SPED 322 Forum 9
CSUF Sp. 2016
How do teachers arrive at their expectations?
Often times, teachers and students are not aware of expectations they have of other’s racial identities. According to an article Toward a Conceptual Integration of Cultural Responsiveness and Schoolwide PBS (Vincent et al., 2011, p.221), “Children develop an awareness of their own and others’ racial-ethnic identities during their elementary years, begin to identify with those ethnically similar, and-around third grade-prefer associating with members of their own racial-ethnic group.” So, teachers arrive at their expectations from their own awareness and cultural adaptation and response during their elementary school years. During the teacher’s schooling and University years, the teacher will become aware of their own cultural expectations through peer and classmate interactions and through their studies. The University and teacher preparation program will help the future teacher and current teacher to be aware of their own cultural bias and hopefully create a culturally aware professional that will be a positive support to their school system.
Are teachers biased on cultural standards that discriminate unfairly against some students?
According to an article Toward a Conceptual Integration of Cultural Responsiveness and Schoolwide PBS (Vincent et al., 2011, p.119) “Disproportionate discipline outcomes for students from culturally and linguistically diverse (CLD) backgrounds, especially students from African American backgrounds, are a widely documented and well-known reality of the U.S. public school system.” This is due to the fact the African American culture is not understood by the majority of other cultures not raised or connected to the African American culture. However, the fact is, all of us are different, as shown in the following video:
A video of a white teacher who refuses to teach Shakespeare because it is racist. Indicating we are culturally bombarded by racism.
Bambara, Janney, Snell, Behavior Support 3rd Ed., 2015
|(p.121) “A plan for individual PBS is not a plan to control behavior.”|
|(p.122) “An individual PBS plan typically includes three general types of intervention (fig.5.2) A. Prevention. B) Teaching. C) Responding|
|(p.124) “Deciding how to involve the student in developing a behavior support plan can be a difficult task especially if the student does not talk or have another reliable way to communicate or does not have a trusting relationship with members of the PBS team.”|
|(p.125) “The more practice one has in using a behavior the more the old behavior will compete with learning a new behavior.”|
Scheduermann & Hall, Positive Behavioral Supports for the Classroom, 2016
|(p.159) “Most behavioral challenges occur in consistent patterns|
|2. (p.159) “The most serious or persistent behavioral problems and whose behaviors are the most disruptive to their own learning or the learning of others.”|
|(p.164) “Gather information indirectly, reviewing school records to identify school records to identify relevant educational behavior.”|
|2. (p.173) “This is one reason that we argue against relying on recipes for problem behavior.”|