Collectivism - representative of 70% of the worlds cultures, including those of many U.S. immigrants; emphasizes the well being of group and responsibility for group, interdependence/ cooperation, family/ group success, respect, modesty, social orientation, and social intelligence.

In Managing Diverse Classrooms, what are the two types of cultural orientation? Describe them.

Individualistic Culture - emphasis is on the growth and the development of the individual as an increasingly independent entity who learns to meet his or her needs. Collectivistic Culture - emphasis is on the growth and development of an individual who remains closely connected to his or her family and makes its well being a priority.

Memorize The Tier Model for Intervention

Intensive - 1-5% (longer duration) Targeted - 5-10% (high efficiency and rapid response) Universal - 80-90% (preventative and proactive)

What effect can incorporating fine arts curriculum with academic curriculum have?

It can increase children's active involvement, creative thinking, and inventiveness.

What is the procedures section of the lesson plan for?

It describes both what educational experiences can be provided and the way they can be effectively organized.

From the Current Paradigm Shift on How Teachers View Classroom Management, how has management changed from teacher directed work (sometimes busy work)?

It has changed to an active, student-centered learning environment instead.

In Managing Diverse Classrooms, what is the Bridging Cultures Project? Describe it

It is a collaborative action research project that developed from empirical research that demonstrates the presence of cultural values conflicts in schools and a theory of cultural differences. Seven Elementary school teachers that work with large numbers of immigrant Latino students and their families as researchers. These teachers learned about the individualism/collectivism framework and used that framework as a guide for designing culturally formed instructional strategies. The result showed that classroom organization and management were among the elements most strongly influenced by teachers knowledge of cultural differences.

In Managing Diverse Classrooms, discuss "Open House."

It is a wonderful opportunity to establish a two-way communication or it can be a hurried or over scripted affair. The typical agenda includes a quick overview of academic goals, standards, schedules, and suggestions for how parents can augment school learning at home. The open house may exacerbate communication barriers. However, the open house might not fit every families schedules.

In Managing Diverse Classrooms, the authors' model for approaching classroom organization and management is based on what?

It is based on a unique combination of theory, research, and teacher constructed practices.

What was one of the best things about the team teaching arrangement?

It made the classes smaller. This was important because teaching writing- and evaluating it-is exceedingly exhausting and time-consuming work. Even with two of us, the workload was overwhelming. But the co-teaching setup gave us the flexibility we needed to sit down and work with kids individually. We were better able to help kids rethink their work as opposed to simply recopying it.

What was Edmundo's comment in a classroom discussion?

It's sort of like you're walking down the street and you're with your friend, the U.S. and then Mexico comes walking by across the street and says, "Hey, whats up?" And you ignore Mexico and pretend you didn't see him. Then when you're alone, you see Mexico walking by, and you say, "Hey, Mexico, what's up?" It's like you're embarrassed to say hi to Mexico when you're around your friend the U.S. But before long, if you don't start saying hi to Mexico, he's gonna leave you alone. He's just gonna leave you.

Who came to the class at 3:15 pm? What was his reaction? How did the class end?

John came back The class watched in silence as He went to his desk and said "aww man" to himself. It was as if he saw his own self-image on that desk, torn and battered almost beyond recognition. Then a few laughs were around him.

In Managing Diverse Classrooms, explain "people can- and routinely do-function biculturally."

Knowledgeable teachers can co-construct with students and families classroom environments that reflect students' cultural values as well as values of the dominant culture.

Describe what happened to Armando last winter.

Last January, me and Raul were coming home from school on the bus, and this Jester, you remember Chucho, right? - was sitting across from us on the bus with a couple other Jesters, and he starts throwing down the Chi-Town Players sign. And me and Raul, we just ignored him. We didn't throw down nothing, 'cause why should we? We're not gangbangers. So we come to our stop and we get off, and they follow us. So we go around a corner, near this alley, and a Chucho comes up to me and says, "What you be about?" And I tell him "I'm not nothing, man. I know you, Chucho. We used to go to school together." And he's like. "You don't know me. My name ain't Chucho." And then they just started punching me everywhere, in my face, my stomach, kicking me. Raul just ran. And they're all saying, "Player killer. Player killer." I'm bleeding all over the place. And then one of them pulls out a gun and sticks it right in my stomach. I thought he was gonna shoot me. Right that second, I thought I was gonna die. But then they just ran off.

