ࡱ> [ a>bjbj  8pa!\pa!\56+x x 8<|~HDLGGGGGGG$JNMN#H#HH8HRGG@XD:B@B(GNH0~H;BMMPDD&MD#H#H~HMx > :  STG 4000 Multicultural & Disabilities Practicum (Arr.-Arr.-1) (Credit/No Credit) Twenty-five clock hours of direct participation in observation of or interaction with diverse populations. The assignments that comprise this practicum reflect the diversity of 鶹ý and topics in the schools and society in which you will be working, whether through practicum, student teaching, as a teacher, or community member. The STG 4000 Multicultural & Disabilities Practicum is designed to inform you about your 鶹ý and their school community. You will want to connect with your 鶹ý as quickly as possible to gain an understanding of who they are, where they come from, how they best learn, what their interests are, and how you will be able to meet their emotional and learning needs. This practicum is designed to reflect upon former learning and life experiences, immersing you in the understanding of your 鶹ý, enhancing your ability to plan and implement lessons that are geared to student needs. The goal of this practicum is to increase your understanding and perception of diversity in all its forms as it relates to you, your observations, and your 鶹ý. Every assignment is geared toward active observation of 鶹ý. Thoughtful reflection on the assignments and the impact of what you observe, think, feel, and do is to be your primary objective. It is up to you to use the information you learn to make positive changes when you are teaching so your 鶹ý progress under your insightful guidance. How you choose to approach this practicum will determine its relevance to you as a teacher. The 6 required assignments have been specifically chosen to help you expand your skills, gain a more personal understanding of your 鶹ý, and ultimately improve the quality of your 鶹ý educational experiences. It is essential that you read and follow the instructions for each assignment very carefully. Thoughtful reflections will result in the maturation of your personal belief systems. The expansion of your knowledge through your experiences in the schools and active personal research will help you serve your 鶹ý with more sensitivity, tolerance, understanding, and compassion. To help you understand how these assignments relate to your overall education, we refer you to the CEPS Dispositional Framework. The Dispositions for Educators encompasses five dispositional areas: Interaction with 鶹ý (IWS) Interaction with 鶹ý encompasses those behaviors that evidence the candidates regard for the learners. These include acts of fairness, respectful tone of voice, positive use of humor, and interest in 鶹ý as individuals. Professional and ethical practice (PEP) Professional and ethical practices are often the most easily observed of the dispositional behaviors. Respect for the professional environment is evidenced through acceptable dress and grooming, and timeliness, not only in arrival and departure, but in completion of tasks. Effective communication (EC) Easily identified as a skill domain, effective communication within a dispositional framework refers to ones regard for honest, fair, and accurate communication. Effective communication encompasses the belief that teachers must model effective communication for their 鶹ý. Planning for teaching and student learning (PTSL) Planning for teaching and student learning in the dispositional arena refers to the beliefs about student learning and how these are evidenced in the acts of planning and teaching. Sensitivity to diversity and equity (SDE) Sensitivity to diversity and equity goes beyond the acknowledgement or awareness of differences in the classroom or community. A positive disposition in this area may be evidenced by seeking out alternative materials, careful use of appropriate language and naming, equal disbursement of resources, and a lack of ethnocentric or gender-specific generalizations. As you are completing the assignments, look for how this experience will influence your teaching and your interaction with your student(s) to maintain a positive and respectful classroom environment. correlations between previous coursework that addressed diversity. EASTERN ILLINOIS UNIVERSITY STG 4000 Multicultural & Disabilities Practicum Semester: _______________________ Inclusive Dates: ______________________ Practicum Student: ______________________________________ School Assignment: ______________________________________ All assignments are required. Complete #1 Diverse Issues Observation/Reflection  # 2 Understanding and Using School Report Card Information#3 English Language Learners #4 Bullying #5 Socioeconomic Status and Learning  #6 Final Reflection  Additional Comments: _____________________________________ __________________________________ Student Signature Coordinator Signature Assignment #1 Diverse Issues Survey/Reflection Interview your cooperating teacher and an administrator (if available) about the impact on at least 3 of the topics listed below (or ones you identify) on teaching and learning. How do they address issues that occur around these topics? Topics to Consider: Abuse/Domestic Violence Bullying Drugs/Alcohol (Students/Families) Gangs Gender Identity/Transgender Language Differences Racial Tension Sexual Orientation (Students/Parents) Socioeconomic Status Treatment of Individuals with Exceptionalities Your write-up should include: Name and title of individual interviewed Summary of the interviewees responses on each topic A personal reflection of how this information, your observations, along with your own personal experience in these areas may impact your teaching in this environment. Assignment #2 Understanding and Using School Report Card Data Obtain a copy of the School Report Card for your school from  HYPERLINK "https://illinoisreportcard.com/" https://illinoisreportcard.com/. Look for the following topics in the School Report Card. Academic Progress School Environment Students What does this information tell you about your school (especially as it relates to diversity)? Is the information in the report card reflected in your classroom? How does it impact teaching and learning? Are there specific educational/social emotional needs identified based on the report card? Based on your observations and interaction with your cooperating teacher, what strategies are used by your cooperating teacher/could be used by you to help address these needs? When you have your own classroom, how might this information improve your teaching? Your write-up should include: A reflective essay that addresses the questions above Assignment #3 English Language Learners Using information from your previous coursework, your own research, and observations