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Action plan

Published on Apr 14, 2018

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PRESENTATION OUTLINE

1.

Action plan

To bring down walls that separate students 
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2.

What plan entails

  • Have a culture week that focuses on a specific culture each week
  • At the end of each culture week, go to a home that represents the culture
My plan for breaking down the walls that separate students is having a culture week that focuses on a specific culture each week. For example, , students could focus on the Spanish culture one week and they could focus on an Asian culture or whatever culture the teacher wishes to choose the next week. In addition, at the end of each week or any day that best fits the students' schedules, if a family is willing to host a dinner party for the class, the class could go to the house and have a tradition dinner. For example, if the class is studying about the French culture, then they will go to a home of a French student, ideally. The goal of this plan is for students to study the cultures that are in their classroom and visit homes that represent those cultures.
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3.

How will this break down walls

  • by bringing the learning community together (Towner, as mentioned in Roach, 2015)
  • parents and families could also be invited to participate in class which might help break down walls
This plan will break down walls in several ways. One way this plan will break walls is by bringing the learning community together (Towner, as mentioned in Roach, 2015). Though this article is about culture nights, focusing on a certain culture that is represented in class during culture weeks can help students see each other in a different perspective. They may be able to discover something about the other students which they couldn't see in their regular classes. Thus, this will help build a community of learners where students learn from their peers.
If parents would like to participate, they could also join in along with other family members. This could also be a great opportunity for parents and families to see others in a different light.
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4.

How will this break down walls continued

  • by giving families the opportunity to interact with one another (Roach, 2015)
  • by giving others the opportunity to connect with people of other cultures (Sarah, 2014)
As Towner continues to state, culture nights or weeks could give families [students in this case] the opportunity to interact with one another (as mentioned in Roach, 2015). Therefore, walls could break down by families engaging in constant interaction. Furthermore, by focusing on a specific culture each week, it will give the opportunity to those ELL's to shine (Roach, 2015). This will offer students to participate in teaching about their culture. Moreover, it may help them feel like the expert during the week. (Roach, 2015). If there are several students of the same culture, introducing their culture could become a group project which will also enhance teamwork.
At the end of the week or a day that the best fits the students' schedules, take a field to a cultural place that represents the culture that was studied. If possible, it is ideal if they could go to the home of one of the students for a meal. By doing so, this will give the students the opportunity to connect with people of other cultures as Sarah (2014) pointed out.
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5.

How to prevent animosity from rising

  • examine own biases and stereotypes about that culture and how they interact with them (Conle, 2000; Finney &Orr, 1995, as cited in Wane, 2003)
  • Implement explicit lesson about racism and how to resolve conflicts (Provini, n.d)
  • bring culture to life (Provini,n.d)
Before utilizing this plan, teachers should be aware that animosity might happen and students might show hatred towards a certain culture. Moreover, they might even have a unconscious bias toward a certain culture because of what they have learned at home or from what they have seen on TV for CNN (2012) points out, what children see on online or the messages they receive at home can have an affect on how they view a certain culture. To prevent any potential animosity, before the students learn about a new culture and at the beginning of each week, they should examine their own biases and stereotypes (Conle, 2000; Finney &Orr, 1995, as cited in Wane, 2003). They should also examine how those biases and stereotypes affect their interaction with people of that culture (Conle, 2000; Finney &Orr, 1995, as cited in Wane, 2003).
After discussing biases and stereotypes, teachers could, then, teach about racism and how to resolve conflicts (Provini, n.d). In this half of the lesson, students can talk about any discrimination they have received from both inside and outside of school. "It’s hard to hate someone whose story you know" as Phil Boyte, founder of Breaking Down the Walls states in his message to Cal High (Saxer, 2016, para. 1). Therefore, teachers should encourage students to tell even the tragic and hard-to-tell stories to help prevent any feelings of resentment.
Students' stories could be also be a way to introduce how to deal with cultural misunderstandings, clashes and mistreatment (Provini, n.d). Furthermore, this could be a means to bringing culture to life by showing how beautiful each culture could be. To enhance learning, teachers could also "Integrate multisensory “props” into lessons to deepen learning about a variety of cultures" (Provini, n.d, para. 4). In addition, teachers should give students the opportunity to taste, hear, feel and see the culture through folktales, artwork and foods (Provini, n.d) which could be done by taking field trips to cultural locations or to students' homes.
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6.