"Cisneros was last to take center stage" What happened after that?

Like a good teacher, she didn't talk at the kids or down to them. She talked with them. She had them exploding in laughter one minute and lost in introspection the next. She shared stories of her own frustrations as a child in school, told of teachers who hadn't encouraged or understood her, and even passed around a copy of her fourth-grade report card for the kids to inspect- all Cs except for an A in art. She read from her books, telling the kids that being Mexican was what made her writing so special. "I'm very proud of that," she told them. "I'm very proud of my culture."

"Sometimes it feels like...........want you there." - Explain

Man, I'm sick and tired of that. I mean, they're just dropping kids like its nothing. If teachers want kids to do better, why do they suspend them? Would you do that? If they want kids to do better, they should be keeping them in school, not kicking them out. The guy in the detention room, he tells us, if you're doing so bad in school, why do you even bother to come? Sometimes you feel like they don't even want you there.

From the Current Paradigm Shift on How Teachers View Classroom Management, how do teachers view management now instead of as a "big bag of tricks"?

Management is seen as decision making that necessitates ongoing professional development, expertise in knowledge, practice, and introspection.

In How to Differentiate Instruction, discuss "Understanding the Needs of Struggling Learners."

Many students who we perceive as at risk may actucally be quite proficient in talents that schools often see as secondary, auch as leadership amond neighborhood peers, story telling, or building contraptions out of discarded materials. They are a diverse group of students. Teachers must make sure to look at their positives, don't let what's broken distinguish what works, pay attention to relevance, go for powerful learning, teach up, use many avenues of learning, and see with the eyes of love.

What is Bloom's Taxonomy?

Many teachers use it as the basis for organizing instructional objectives into coherent, connected learning experiences. It refers to the six levels of the cognitive domain: knowledge, comprehension, application, analysis, synthesis, and evaluation.

In Managing Diverse Classrooms, name the collectivistic societies mentioned in this chapter. Despite their differences, what common goal do they share?

Mexican, Japanese, Mexican American, West African, and Kenyan are all collectivistic societies that share a common goal: moral children who maintain strong bonds to and respect for family.

Describe the scene in the hallways and steps.

Michie heard a thud and turned to see Francisco, holding his eye and bawling hysterically. Hector was standing with clenched fists a few feet away. He said, "Yeah, I hit him... He shouldn't have been talking about my grandmother!" The class left the room in chaos and were unruly in the halls, ignoring requests for quiet. Mrs. Woodruffs class was below us, waiting silently in two lines at the exit doors. Hallway protocol dictated that my class wait at the top of the steps until Woodruffs class is released. Richie told them to hold up but the kids didn't listen and they passed him and Woodruff and almost flattened some kids in her class.

In How to Differentiate Instruction, talk about Mr. Blackstone and his 6th graders.

Mr. Blackstone teaches his science lesson in whole group instruction, but then work in partners at one of tow labs designed to help them understand, analyze, and apply important unit-related principles. He assigns students to the lab that he feels is most appropriate for them. He also has students assessment results choose which type of project they will work on next based on their mastery of the subject.

In How to Differentiate Instruction, talk about Mr. Rakes and his high school Math students.

Mr. Rake offers students a chance to compact out of the chapter wither before the class begins working on it or after three days of work with the entire class. Compacting out includes taking the chapter post test early on. If the student demonstrates competency, then they do an ongoing, independent investigation that explores uses of mathematics in the real world. When the rest of the class has learned the material, all students take the end of chapter test to assure that every one knows the material. When working with students who have not compacted out, he starts with whole group instruction and then assigns cooperative groups to work on application.

In How to Differentiate Instruction, talk about Ms. Eames and her 1st graders.

Mrs. Eames' class has a wide arrange of reading levels. She addresses these differences with a flexible reading program that enables the teacher to target particular teaching needs, provide for interest based explorations, have students share both their skills and interests with a good range of classmates, and work with the class as a whole on reading.

