Equity in classroom

Teaching is one of the most rewarding careers you can have! Being a teacher brings joy as you are able to make a difference on a daily basis and touch students lives consistently. Although there are initial struggles & a learning curve (as in most professions, if not all!); with experience, you get to enjoy your students, and find it fulfilling to see them grow academically, socially, emotionally and cognitively. For some educators it may feel like your 2nd family away from home because you do end up spending 7-8 hours with them, and get to share your thoughts and experiences on a regular basis.

There is diversity in every single classroom, and it becomes a very important role for the teacher to make sure all students feel safe and welcome. Each student brings a unique perspective and strength to the classroom learning, and a culturally responsive teacher makes best use of these varied prior knowledge experiences and differences. It is very important for teachers to make sure that there is equity in their classroom, where every student’s need is met.

So how can teachers have equity in their classroom? Equity does not mean equal! Equity does mean fairness, where all students can access all the resources that can aid in their learning. In this post, I will talk about the ELL (English Language Learners) population. According to the National Center for Education Statistics (NCES), the percentage of ELL students in public schools in the United States was 9.6 percent or 4.9 million students in fall 2016. These students constituted an average of 14% of total public school enrollment in cities. According to the data, Spanish is the most common home language followed by Arabic, Chinese, and Vietnamese. It is estimated that by 2025, an estimated 25% of public school students will be ELLs. That is a huge number, hence the need for all teachers to embrace classroom strategies to reach these students!

Psychologist Lev Vygotsky coined the term “zone of proximal development” (ZPD) in the 1930’s to describe the sweet spot where instruction is most beneficial for each student – just beyond his or her current level of independent capability. According to NWEA (Northwest Evaluation Association), think of the ZPD as the difference between what a child can do independently and what he or she is capable of doing with targeted assistance (scaffolding). Equity involves creating a zone of proximal development for all learners, especially our ELLs.

It has been rightly said that all teachers are 1st language teachers before being the content (core- Math/Science/Social Studies or elective) teachers! All teachers should be trained on strategies involving ELL student population group. These students bring their intellectual, linguistic, and creative strengths to the classrooms; and educators must provide them with appropriate learning experiences and support to help them realize their full potential.

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For experienced teachers, SIOP model ( Sheltered Instruction Observation Protocol) is a great way to involve all ELL students in their learning experiences in the classroom. The SIOP Model was developed in a national research project sponsored by the Center for Research on Education, Diversity & Excellence (CREDE), a national research center funded by the U.S. Department of Education from 1996 through 2003 to assist the nation’s population of diverse students, including those at risk of educational failure, to achieve academic excellence. It is a successful model used by many educators throughout the country. If you are a new teacher or have a new influx of ELL students in your classroom, check out this book- Making Content Comprehensible for English Learners: The SIOP Model (3rd Edition)

I recently went to a professional development opportunity which was targeting teaching Science to English Learners. It was an interactive, engaging, hands-on, practical, and information session. Dr. Stephen Fleenor shared 18 strategies in his book for ELL students; for use during warm ups, building background, interactive lectures, academic readings, academic writings and academic conversations. Each of these strategies are explained in detail in the book, easy to use in class, and highly effective for all students particularly our ELL students. If you are a Science teacher and looking for ways to integrate Science vocabulary/language in your classroom with ELL students , you must check out his book- Teaching Science to English Learners

In addition, all teachers must have an all-inclusive classroom environment where linguistic and cultural diversities are acknowledged and celebrated. Integrate reading, writing, speaking and listening skills activities for students, so they have the opportunity to practice them daily. Below are some basic tips to use with ELL students on a daily basis-

• Build relationships and try to learn their cultural background (I do a Culture Bag activity with my students the 1st week of school)
• Make it more visual (Pictures speaks louder than words)
• More group work/cooperative learning (Buddy program and peer learning)
• More table talks and think-pair-share
• More hands-on activities
• Teach cross-curricular connections, for longer retention
• Activate prior knowledge ( scaffold based on students’ experiences and knowledge )
• More use of graphic organizers/charts
• Set high expectations; have clear routines, procedures, and structures in place so all students are successful
• Utilize technology appropriately as a tool

Please comment below or send an email, if you are a teacher and would like to share strategies that you have used successfully with ELL students!