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An Experiment in Unfair Treatment/Prejudice
Subjects
- Mental Health
- Civics
- Psychology
- Sociology
Grade
- 3-5
- 6-8
- 9-12
Brief Description
Students experience some of the feelings associated with prejudice/bias and unfair treatment.
Objectives
Students will (depending on their grade level)
- experience in a small way what if feels like to be treated unfairly.
- discuss their feelings about being on either/both sides of prejudice and unfair treatment.
Keywords
morals, justice, health, prejudice, bias, spelling, Civil Rights, Black History, holocaust
Materials Needed
- ribbons, one per student (an equal number of two colors of ribbons, cut, with a safety pin attached to each)
- a simple reward for each student; a lollipop or pencil, for example (optional)
- list of very easy spelling words for spelling bee
- list of very difficult words for a spelling bee
The Lesson
This lesson is a good lead-in to a discussion of the difficult topic of prejudice. It could be used during Black History Month to introduce a discussion of Civil Rights, Rosa Parks' bus ride, slavery and the Underground Railroad. The lesson also could be used as an introductory lesson to a discussion of the Holocaust, Japanese internment camps, and many other topics of historical importance.
Before the Lesson
Prepare two sets of ribbons; each set should be a different color. Provide one ribbon -- equally divided between two colors -- to each student.
The Activity
As each student enters the class, pin one colored ribbon to his or her shirt. (Ask permission before pinning. Students who prefer to not wear the ribbon can display it in some other way.) When students have settled down, ask them if they would like to take part in an experiment.
Proceed by setting up a spelling bee, with students forming teams based on the color of their ribbons. The catch is that all students wearing one color ribbon will be given very easy words to spell; students with the other color ribbon will be given very difficult words.
As the spelling bee progresses, you might award a simple prize, such as a lollipop or pencil, to each student who correctly spells a word. (If you do that, however, you should be prepared to give all students the same reward at the end of the activity.
Very quickly, students should notice what is going on. When they do, give them an opportunity to tell you how it makes them feel. Ask students who were on the team given difficult words how they felt knowing they would get a difficult word because they were wearing a certain color ribbon. Ask the others how they felt.
When the introductory activity is complete, you might begin a discussion of an historical event in which people were singled out for unfair treatment.
Assessment
Students might write a simple paragraph describing the activity, how they felt about it, and what they learned from it.
Submitted By
Pauline Finlay, Holy Trinity Elementary School, Torbay, Newfoundland (Canada)
Education World®
Copyright © 2004 Education World
12/30/2014
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Tips for Managing Your High-Needs Classroom
Let’s talk about capacity. If you look into the world-weary and sleep-deprived eyes of any educator this year, you’ll realize one truth: meeting the complex needs of each of our students is no small task. As educators in the 21st Century, we are constantly on a quest for the golden mean between individualized curricular plans and teaching densely populated classrooms. We employ technology, standardized testing, creative grouping, and anything else we can possibly imagine that might ignite engagement to make each lesson feel tailored to the kids in our courses. But the differentiation of need is often still just out of a perfectionist’s reach.
And teachers are perfectionists, in the sense that we spend our life’s work finely tuning our practice – always looking to improve, to refurbish, to inspire. Nonetheless, even your most veteran educators struggle with the high demands of the modern education system. Today, Education World examines the kinds of student needs you’re likely to encounter at any academic level, as well as essential tools every educator should have in their pedagogical toolkit to make the sometimes seemingly impossible, very possible.
Student Needs
We’re not going to pretend that we can write a simple article that can problem-solve every type of student need you are going to find in the classroom. Our jobs are nothing if not unpredictable. And yet, if we were to break down the types of “needs” students tend to have in the middle of your lesson that might create barriers to their learning, we could very probably generalize most of them into “behavioral needs” and “academic needs”.
When we say “behavioral needs”, we’re referring to student struggles with some of the soft skills associated with the expectations around “being a student”: listening during a lesson, staying focused during worktime, staying in the chair when appropriate, modulating voice, transitioning from activity to activity, self-monitoring, avoiding excessive distraction, being respectful to the community, and participation. When a student struggles with managing these classroom habits, no matter what the cause or catalyst, it is hard to even begin imagining accessing the higher order thinking necessary to achieve in school.