In How to Differentiate Instruction, talk about Mrs. Riley and her 3rd graders.

Mrs. Riley makes good use of learning centers as a differentiation technique. Each center is designed based on her students' learning profiles. She assigns students to centers based off of her formal and informal assessment. At centers, students make choices about their work in ways that address their interests and learning preferences.

In How to Differentiate Instruction, talk about Ms. Jeffries and her 8th grade History students.

Ms. Jeffries designed a history project that has clearly defined, custom fit responsibilities for each student, and vague, unassigned components that each girl must work out how to handle. Every student has an opportunity to make a clear, individual contribution to the whole that is personally challenging and interesting. And all students engage in tasks that help them improve their negotiating and group work skills.

What were Michie's classmates at UIC like?

My classmates at UIC were a mix of second-career teachers such as myself, recent undergrads who had yet to experience a classroom of their own, and seasoned veterans who were seeking either an advanced degree or the salary increase that accompanies it Attitudes ranged from the cheerily enthusiastic to the miserably jaded.

What happened to Nancy the night before Valentine's Day?

Nancy's family home burned down. Everything's ruined, Either from the fire or the smoke or the water. I had to borrow clothes from my aunt. My sisters don't even have shoes.

Describe Maestro Gomez.

No-nonsense instructor, pretty strict. He has his customers always pay before their class.

What is Armando doing now?

Now a high-school junior age-wise, he is still a first semester freshman based on his credits. Students are supposed to have 10 credits by the end of their sophomore year; Armando has 2 1/2. But unlike many others in similar predicaments, he is hanging in, trying to make it to graduation in spite of the tide that seems to be rising against him. He just quit his $200 a week job at a bustling flea market to concentrate more on school, but daily frustrations continue.

In Managing Diverse Classrooms, teachers need to know how to do what?

Teachers need to know how to examine their own cultural values, develop understanding of the values of others and regard them in a nonjudgmental way, and apply what they learn about cultural differences to the improvement of classroom practices in a meaningful, nonthreatening, and not overwhelming way.

What are the three essential features of a complete, well-organized lesson plan?

Objectives, Procedures, and Evaluation

In Managing Diverse Classrooms, describe "Parent Volunteers."

Parent volunteers can help with classroom management. Parents can support students' work at learning centers, read to children, listen to them read aloud, and help with routine clerical duties. In busy classrooms, extra help can bring welcome relief. Many parents are unable to volunteer in the classroom, however, maintaining open relationships allows her to use them as valuable resources.

In Managing Diverse Classrooms, explain "Collectivistic Parents Orientation to Child Rearing."

Parents believe it is their primary responsibility to raise good, moral, respectful children.

In Managing Diverse Classrooms, what is two-way transactional learning?

Parents learn from the teacher about school expectations and teachers learning from parents about children's socialization at home over time.

What is an application-level objective?

Problem solving objectives or expressive outcomes that can be written to ask students to apply what they've learned to other cases or to their own lives, thereby causing them to transfer what they've learned in the classroom to other arenas.

How are analysis-level objectives assessed?

Teachers present unfamiliar material and ask the student to analyze it according to some specified criteria

In Managing Diverse Classrooms, what does the School culture across the United States reflect?

School culture across the U.S. is relatively consistent and reflects the individualistic values of the dominant, European American culture.

In Managing Diverse Classrooms, why does Mrs. Perez talk explicitly with her students about the "power of the group?"

She does this so her students know that their actions are important to the rest of the class, and this orientation is evident throughout the day in virtually every learning experience. This power comes through in students' harmonious and supportive peer relationships, their respect for each other and adults, and their striving for group success.

What are educational objectives?

Short term, specific descriptions of what teachers are expected to teach and/or what students are expected to learn.

In Managing Diverse Classrooms, how can teachers be cultural brokers?

Teachers who are knowledgeable about the culture of the school and the cultures of their students can serve as cultural brokers by helping their students and their students' families negotiate new cultural terrain and become biculturally proficient. They can also share their cultural knowledge about families with school personnel and help to influence the development of policies that are more culturally congruent for families.

In Managing Diverse Classrooms, discuss "Individualism and Collectivism: Two Valid Cultural Orientations."

