Prompt Question 2

The culturally competent teacher should be able to account for, demonstrate awareness of, and respond to the sociocultural distinctiveness of her or his students, families and communities when planning for and delivering instruction. Describe the linguistic, ethnic, and sociocultural characteristics of the students in the classroom in which you are tutoring. What cultural capital do the children bring to the classroom? what assets can be developed that will strengthen our society/democracy?

Well for one thing, when looking at the demograph of my elementary school, I can feel confident that the numbers correctly reflect the student population.  In my school, there is a 64% population of hispanic students, 17% Asian, 12% Black, and 7% White students.  The student makeup is far more diverse than a school like Nayatt school, and elementary school in Barrington Rhode Island where the student make up consists of 93% White students, 6% Asian, and only 1% hispanic.  The opposite of diverse!  At my school, 29% of the students are recipiants of English Language services, and their disadvantages show in the KNEECAP scores from this year.  Asa Messer fell below state expectations, where as Nayatt's 1% of ESL students bore no effect on the above average proformance reflected in their scores.  The average income of families in my district $32,058 as opposed to $ 84,657 in Barrington Nayatt district.  I think it's safe to say that there is a corrolation between students from minority ethnic groups and low income income families struggling in the educational system as opposed to the sucess of students of the white, upper class districts. 

The effects of less income are obvious at my school.  The children's class status are reflected in their worn, and often not season appropriate clothing.  They com from homes where, from my conversations with students, seem centered around work and getting by.  There is more concern with just 'getting through' grade three than actually taking somthing away from the experience.  My students often tell me that they would 'rather be playing video games'. The inititive is to get it done, to have it done.  I catch alot of my students doing things right before they are due. 

The students in my classroom are, as the statistics reflect, mainly spanish and african american, with three asian american students and two white students.  I love the language switching that goes on within the classroom.  While only 29% qualify for ESL help, that doesn't mean that only 29% speak a second language.  I think it's safe to say that the majority of my students speak spanish, or some dialect of it.  I'll catch them at recess or inbetween activities sharing words, or teaching one another how to say somthing one way or another.  One of my students confided in me that his family is Cape Verdian and that he has a hard time in class because his family can't help him with his english at home.  Every summer, he goes back to his country, and always has something to share with the class about cultural differences and cultural bariers that he's experienced between countries.  For example, when the kids got out of hand, the teacher got the room under control, and the boy told the class that in Cape Verde, the teachers are allowed to hit misbehaving students, so they should consider themselves lucky and behave for the teacher!

I've noticed that students from these backgrounds in the classroom do a surprisingly good job of connecting what is being done in class, to some outside, everyday experience that they have.  They also tend to understand concepts better when they are put into the context of their social/ethnic/linguistic backgrounds.  I watched the ESL teacher work with the students, and it as very interesting to me to see how just a single word in spanish or portugese can so instantaniously resolve or clearify an issue.

My students come to class with an understanding, from home and outside school life at an early age, how the outside world opperates.  They know that to succeed, they need to 'get through' school. They also possess an gift that many try to eliminate from them- and that is their second language.  Possessing the abulity to speak multiple languages opens the door for students.  They need to be made aware of their options, and know that with a second language, they can be highly efficient in business.  They can go on to teach, and make strong connections with their struggling students.  They are better able to relate to those they live with in the community, and, armed with english, can help them to succeed as well.  The hard work that these students apply, consiously or not, to finnish the educational program, and develope their english skills will most likely translate over into their work ethic, and post public education drive to succeed as long as they are nurtured through their educational experience.  Unfortunately, I don't see students getting the kind of support that they will need to succeed in this way... That's why I want to be a teacher- to make a difference, even in the lives of just a few studnets will be worth it to me.