1/2/2019 0 Comments Critical Reflection #5It is important to create an environment where students are validated and empowered. Educators can build trust with learners by listening. It’s important to give full attention to students and understand the feeling behind what is being said. Other ways to being an effective listener are to suspend judgement, listening with compassion and honoring the student’s cultural context. Teachers can also build trust and rapport with students by showing vulnerability. Teachers can use feedback to foster relationships and build skills effectively and culturally responsively. This can be accomplished by providing affirmation, validation and rapport. Rapport consists of emotional connection and building trust. Feedback from students is important to support the teaching process. For South African teachers teaching required curriculum, a great tool to start with is the Culturally Responsive Student Transition Project (CRSTP) to be able to individually tailor teaching and support for students. Beyond this, creating learning partnership with students by connecting emotionally will be helpful to tailor teaching.
I filled out a CRSTP (https://docs.google.com/presentation/d/1etw3y7Ezsc0A4v1SJScyvU8AYZXv_n4qCIg5i-TIIa4/edit?usp=sharing) with my 9-year-old son Vincent. Vincent is in 4th grade and has struggled with math and handwriting. He is in “small group” in math, meaning he is placed with a group of students who are falling behind in math. I worry about his handwriting which is extremely messy, his hand-eye coordination and self-regulation skills. In the third grade, I asked his teacher and principal to have him evaluated. His teacher thought it would be best not to since he was making good progress academically and that I should have him practice his handwriting at home. His pediatrician has also said I should practice hand-eye coordination skills with activities like playing catch. I provide this context so that you can understand that I was excited to have the opportunity to interview him. I did not have to change the form, although with some questions I did have to provide greater explanation. I appreciated that he said he learns by receiving praise, something that I struggle with as I’m not the “cheerleader” type of mom. One other thing I noticed was that his answers were very brief and that I often had to prod him for more details or on the “how” to his answers. My 6-year old daughter also wanted me to interview her (https://docs.google.com/presentation/d/1P8jEfZqlWBhb91cumoJUPPJ0deQg7m8RMzr_nLgTmjU/edit?usp=sharing) and it was amazing to see the difference in their responses. My daughter demonstrated more confidence although my son was more self-aware. Having these revelations with my own kids makes me realize what a great tool this can be to help educators personalize their approach to individual students with differing needs. It also empowers the students to think about what their needs and goals are.
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CPDoctoral Student - Leadership Studies at University of San Diego Archives
January 2019
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