Secrets for Secondary School Teachers Read Online Free PDF Page B

you will wish to demonstrate these values in your own behavior as much as possible.
    You are about to create and maintain a community in your classroom, one that we hope will be based on mutual respect and trust, a place where it is safe to express ideas, to ask questions, to challenge thinking, to reflect on learning, and to personalize what is presented in meaningful ways. To encourage your students to show the requisite courage needed for contemplative learning and constructive risk taking, you must show them the way through your own behavior.
    You may want to begin your classes with some sort of introductory exercise designed to help students learn one another’snames, develop some cohesion and trust, and create a climate of critical inquiry. For example, you might ask students to give their names with adjectives that describe them whose first letters are the same as their first names. Some teachers like to ask students to do collages, fill in a “coat of arms,” design a T-shirt, or answer a set of interview questions. The knowledge you gain will help you get to know your students. At the same time, you will be giving them the opportunity to get to know each other and build a sense of membership in the class.
    Getting to know your students and helping them to feel comfortable with each other are the first steps toward a successful year.
    S TUDENTS ’ C ULTURES
    We’re sure you’ve heard how important it is to become aware of the ethnic and cultural backgrounds of the people in your classes. This includes not only race, but also subtler and less obvious elements such as religion, family traditions and dynamics that may be culturally determined, and the way gender roles are defined according to the student’s ethnic and cultural background. For example, some students will not ask questions when they don’t understand an idea or a direction because they have been taught not to bother adults. Questioning may not be valued in their families. Students may simply tell the teacher what he or she wants to hear—yes, they understand an assignment; yes, they can do a math problem—even when they in fact could use some help. Their cultural backgrounds may dictate that they are passive in the classroom rather than active participants.
    One way to address this challenge is make an effort to involve each student in class proceedings. Try writing each student’s name on a popsicle-type craft stick and keep the sticks in a can, pulling them out as you need “volunteers.” Another idea is to instruct each student who speaks in class to select the person to talk next; however, the rule is that thestudent may pick only someone who has not yet participated. This ensures that students don’t only call on their friends, and no one ends up being left out. Regardless of what method you use, it is indeed a challenge to achieve equitable participation in class so the same loud voices don’t always dominate. Another secret is to pass out index cards (or have each student take out a piece of paper) and have them write down a question or response to a prompt for you to address in class. This way each person’s contribution is included. You have the choice of including names or not. To see if students understand a concept, pose a question and have students write down their answers without identifying their names on the papers. This way you are not responsible for and don’t have to take the time for giving individual feedback and recording grades, but you can see if students have mastered an objective.
    Body language differs from group to group. Certain cultures teach that children should look down, averting their eyes as a sign of respect. Other cultures teach that a child should not look away but should look directly into the eyes of the person who is addressing him or her. To avoid problems of communication, the teacher must examine his or her culture and the culture of the students, and be aware of cultural differences when