Kelley Totten Michelle Barrington Jordan Raper

 1.Goal of instruction 2.Role of the home language 3.Instructional materials 4.Classroom management and interaction with students 5.Relationship to the community 6.Instructional methods 7.Assessment Literacy in the Classroom

  Class is not really about how much money someone makes.  What might look like a child of poverty is really an intricate mosaic of different attitudes, behaviors, capacities, and experiences. What Class Really Means… Jones, Stephanie (2006). Girls, Social Class, and Literacy: What Teacher’s Can Do To Make A Difference. Portsmouth, NH: A division of Reed Elsevier Inc.

  Perceptions of students from working-poor families are often formed through vision that has been “hindered”, a narrow seeing that encourages middle-class people to designate children and families as other, different, and deficient. Children With Differences Jones, Stephanie (2006). Girls, Social Class, and Literacy: What Teacher’s Can Do To Make A Difference. Portsmouth, NH: A division of Reed Elsevier Inc.

  When critical literacy engagements are embedded in students’ lives and driven by their observations and comments, than students will find such work interesting, motivating, and deeply stimulating. Literacy in the Classroom Jones, Stephanie (2006). Girls, Social Class, and Literacy: What Teacher’s Can Do To Make A Difference. Portsmouth, NH: A division of Reed Elsevier Inc.

  Invite students to attach themselves to school without rejecting their family or shedding identities  Such work in the classroom, however, could not be possible without the in-depth understanding of lives and the ways in which class, gender, and race come together to shape the social, psychological, physical, and academic lives of the young people with whom we work. Teaching Approaches Jones, Stephanie (2006). Girls, Social Class, and Literacy: What Teacher’s Can Do To Make A Difference. Portsmouth, NH: A division of Reed Elsevier Inc.

  Instead of generations of children continuing to be raised by and compare their lives with images and books representing perfect lives, readers need basic repertoires of practices to ask critical questions of texts, creators of texts, and of themselves as readers of texts. Teaching Approaches Jones, Stephanie (2006). Girls, Social Class, and Literacy: What Teacher’s Can Do To Make A Difference. Portsmouth, NH: A division of Reed Elsevier Inc.

 Students of Diverse Social Classes

  The child gains everyday concepts through daily life  The child learns scientific concepts through formal instruction and schooling  Students can gain academic knowledge by building on the foundation of personal experience Social Constructivism Au, Kathryn (1998). Social Constructivism and the School Literacy Learning of Students of Diverse Backgrounds. Journal of Literacy Research. Volume 30, Number 2.

  Each student comes from a different culture group, which has formed their perspective on life.  Links among historical, cultural, and individual conditions are formed when children are learning to use language and literacy.  Use examples from every culture when teaching lessons so each student can relate Teaching Approaches Au, Kathryn (1998). Social Constructivism and the School Literacy Learning of Students of Diverse Backgrounds. Journal of Literacy Research. Volume 30, Number 2.

Linguistic Differences Cultural Differences Discrimination Inferior Education

  Many students of diverse backgrounds speak a home language other than SAE.  Decreased opportunity to use existing language skills as the foundation for learning to read and write  Teaching Approach:  Let the students write some stories in their language and others in SAE Linguistic Differences Au, Kathryn (1998). Social Constructivism and the School Literacy Learning of Students of Diverse Backgrounds. Journal of Literacy Research. Volume 30, Number 2.

  Students have difficulty learning in school because instruction does not follow their community’s cultural values and standards for behavior  Teaching Approach:  Talk story-like reading lessons  Students could collaborate in producing their own stories using ideas from their culture Cultural Differences Au, Kathryn (1998). Social Constructivism and the School Literacy Learning of Students of Diverse Backgrounds. Journal of Literacy Research. Volume 30, Number 2.

  Disproportionate numbers of students of diverse backgrounds are labeled as poor readers and placed in the lowest reading groups in the classroom  Teaching Approach:  Evenly distribute the students into groups where race/ethnic group does not place a factor Discrimination Au, Kathryn (1998). Social Constructivism and the School Literacy Learning of Students of Diverse Backgrounds. Journal of Literacy Research. Volume 30, Number 2.

  Urban schools with a high proportion of African American students frequently have deteriorating buildings, outdated textbooks, inexperienced teachers, and surroundings that expose students to violence  Teaching Approach:  Bring in updated outside resources that the students can use Inferior Education Au, Kathryn (1998). Social Constructivism and the School Literacy Learning of Students of Diverse Backgrounds. Journal of Literacy Research. Volume 30, Number 2.

 General Middle Class Cultivation  Parents involve children in multiple organized activities, such as sports, music and dance lessons, and arts, crafts, and hobby groups Working Class Accomplishment and Natural Growth  Children “hang out” with siblings, friends, and relatives while parents involve themselves in a minimum of organized activities Spring, Joel (2010). American Education. New York, NY: McGraw Hill.

 Speech Middle Class Cultivation  Parents reason with their children, allowing them to challenge their statements and negotiate Working Class Accomplishment and Natural Growth  Parents issue directives and seldom allow their children to challenge or question these directives Spring, Joel (2010). American Education. New York, NY: McGraw Hill.

 Dealing with Institutions Middle Class Cultivation  Parents criticize and intervene in institutions affecting the child, such as school, and train their children to assume a similar role Working Class Accomplishment and Natural Growth  Parents display powerlessness and frustration towards institutions, such as school Spring, Joel (2010). American Education. New York, NY: McGraw Hill.

 Results Middle Class Cultivation  Children gain the social and cultural capital to deal with a variety of social situations and institutions Working Class Accomplishment and Natural Growth  Children develop social and cultural capital that results in dependency on institutions and jobs where they take orders rather than manage others Spring, Joel (2010). American Education. New York, NY: McGraw Hill.

 In Summation… ~Imagine the life of middle-class children -parents chauffer them to events and competitions -parents deal with teachers and coaches Cultivation can lead to children and later adults feeling comfortable in a variety of situations ~Imagine the life of working class children -children spend unstructured time with friends in local parks and yards -parents command what children do and don’t do Accomplishment results in skills of the technical type, but not with managerial skills Jones, Stephanie (2006). Language with an Attitude: White girls performing class. Portsmouth, NH: A division of Reed Elsevier Inc.

 WHAT CLASS ARE YOU? (according to PBS)

 Who would you sit by on a bus? 1(on left) 2 (on right)

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