Some teachers have designed parent workshops and used the individualism/collectivism framework to highlight why the school has certain expectations, and they invite parents to talk about their own perspectives. Parents need to meet the school halfway and students need to acquire a dual cultural perspective to function in both the school and home cultures.

How are application-level objectives assessed?

Students are asked to apply what was leaned in the classroom to a new situation

What is an evaluation-level objective?

Students engage in critical thinking as they make judgements using internal or external criteria and evidence.

What is the intensive (tertiary) level of intervention designed for?

Students with low reading skills and sustained lack of adequate progress when provided with primary and secondary intervention. The group size is smaller and the instruction is longer.

In Managing Diverse Classrooms, how can teachers construct their own strategies?

Teachers can construct their own strategies by using a framework and provocative research results to make their classrooms more hospitable to their students in their own professional contexts.

In How to Differentiate Instruction, what is the teacher's role in a differentiated classroom?

Teachers who differentiate instruction focus on their role as coach or mentor, give students as much responsibility for learning as they can handle, and teach them to handle a little more. These teachers grow in their ability to assess student readiness through a variety of means, read and interpret students clues about interests or learning preferences, create a variety of ways students can gather information or ideas, develop varied ways students can explore and own ideas, and present various channels through which students can express and expand understandings.

What are the dual goals of the science curriculum?

Teaching both content and process.

"I was coming uncomfortably close ...........no good, very bad day."-Explain

Terrible, horrible, no good, very bad- as descriptors for the kids. The mean spirited and self-destructive attitudes that sometimes pervaded the group had been encouraged by the schools actions. For years, the kids had been tracked into low-end groups or classes

In Managing Diverse Classrooms, from the authors' perspective what should the organization and management of the daily life of the classroom reflect?

The author feels that the organization and management of the classroom should reflect: -Students are active learners whose development takes place within particular social and cultural contexts and is influenced by those contexts. -Home socialization practices influence how students interact and solve problems. -Good classroom organization and management tap existing skills and dispositions while building new capacities. -As they mature, students can take increasing responsibility for regulating their own learning and ensuring harmony in the classroom.

In Managing Diverse Classrooms, what is the authors' intent for individualistic and collectivist practices in the classroom?

The author intends to not completely eliminate individualistic practices, but to bring them into balance with the collectivistic practices of the homes of the students. This will help students be able to operate in both an individualistic society as well as in a collectivistic family.

In Managing Diverse Classrooms, what is the authors' premise?

The author's premise is that cultural values and beliefs are at the core of all classroom organization and management decisions. They also hope that cultural values and beliefs are at the center of students' responses to teachers' strategies and of student's own attempts to engage in and influence interactions in the classroom.

In Managing Diverse Classrooms, describe the class meetings

The class meetings were student led by the president of the class and the other officers. The students discussed issues while the teacher observed. The teacher gave the students a chance to work out issues themselves rather than interfere right away.

What do behavioral objectives include?

The conditions under which the learning will take place, the action or behavior that will provide evidence of the learning, and the criteria for success (how well a task must be completed or how often behavior will occur).

In Managing Diverse Classrooms, the data that the authors cite comes from where?

The data that the authors cite comes from teachers' classroom observations and field notes, in-depth interviews, notes from group meetings, videotapes, and informal conversations.

What do the lesson objectives in the lesson plan specify?

The educational purposes of the lesson.

In Managing Diverse Classrooms, what is the central organizing schema for students' behavior?

The family. Once teachers understand this, then they can construct classroom practices that work with instead of against that orientation.

In Managing Diverse Classrooms, describe the research on group versus individual orientation.

The first study demonstrated that helping in the classroom can be viewed very differently, depending upon one's cultural value orientation. The second study revealed that parents and their child's teacher agreed on developmental goals only one-third of the time. These differences can cause tension and conflict.

In Managing Diverse Classrooms, what is the key to making good decisions about organization and management?

The key is to develop an awareness of the important values of school and home cultures so as to avoid putting students in the position of choosing one system over the other.

"I knew I had a lot yet to learn about the kids who called me their teacher." What had he already learned?