from your student teaching experience, identify 2-3 detailed teaching strategies for use with English Language Learners. What types of accommodations are made for ELL 鶹ý? If applicable, how do teachers and/or 鶹ý respond to a language other than English being used in the classroom? Explain how this information will influence your teaching, now or in the future. Your write-up should be in the form of a reflective essay that addresses the items above. Assignment #4 Bullying (HYPERLINK "http://www.stompoutbullying.com"www.stompoutbullying.com) Bullying is one of the most serious and pervasive challenges facing our schools. Bullying occurs when a stronger or more dominant child repeatedly hurts, threatens, or torments a more vulnerable child. Bullying is intentional. It happens more than once. There is a marked, imbalance of power between the bully and the victim. Bullying can be physical, verbal, psychological, and now includes cyber-bullying. (The ABCs of Bullying Prevention: Kenneth Shore, 2011) Being actively aware of everything that is occurring in your classroom, school, and school grounds is a vital part of being a teacher. Tragically, bullying is often accepted as part of the school experience. Forms of Bullying (HYPERLINK "http://www.stompoutbullying.com"www.stompoutbullying.com): Its not always easy to determine bullying behavior. How do you know if youre the victim of good-natured ribbing or bullying? Hostility and aggression directed towards a victim who is physically or emotionally weaker than the bully are more obvious signs of bullying. This behavior causes pain and distress for the victim. Bullying comes in various forms: Physical Bullying is the most obvious form of intimidation and can consist of kicking, hitting, biting, pinching, hair pulling, and making threats. A bully may threaten to punch you if you dont give up your money, your lunch, etc. Verbal Bullying often accompanies physical behavior. This can include name calling, spreading rumors, and persistent teasing. Emotional Intimidation is closely related to these two types of bullying. A bully may deliberately exclude you from a group or activity such as a party or school outing. Racist Bullying can take many forms: making racial slurs, spray painting graffiti, mocking the victims cultural customs, and making offensive gestures. Sexual Bullying is unwanted physical contact or abusive comments. Cyberbullying is one or a group of kids or teens using electronic means via computers and mobile phones (emails, Web site, chat rooms, instant messaging and texting) to torment, threaten, harass, humiliate, embarrass or target another kid or teen. Visit HYPERLINK "http://www.stompoutbullying.com"www.stompoutbullying.com for more information on bullying. Respond to the following questions: Based on your observations, how prevalent are the various types of bullying at your school? Please consider each individually. What is the schools policy on bullying? What strategies have you seen teachers implement to discourage bullying? How did you feel about the strategies the teacher used? How has your personal experience shaped your reactions to bullying? Assignment #5 Socioeconomic Status and Learning Poverty puts children at risk for school failure. Children who live in poverty are more likely to be born left behind those who have more advantages. Poor children bear the burden of teen pregnancy, absence of prenatal medical supervision, inadequate maternal and infant nutrition and lack of educational stimulation in the home. A disproportionate number of poor children are diagnosed with learning and behavioral disabilities when they enter school. Many argue that poverty is the most significant challenge that teachers face. You have experienced a rich exposure to optimum teaching methods through your coursework. Upon entering the classroom, however, you may face the reality of teaching children who have serious problems learning. In particular, 鶹ý who live in poverty can be resistant to your most sincere efforts to teach them. This assignment introduces you to three types of poverty that effect 鶹ý ability to learn in school. It requires you to be a keen observer of your 鶹ý and to sensitively discuss their issues with your classroom teacher and support personnel in school such as social workers and Special Education teacher. Use the following chart to help you make observations of 鶹ý who may be suffering the effects of poverty. Zero in on one student whose economic background sets the student up for school failure. TYPE OF POVERTYExamples:ECONOMIC-family lives below the poverty level and is unable to provide adequate housing and food for members Student qualifies for free lunch, comes to school without proper clothing (Other examples?) EMOTIONAL-family does not provide necessary support for child to feel loved, secure and encouraged to succeed in life. (Economics do not necessarily enter into this. Poor families can provide lots of emotional support and rich families can ignore this need.) Student is not motivated, doesnt see the importance of school, has poor concept of potential (Other examples?) EDUCATIONAL (ENVIRONMENTAL)-family does not model importance of learning. Books and reading material absent from the home. No educational game playing. Educational aspirations are not rewarded.Student comes to school without proper materials, parents will not come to conferences (Other examples?)  SUMMARY RESPONSE: Zero in on one student who you feel is at risk of school failure due to one or more aspects of poverty. Observe the student in academic and social situations Watch the students interactions with teachers and figures of authority Try to engage the student in conversation to see if he/she will open up to you Share your observations with your cooperating teacher Summarize your impressions of this child in a 2 page paper. Use an initial in place of the students name. Introduce the student and the issues that lead you to suspect living in poverty is affecting the students academic career. Reflect on your coursework and the methods you see your cooperating teacher using to help this student. Brainstorm a course of action to help the student. Assignment #6 Final Reflection The final assignment for this practicum is a 2-3 page essay in which you reflect holistically on what you have learned about diversity and how you will use this information to improve teaching and learning and become a better teacher. Please consider your past experiences and beliefs along with what you have learned, experienced and observed throughout your entire student teaching experience (including the multicultural practicum) as the basis for this essay.      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