Ms Katie Brophy, Directing Teacher of a preschool class at National Child Research Center in Washington, DC, graciously agreed to be briefly interviewed and answer questions about her culturally responsive teaching practices. She shares how she incorporates her students' community and culture into the classroom, collaborating with other teachers, and how she supports students who require differentiation. I find that we share a lot of the same practices, and it is affirming for me to hear how she meets the needs of her students in an equitable way.
According to Johnson, Uline, and Perez (2019), culturally responsive teaching in high-performing urban schools occurs when teachers "strategically [enhance] the curriculum and their instructional practice" (p. 59). Ms Brophy describes how she invites parents and families into her classroom to share about their culture and traditions. When one family came in to share a presentation about Holi, they created a craft for all the students to make, answered everyone's questions, and read books to the group. Every student had access to this experience, and every student knows their families are welcome to bring their own traditions and culture to the class, be it in a class presentation directed by parents or grandparents, or in a book or craft. Ms Brophy's "students are engaged in performing, discussing, creating, building, [and] similarly active experiences that lead to deeper understanding" (Johnson, p. 61).
Ms Brophy utilizes differentiation for multiple intelligences and abilities by offering extra support in the form of manipulatives. Her students know she "care[s] enough to transform classroom practices in ways that are more likely to help them learn and succeed" (Johnson, p. 11) because she makes these practices a center focus and a norm, available to all students. She states that while students were initially unfamiliar and resistant to these extra supports, like fidgits or three-sided chair available at circle time, now all her students understand and can explain why and when these are needed. Students are encouraged towards self-autonomy by having these supports available for everyone at all times, so the students can make the self-determination of when they might need supports like manipulatives, and then go get it themselves.
Ms Brophy's discussion about differentiation led us to talk about collaboration with other teachers. The supports and differentiation she uses in her class are not all designed, invented, or suggested only by her. She regularly consults with her teaching team of three (each classroom has two Directing Teachers and one Resource Teacher), an on-site Child Development Team (speech pathologist, pediatric counselor, and occupational therapist), as well as experienced administration and fellow teaching teams. She shares how she is in constant communication with all of these sources of support, encouragement, and development, and she never feels left on her own to create her teaching plans alone. She feels supported, and thus she is able to be a better teacher. This reduces the likelihood of burnout and ensures she has "the content knowledge and the pedagogical skills necessary for organizing clear, powerful, and effective lessons" (Johnson, p. 43).
For my final question I asked Ms Brophy was how she makes her students feel valued and capable. She answered that she finds herself giving praise and positive reinforcement the most. She believes it is beneficial and makes them feel good about themselves, especially when they are caught in the act of demonstrating outstanding learning. Her practice reflects what Johnson, Uline, and Perez (2019) state, that "positive acknowledgement of behavior, effort, and accomplishment [is] far more abundant in high-performing urban schools than in typical urban schools" (p. 7). Her use of specific observations to reinforce her praise results in her students perceiving her as sincere and trying even harder to meet her expectations.
My conversation with Ms Brophy was enlightening and gave me lots to reflect on. Much of what she said was under girded by the theory we have learned in our classes. The dedication to equitably supporting each student is admirable, and her culturally responsive teaching practices are definitely something to emulate.
Citations
Johnson, J.F., Uline, C.L., & Perez, L.G. (2019). Teaching Practices from America's Best Urban Schools. New York, Routledge
well organized informative interview, I admire how Ms. Brophy value each student of making them feel sure of themselves, safe, a happy. Implying this to students at a young age goes a long way into their future of building self-confidence and remembrance that "she was the teacher that cared about me".
ReplyDeleteHi Hannah,
ReplyDeleteFirstly, I really enjoyed the way your interviewee explained the way that incorporating culture into the classroom works at both her classroom and her school. She provided a stellar example of how spreading different cultures in the classroom such as Holi allows other children to become interested. This resonated with me simply because I often watch it happen within my own school as well, and it is always a delight! Another thing done really well is the way you asked questions, and added on to them so that what was being asked was clear and familiar to Ms. Brophy. One thing that could have been done to improve the interview is maybe go a bit more in depth with answers, as they felt succinct and I could have heard more. Great job!
Perfectly said Hannah, this was a very well organized blog and plenty of details and connections. I like how you ask Ms. Brophy how do make her students feel valued and capable. Her response was very true because students need to feel to give praised and reinforcement inside of the classroom. Also. i like how you made connections from the texts stating that how teachers used their curriculum inside of the classroom to build connections with families through their lesson. This is a great way because its shows interest of diverse culture.
ReplyDeleteNice interview and insightful reflection Hannah! I especially honed in on the example of Ms. Brophy inviting families in to the process. I believe that inviting families into the process helps to build that bridge and make that home school connection. We are aware from our class discussions and in our classroom text that getting to know our students and their interests shows them they are cared for and valued. I especially loved the detailed description about collaboration. Wow! What a support system. Each class with two support teachers...how do you think this translates to an urban school where staffing may not be as plentiful?
ReplyDelete