The kids educated and enlightened me. The stories allowed me to see more clearly the larger picture the struggles and triumphs that had shaped their lives and those of their families. They also forced me to take a fresh look at how I fit into that bigger picture- to step back and look at my own hands. It was a reawakening for me, really, but it was only a beginning, I knew I had a lot yet to learn about the kids who called me their teacher.

"But those were the exceptions." What were the exceptions? Describe.

The kids were so enthralled the afternoon I passed out the first edition of the class newsletter which contained typed versions of the students' poems, stories, and editorials, as well as samples of their artwork- that they read silently for 20minutes without even being asked. When someone finally spoke, it was only to ask if he could read one of the stories aloud. I had the students compose a class poem about things that made them angry, with each student contributing one line. Eventually we even made it back to the civil rights movement and "Martin" Luther King culminating our study with a colorful butcher-paper wall mural.

What should the evaluation of student's accomplishment be directly linked to?

The lesson objectives

How was her new neighborhood different than the old one?

The new neighborhood was calmer, somewhat cleaner, and perhaps safer than Back of the Yards, it had none of the Mexican flavor or vibrant life of that community. Gone were the paleteros selling ice cream from their pushcarts in the summer, sidewalks full of children on bicycles, and the posadas celebrations that wound their way through the streets each Christmas. The new neighborhood was a completely different world-a world that, to Lourdes, seemed sterile, bland, and lifeless by comparison. When I moved to my new neighborhood, I was in shock. I couldn't believe that I was in Chicago, that I was actually in the city, because I didn't hear anything at night. There was no people out. I miss my old neighborhood a lot. You're around Mexican people, you're outside, there's a lot of people out, there's traffic, a lot of activity. I'm a people person. I like being around where there's a lot of people, talking to them. But where I live now it's more closed up. Neighbors just say hi and that's about it. They won't open their door to you and ask if you want to come in or anything.

"Should anyone have been surprised ........aggressively resentful?" - Explain

The principle had tried to sell the kids on the idea that what they were experiencing was a program especially designed for them. They had been selected for "special" pullout programs, she told them, and had a "special" schedule. The kids knew what was going on, at best they were being treated as less than adequate, at worst, they were being demonized.

In Managing Diverse Classrooms, what is classroom orchestration?

The processes of structuring classroom interactions and activities in ways that harmonize values of home and school, drawing on students' cultural resources to resolve problems, avoid conflicts, and minimize the need for discipline.

Where does the rest of the family work?

The rest of my family, they all work at the meat-packing plant. My two aunts, my two brothers, my two sisters, my two brothers-in-law, and my cousin. They all work there.

In Managing Diverse Classrooms, what is classroom management?

The set of strategies that teachers and students use to ensure a productive, harmonious learning environment to prevent disruptions in the learning process. It reflects a cultural perspective, so it requires knowledge of cultural backgrounds to be effective.

In Managing Diverse Classrooms, describe the school demographics and context.

The seven teachers taught in six different schools, all in Southern California. All classrooms had high amounts of Latino immigrant students.

What was so funny about flip-flops?

The story was titled "Chanclas" Chancels were a type of shoe, in english, they're called flip-flops. Nancy said, "It's just the word, it's like a nickname or something. I've just never seen that word printed up in a book before. It's not that it's funny, it's just- it's like an inside word, you know? Like a word nobody outside knows. You get me?"

In Managing Diverse Classrooms, what is culture?

The systems of values, beliefs, and ways of knowing that guide communities of people in their daily lives.

In Managing Diverse Classrooms, explain "A well-meaning individualistic teacher with collectivistic students may instruct students to "take a vote" to resolve a conflict in a group situation, when in fact this strategy might cause conflict when it clashes with a preexisting orientation toward developing consensus to resolve disagreement."

The take a vote aspect might cause more issues of a popularity contest, but if you encourage students to come to a consensus, then they can practice their debating skills over positives and negatives of a situation in order to hash out differences of opinion.

In Managing Diverse Classrooms, explain "the teacher is the second mother/father."

The teacher is the one that cares for the students and teaches them while they are at school. There is a family metaphor in many classrooms where the teacher is the second mother or father because they all have so much influence on the child and they work with the parents to raise them.