Funding for plan

  • might need funding if external resources are incorporated
  • could include local restaurants, school garage sales, lemonade stand for charity, sell flowers for valentines day, auction off items, etc. (Hotchkiss, 2017)
Another way to bring culture to life is by having external classes such as cooking class (McLeod, 2015) for cooking a traditional dish or a jam session (McLeod, 2015) to learn how to play a traditional instrument. Thus, funding might be needed to recruit a teacher for such classes. Regarding fundraises, Hotchkiss (2017) lists numerous ways a school could raise funds for any event. One way is to " find a local restaurant that will give back a certain percentage of its proceeds on a particular date" (Hotchkiss, 2017, para. 71). Others include having a lemonade stand, selling flowers for a special day, auctioning off items and having a clothing drive (Hotchkiss, 2017).
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7.

Will this require help from others

  • might be beneficial if others could pitch in to help
  • community organizations might offer assistance (Lee, 2012)
As stated in the previous slide, if external resources are incorporated in each week's cultural lesson, then help from others may be required. If such classes like cooking class could be taught by a student, then outside help or funding may not be needed. Nonetheless, however, if other people from the outside or various organizations could give support, it might beneficial for both groups. Regarding outside resources, Lee (2012) recommends seeking outside established community organizations for assistance. "More often than not," Lee (2012) writes, "you'll find great cultural, religious, educational and youth development organizations near your school that are eagerly looking for ways to connect their work to your students" (para. 8). Lee (2012) continues to write that such community engagement may help break down walls, dispel stereotypes, and perhaps provide opportunities for students to celebrate the enjoyment various cultures bring to the community.
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8.

My class or entire school

  • could work for both
  • entire school could help raise funds
  • lessons could be done in individual classes
  • entire school could get together to present what they have learned
Although this plan is set ideally for individual classes, it could also be adapted to use for an entire school. If the entire school body is made up of mostly students from the same cultural background, it may be ideal for this plan to be used for the whole school rather than individual classes. If cultures are spread across various grade levels, than students may find it more engaging if this plan was used in individual classes. If this plan is used for the entire school and focuses on the same culture, an ideal event for the school is having a cultural night where all the cultures that were studied are represented.
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9.

Assessing success of plan

  • students would present one thing they have learned
  • students could present how their perception about the culture changed or not
  • asses how well students have understood the culture
In addition to having a cultural night, students could present what they learned at this event An example of what they could do is displaying the most significant part of this study on a poster board and putting it upf for show. Students could also present how their perception changed about the culture or not and what the most significant part of the plan was during these exhibitions. By doing so, teachers could assess if the plan was successful or not, how well the students understood the culture and whether or not they could interact with those from that culture without any problem.
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10.

References

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11.

References

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12.

References

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13.

References

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14.

References

Sarah, A. A. (2014, March). Aziz Abu Sarah: For more tolerance, we need more ... tourism? [Video file]. Retrieved from https://www.ted.com/talks/aziz_abu_sarah_for_more_tolerance_we_need_more_to...
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15.

References

Saxer, K. (2016). Breaking down the walls strives to connect students. Retrieved from https://www.thecalifornianpaper.com/2016/09/breaking-down-the-walls-strives...
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16.

References

  • Wane, N. (2003). Anti-racism in teacher education: Rethinking our practice. Orbit, 33(3), 1-6. Retrieved from file:///C:/Users/BA0103A/Downloads/ProQuestDocuments-2018-04-15.pdf
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sarah Lee

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