2021年8月在AM1300广播电台谈“疫情对教学的影响”

 

学期感想✨ Semester Reflection

期末的时候给学生出一些总结本学期的问题， 不仅可以引导学生回顾学习目标和成果， 而且还可以培养学生拥有感恩的心💖

我是用Google Slides制作的，通过Google Classroom 发给每个学生， 学生作答后提交给我。

很多回答都让我对学生有了更深的了解👍 感觉很暖心、 很温馨💝

我做的Google Slides 供大家参考， 内容、排版、分数等请大家以自己的喜好安排即可👍

https://docs.google.com/presentation/d/1TTMcOBUDeqBJbZ7PmGY3rML3HSt8l36LYC7Xu9-KAoY/edit?usp=sharing

以下是我的几位学生的回答， 让我很有感触👍

How does Human Resources Department help increase students achievement?

 

      In 2009, President Obama launched the “Race to the Top” initiative. He stated “I am issuing a challenge to our nation’s governors and school boards, principals and teachers, businesses and nonprofits, parents and students: if you set and enforce rigorous and challenging standards and assessments; if you put outstanding teachers at the front of the classroom; if your turn around failing schools- your state can win a Race to the Top grant that will not only help students outcompete workers around the world, but let them fulfill their God-given potential.” (Learning Module). He emphasized the importance of providing students with high quality education. It is crucial for the school district to find, attract, select, and keep the excellent teachers. The recruitment and selection procedures assist the district in checking and verifying the candidates’ qualification, such as  credentials and references, background check, and TB test. The HR administrator prepares and presents the data of the rank ordering by scores obtained using the selection criteria of the interviewees. The scores provide the reference and base for the superintendent to select the best candidates who are most qualified (Rebore, 2015). 

       The school district hires the best possible classified candidates by the procedure of examination and ranking. The candidates who earn the highest score are hired. The best certificated candidates are selected through paper screening and call references. 

       In my opinion, the teacher candidate’s demo lesson is very helpful and important for the interview committee to assess the candidate’s teaching ability in the subject matter and grade level. The demo lesson in the classroom with students can demonstrate the candidate's mastery of the subject standards, classroom management,  and methods to help students to learn with equity. It also provides the candidates to get the feel of teaching in the classroom at this school. 

       Hiring the best candidates is to provide schools with the most qualified, prepared, educated employees with the best understanding of the content. The hiring procedure identifies the candidates whose values align with the school and district mission, through interview questions and contacting references. The HR department recruits and retains the most qualified  employees with the determination and drive to create a positive and effective 21st century learning environment for students. Teacher recruitment directly impacts student success. Nurturing, inspiring, and supporting student learning ultimately comes down to having skilled and dedicated educators leading classrooms. 

Resources:

2021. Learning Module. CUI Class material.

Rebore, R. W. 2015. Human Resources Administration in Education. Pearson. 

My action plant to improve students' cultural awareness (part 2)

 

       In week 5, staff will discuss the pedagogy of cultural responsiveness,  such as cultural academic vocabulary, literacy, language, body gesture, eye contact, celebrations we can include in our teaching, how to create and maintain a mutually respectful learning environment. Some guided questions can be (Hollie, 2018) : What activities we use that could be described as culturally responsive? Are these activities effective? Why? What culturally responsive vocabulary, language and literacy do we use in teaching? How do we create and maintain the culturally responsive environment?  Hollie (2018) mentions the focus of vocabulary development is building on words that represent concepts that students bring to the classroom. Many of these words come from their cultural backgrounds and their lives at home and communities.  Teachers may encourage students to freely express themselves, be proud of their root, and maybe share some vocabulary in multiple languages. It is also helpful to invite each student to teach the class and the teacher how to pronounce his/her name, share the story or origin of his/her name, and create art works of the name.

       In my school, teachers connect with parents/guardians through Aeries Communication, Email, Google Classroom, phone calls, text message, letters, progress report, home visit, and Parent Center.  In my interview, however, parents/guardians expressed the need for closer communication from school. Therefore, in week 6, we will reflect on how to better communicate with parents. Morris (2019) states there are various ways to connect with parents/guardians: the teacher can create a blog to provide parents a virtual window to know about each class their child/children take. If the teacher can open a podcast, then parents/guardians and students can listen on-the-go and learn a lot from the process. She also advocates to utilize social media to connect with parents/guardians. Many parents use social media daily and it is becoming more common for teachers and schools to communicate in this way.

       In the last week of this action plan we can invite stakeholders to discuss and share their opinions of this program. It will be helpful for school to discover the strengths and areas that need to improve. It also shows our dedication to collaborate with stakeholders to promote a more successful culturally-diverse school climate. 