In How to Differentiate Instruction, explore "Differentiating Learning Experiences to Address Academic Diversity."

The teacher thinks and plans in terms of multiple avenues of learning for varied needs, rather than in terms of normal and different. The goal for each student is maximum growth from their current learning position. The goal of the teacher is coming to understand more and more about that learning position so that learning matches learning need.

In Managing Diverse Classrooms, explain "Adults as Members of the Group."

The teachers are generally included in group activities but can continue if the teacher needs to leave for a short time. The teachers often take the role of facilitator to keep the activities on track.

Describe Perla's description of Michie's and Bob's course in her assignment from the freshman English teacher.

The teachers tried to make it fun, interesting and exciting for us to learn. We didn't really use any books the entire year. We used video cameras, stories, and the knowledge of other people. By the end of the year we had discussed several subjects such as: Mexicans, The Role of Women in our Society, Racism, Cultures from Different Parts of the World, the Family, Sexual Intercourse Between Teenagers, etc. Mostly we learned to communicate and know more about people from our society. We also learned that no matter from what country, color or size a person may be that we should have respect for every person cause nothing is going to change the fact that a person is and always will remain a human being.

"Mango Street was unlike anything they had ever read"- Explain

The vignettes in The House on Mango Street never failed to conjure up memories from the girls' own lives, and we spent as much time sharing those as we did reading the book. As days and weeks passed, I got to know more about each of the girls' singular stories and sensibilities. Each of them may have been Esperanza, but each was Esperanza in her own unique way.

What does the evaluation section of the lesson plan describe?

The way the teacher has planned in advance to determine whether these purposes are being attained.

In Managing Diverse Classrooms, what is classroom organization?

The ways that teachers structure classroom interactions and activities to promote learning, including communication, relationships, time, and the arrangement of the physical environment.

"But as I was ..................teaching is about." - Explain

The willingness to explore with kids, to reach with them, to follow a dimly lit path together, often unaware of the dazzling surprises that may wait around the bend. Our Mango Street meetings had come to embody so much of what I thought school ought to be about but too rarely was. I guess on some level we all realized that, and none of us wanted to let it go.

How are synthesis-level objectives assessed?

There are infinite assessments that test synthesis in written work, performance, or student created products.

In How to Differentiate Instruction, explore "How People Best Learn: The Engine That Drives Effective Differentiation.".

There are three nonnegotiables that drive effective differentiation. First, every student learns in a different way. Second, there is no substitute for high quality curriculum and instruction in the classroom. Third, even high quality curriculum will fall short if the learning is not connected to the student and how it will benefit their life.

In Managing Diverse Classrooms, explain "Challenges to Cross-Cultural Understanding between Schools and Families."

There is an all too natural human instinct to judge differences in approaches to child development and education as unenlightened or simply wrong. Blaming parents for students' failure to behave in expected ways can seriously corrupt the essential relationship between the teacher and the family. This prevents teachers from gaining information that might help students reach their full attention.

In Managing Diverse Classrooms, describe "Home Visits."

They are another way for teachers to understand their students and their culture. It is important that teachers take cues from parents who do not want their people other than family in their homes.

What is a knowledge-level objective?

They are planned to ensure that students have a knowledge base of facts, concepts, and other important data on any topic or subject.

What is the basic purpose of a lesson plan?

They are scripts that teachers write so that they can present a well-organized set of learning experiences for their students.

How are comprehension-level objectives assessed?

They are tested by asking students to define terms in their own words, essays, short answers, or multiple choice.

How are knowledge-level objectives assessed?

They are tested by determining if the student can remember or recognize accurate statements or facts.

In Managing Diverse Classrooms, discuss "Parent-Teacher Conferences."

They are time consuming and challenging for many teachers. They can be redundant and tedious and are usually scheduled right after the preparation of report cards. With collectivistic parents, they will most likely want to know how their child is behaving rather than what their academics are like. They also believe that the teacher is solely responsible for their child's education.

What is an analysis-level objective?

They call on students to look for motives, assumptions, and relationships, such as cause and effect, differences and similarities, hypotheses, and conclusions.

