Teaching and Learning: Language and Culture

Written by Rocío Robledo-Zak Interviewed by Ryan Zak During a session of guided reading, I was re-teaching a mini lesson on cause and effect with a group of students. The passage we were using involved an expository text on the Pony Express. After students read the passage to themselves, they had to identify and describe at least three causes and effects into their journals. Once they completed that task, we did a turn and share in the group. One student identified one cause by stating that the riders of the Pony Express crossed territorial lands to help deliver mail and the effect was that Indians would kill them for invading their lands. After I praised the student’s response, another student made a teasing comment towards that student, “you see what your people did to the riders.” The lighter-skinned girl, whose comment directed towards the darker-skinned boy, seemed to have the explicit intention playfulness, but the implicit effect of race-related prejudice. After s...

From Good to Premier: Why we’re a “Great” Team! As a Language Development Coach (LDC) and a Spanish Biliteracy teacher, I have the privilege to collaborate with a wide variety of educators who constantly push my practice and innovate their own. By educator, I refer to ALL individuals working in our buildings: certified staff, administrative and instructional assistants, related service professionals, custodians, administrators, co-teachers, and instructional coaches. Every one of us has a profound impact on the growth of our students towards realizing their maximum potential. I am inspired every day by our collaborations, innovations, and advocacies for what we think is best for our students. In District 96, our vision statement highlights our ambitious goals towards greatness :   “Become the premier elementary school district in the nation,” ( About KCSD96 website ). As highlighted by the word, “become,” we are not there yet. We are constantly striving towards improvement, c...

“Welcome! It’s so great that you’re here for the conference. Take a seat,” the teacher warmly welcomes the parent to our November Parent-Teacher conferences, inviting them to sit together at a table. “Let me just start by saying how nice your kid is and how much I have enjoyed getting to know him,” the parent smiles as the teacher shares personal connections with the child and acknowledges an area of strength. “Let’s review the comments prepared by all of the teachers.” One by one, the teacher relays messages repeating the similar theme: “Your child would be doing better if he/she just tried a little bit harder,” or, “Your son/daughter is very nice, but not very motivated,” or, “I really like your son/daughter but he/she is not trying their best.” As a classroom Spanish teacher of these same students, I completely understand the sentiment expressed during these conferences. Parents expressed appreciation for our support, expressing similar concerns about effort/motivation, and...