Teaching for equity: an illustration


Teaching United States History is not an easy task when your students are not ready to read the textbook. What do we do? For many educators, this is a great dilemma.

Here are some popular options: purchase a different textbook with tons of illustrations and no meat, purchase a textbook that treats history and their characters as a caricature of perfection, water down the curriculum after all history is not important, teach to test: expose students two the material they would be tested on, that’s all they need to know. Which of these options would you choose?

Let’s see if I can explain the danger of each one of them:

a.purchase a different textbook with tons of illustrations and no meat, In some districts this is the solution to help Special Education students and English Language Learners access the curriculum. Illustrations  support the text, if the text is of poor quality, the illustrations are just pretty pictures. This is a very expensive option.

b. purchase a textbook or even trade books that treat history and their characters as a caricature of perfection. Students laugh at this, they know no one is perfect. They get bored with the hypocrisy and disengage from the course.

c.water down the curriculum after all history is not important. Say what? We need to know of our past, it will give us  insight on why things are the way they are in the present and how to conduct our future.

d.teach to test: expose students to the material they would be tested on, that’s all they need to know. I have two words: BORING and DANGEROUS. We need to teach our students to think critically after all they will ruling our world pretty soon. Don’t we want them to know what they have to do and be able to make wise decisions?

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About drcorretjer

Doctorate in Administrator Leadership for Teaching and Learning. Vast experience working with English language Learners and their families. Has successfully implemented programs that increased parental involvement in schools and professional collaboration among teachers. Has presented at local, state, and national levels on the topics of curriculum and best teaching practices for English Language Learners. Specialized in alternative assessments for English Language Learners to include portfolios. My goal at this time is to mentor,and nurture new teachers or prospective teachers. I'd like to create a bridge between their college education and the realities of a public school classroom. I believe we can attract and retain the best and the brightest if we provide them with a real foundation and help them be successful. Our children deserve that. Publications: Listen to me: Exploring students' voices regarding homework Lambert Academic Publishing |May 11, 2011 Most of the research conducted about homework is based on adults’ perspectives. This case study explored the perspectives of 5th and 6th grade students in comparison with 10 teachers’ perceptions regarding homework completion. The author administered questionnaires and conducted in depth interviews using a stratified purposive sample and extreme case sampling; which educed the participants’ perceptions and practices about homework. The students’ represented 4 distinct groups: English Language Learners, general education, gifted and talented and special education. The teachers’ instruct 5th and 6th grade. The results of the study indicate that students do not complete their homework because they find it too hard, boring, or they do not understand it. Interestingly, students think that worksheets are hard and boring. However, they are not against homework! This book should benefit teachers, parents, school administrators and staff developers. It would also help develop homework practices that would increase homework completion and student learning. This book brings out the voices of the students to the forefront. After all, they are the ones doing the homework. Listen to them!
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