       Even though it is the end of this action plan, it should become part of school culture and continuously implemented for a more successful school climate. This action plan includes the following components. First, consistent communication with stakeholders is the foundation. Second, encourage collaboration among staff through staff meetings, leadership meetings,  and department meetings. Fostering the Professional Learning Community is essential to staff because it offers the opportunity for teachers to work collaboratively and learn from each other. The collaborative environment helps teachers feel comfortable to share their ideas and experience of communicating with students and their parents/guardians to find out their learning needs and hardship of life, embedding students’ culture to the lesson to increase and motivate students to learn.  The third core is collectively providing students access to a rich cultural learning environment and school climate through building the relationship with them. It is crucial to connect with the families via Parents Center, Parents Portal, Coffee with the Principal,  and social media. Last but not least, the school should  invite and appreciate all the stakeholder’s efforts and contributions to foster a more successful culturally-diverse school climate.

 Resources:

2019-2020 School Accountability Report Card

Morris, K. (2019). 8 Ways Teachers And Schools Can Communicate With Parents In 2020. http://www.kathleenamorris.com/2019/01/15/communicate-parents-2019/

Hollie, S. 2018. Culturally and Linguistically Responsive Teaching and Learning. Shell Education

PBIS Assessment, https://www.pbisassessment.org/Anon/WVy102VSXu0

My action plant to improve students' cultural awareness (part 1)

The action plan I want to create and implement is to communicate with stakeholders to

jointly increase students’ cultural awareness. The steps, process, and timeline is shown in the

following chart. 

The action plan: Communicate with stakeholders to jointly increase students’ cultural awareness Personnel: Administrator  Instructional lead  Staff Myself Stakeholders  Weekly focus:  Week 1: Discuss with staff own cultural awareness and students’ cultural awareness Week 2: Conduct school climate survey to students, staff, and parents/guardians  Week 3: Analyze and discuss the data with staff and parents/guardians Week 4: Promote the Associated Student Body (ASB)’s cultural activities  Week 5:  Discuss the pedagogy of cultural responsiveness Week 6:  Reflect on how to communicate with parents culturally responsive Week 7:  Share their culturally responsive experience

       As a future administrator, the action plan promotes a successful culturally-diverse school climate through the above timeline. In the first week staff meeting,  I will introduce the concept of cultural responsiveness which is a way to validate students who they are culturally. Hollie (2018) states that the recognition of cultural responsiveness will keep you (teachers) focused on the overall goals: better academic outcomes for all students and a deeper understanding of their cultural background like age, gender, race, and social class,  in the school culture and mainstream culture.  He also points out the importance of acknowledging students’ home language and traditions. A school climate survey to students, staff, and parents/guardians will be sent in the second week. 

       This survey will be used to collect data from personnel about experiences with the overall school environment, which will then be analyzed to help foster improvements in school climate. It examines your attitudes and experiences with different aspects of the educational environment, including staff connectedness, structure for learning, school safety, the physical environment, peer and adult relations, and parent involvement. Your responses will provide us with important information to make the school even better (PBIS Assessment). In the following week, staff will analyze and discuss the data of the survey to discover the strengths and areas that need to improve in our school. 

       In my school, the Associated Student Body (ASB) represents the interests of students. It creates various activities to promote kindness, mental health, sports, clubs, dances, food, Homecoming, spirit week, and diverse cultures. The ASB teacher and students make efforts to foster a positive atmosphere during the school day where students feel wanted and accepted is critical to their success. In week 4, we will discuss how to better link ASB with stakeholders by providing more engaging activities to increase students’ awareness and respect of cultural diversity. As the student in the interview expressed, students like to see the posters and flyers in school. The administrators may send surveys to stakeholders to collect the cultural activities they would like to have ASB to organize and conduct, such as create and post posters of welcome everyone in multiple languages, anti-discriminations, physical and mental health. They can also provide students with flyers and post on social media about the events to encourage all stakeholders to participate. For example,  make announcements of the schedule of Heritage Months, which helps students better understand the various cultural celebrations and enhance cultural diversity. 

January	Welcome Back from Winter Break
February	Black History Month
March	Women’s History Month
May	Asian American and Pacific Islander Heritage Month
September	Welcome Back from Summer Break
October	Hispanic Heritage Month
November	Native American Heritage Month
December	Christmas

             ASB also may collect and post excellent students’ work from different subjects, in the hallway, cafeteria, office,  to show and share the cultural differences and similarities.  Various activities provide great opportunities for students and staff to increase cultural awareness, learn about other cultures, feel proud about their own culture, and foster mutual respect. All students and staff should be encouraged to participate in school's activities.