What is a comprehension-level objective?

They cause students to clarify and articulate the main idea of what they are learning.

How did the Hispanic Leadership Conference motivate Nancy?

They had speakers, and booths for different colleges. So I got all these brochures from different colleges and I was thinking, "Oh, I'd like to go to this one. I'd like to go here."

In Managing Diverse Classrooms, in what ways did the Bridging Cultures teachers' perspectives on families and on themselves change?

They have established more mutual and personal relationships with families founded on greater understanding and respect.

In Managing Diverse Classrooms, explain "Changes in Teachers' Approaches to Parent Involvement."

They have increased and improved parent-school communication, both formal and informal, through a variety of strategies. They have changed the ways they conduct open house, parent meetings, and parent-teacher conferences. They know that if children are well behaved, parents believe that they have done a good job in preparing children for school.

What do reflective teachers do?

They picture in their minds what a lesson will look like in real life, try to anticipate what their students need, recognize that students are more motivated to learn when they understand why this learning is important, explain their reason for each lesson, model physical behaviors or mental processes, stay as an active role on the sidelines, model internal behaviors, and carefully observe and assess students' learning.

In Managing Diverse Classrooms, how does the kinds of behaviors demonstrated in Bridging Cultures classrooms also result in a sense of responsibility among the students?

They support the smooth operation of the class and maximize learning opportunities, in part because students help each other learn and also because little time is diverted from meaningful learning to classroom management issues.

How are evaluation-level objectives assessed?

They test a student's ability to make a judgement, the teacher must provide all of the needed data, and ask the student to draw certain conclusions from these data.

In Managing Diverse Classrooms, describe the bulletin boards and walls.

They use bulletin boards and walls form many purposes, such as exhibiting student work, posting rules or directions for tasks, motivating students through inspirational posters, or sharing personal facts about "students of the week". They often reflect a collectivistic orientation in the way they are created by the whole group.

In Managing Diverse Classrooms, why do the authors use the terms parents and families interchangeably?

They use them interchangeably because not all children are cared for by their parents, yet parents are most frequently children's primary source of socialization and are responsible for their attendance and, to varying degrees, their success in school. They also like the word family because children can learn important behavioral skills from any member of the family.

In Managing Diverse Classrooms, discuss the potential of the Bridging Cultures Framework.

This framework is a good place to start in order to grasp major differences among cultures. The framework does not reduce complex individuals to simple categories, but rather shows compelling influences of students' home culture on their education. The framework has the potential to help educators make implicit cultural patterns explicit, which can lead to constructive classroom practices and decisions about management and organization that build upon students' and parents' cultural strengths.

In Managing Diverse Classrooms, explain "A limited understanding of how critical groupness is for collectivistic students can result in mixed messages unless .teachers make explicit rules about when to help others and when to work alone."

This means that teachers need to structure their classroom management in a way that works with the student's home procedures otherwise children will be confused and not susceptible to learning.

What is the problem solving objective?

This objective describe the conditions and the problem that is to be solved, but does not specify the actual behaviors the student is to use. There are infinite solutions possible that the students can come up with.

What does the description section of the lesson plan used for?

To identify the lesson plan and give the reader a quick overview of its purpose or description.

What is the purpose of the targeted (secondary) level of intervention?

To prevent students who are not making adequate progress in their core reading instruction from a continued lack of progress and a need for more intensive intervention. These students are given additional, small group instruction in one or more critical areas of reading.

In Managing Diverse Classrooms, how does the group orientation of the classroom affect the students' risk taking?

Togetherness releases stress and they are more willing to risk. They feel more confidant. This is critical for optimal learning and reduces the need for heavy handed classroom management.

What is a spiral curriculum?

When objectives to reach a certain goal are similar for each year for several years, but are written in increasing levels of difficulty.

In How to Differentiate Instruction, discuss "Understanding the Needs of Advanced Learners.".

Without teachers that coach for growth and curriculums that are appropriately challenging, these learners may fail to achieve their full potential. Teachers are responsible for making sure that advanced learners don't become mentally lazy, hooked on success, become perfectionists, fail to develop a sense of efficacy, or fail to develop study and coping skills.