“Academic needs”, on the other hand, are those specifically tied to understanding of the material: content acquisition and skill mastery. Many of our students also struggle with a wide range of characteristics and unique ways of thinking that can sometimes make the substance of the traditional learning process more difficult to manage.
In many cases, we find that students are often managing a combination of the two.
Regardless of the type of needs your diverse student population is facing, let’s be clear: the first step when you see students not accessing the content and skill you are attempting to transmit in your lesson is to identify what is going on. To truly do this, you need to look at each student as an individual. It’s too easy to try to group a problem together: “this class is struggling with __________”. Unfortunately, this approach never gets to the heart of the many different needs sitting in your class. You have to do you research. For the kids you are concerned about make sure you:
Check their docs: IEPs, 504s, grades history, testing scores…everything you have documentation on: What is the narrative here and how might it connect to what you are witnessing?
Talk to the student: What’s going on at home? How they are feeling about class? What has their sleep been like? What do they do after school?
Reflect on your classroom culture: How is your respect agreement working out? Is your class a rigorous working space?
Talk to your horizontal team: What are they noticing with this student in their classes? What’s working for them? What is not working?
Talk to the parents: How has the student been at home? Have there been any major changes? What are their concerns? Share what you are noticing.
Talk to the support staff (school psychologist, social worker, sped teacher, department head): Is there any information you should know about this student? Do they think a referral is necessary? What do they suggest exploring?
Going through this process for each student you are concerned about takes up a lot of time, but is also going to give you the most effective long-term impact.
But what do I do in class today?
In the meantime, however, you need to make your class period work. Below, find some in-class management strategies to help you best facilitate your high-need classroom, whatever that need may be.
1. Fine-Craft Your Groups: Sometimes, half the battle is how you set the students up in the classroom. Generally, kids get off task when it is too difficult, too easy, not interesting, or if the social dynamics just don’t feel right. Homogenous groupings with differentiated assignments for each crew can help kids to feel competent, yet challenged. Giving working roles to students during group work time can keep them engaged in the task at hand, making sure all members take on responsibility for the product. However you decide to group your students in the classroom, it allows you an opportunity for social engineering a successful lesson well before you even enter the classroom. An ounce of prevention, in this case, is often well worth the pound of cure.
2. Master Non-Verbal Signals: Whether you are dealing with insecurities associated with academic rigor or an otherwise behavioral response to external stimuli, teachers run a very real risk of escalating a distraction by making it public with verbal reprimands. Unfortunately, drawing attention to it often rewards off-task, attention-seeking behavior. Instead, have some non-verbal cues loaded into your classroom culture. Some of these can be for everyone in the class; some can be private communication for a specific student. Some that you might consider include:
A whole-class signal for quiet and to refocus attention back to you during work time. We like to use a hand, straight up in the air.
A signal to identify a specific noise or habit enacted by an individual student that is disrupting class. We like to point to the source of the behavior, hand extended, palm-side down.
A signal to suggest a student take a quick break from work and go for a walk or see support staff.
A whole-class signal for being interrupted during a lesson. We prefer folded hands, looking down, and waiting for students to correct the behavior of their peers.
3. Have A Break-Out Space: This is a life-saver. This breakout space could be a single desk in the corner of the room, a front table, a chair in a hallway, or even a messy desk. A space that is separate from the general classroom can do wonders. It can be used for impromptu minilessons to clarify or remediate with a small crew, without the distractions of their peers. It can be used for one-on-one conferencing, whether it is for academic support, revision, or behavioral concerns. It can act as a work space for students that tend to get distracted in their regular seating. For many of us, a temporary change in environment can help us to re-center and re-focus when we are frustrated, overwhelmed, or just need help and support. An all-purpose break-out space can help to facilitate just that.
4. Clarify Your System: Finally, it is absolutely essential that whenever there are behavior issues due to high levels of need, students need to very clearly understand what is okay in your classroom, what is not okay in your classroom, and how you approach discipline and support. If students do not know what to expect from you, it can be incredibly anxiety-provoking and make them feel insecure and unsafe.
What is your academic protocol? If they are struggling in class, where do they get support? What days are you after school? Where can they work quietly? How can they access support during the class period? If students are struggling in the regular classroom environment for any reason at all, they need to have options. It will make them feel supported and valued as a unique individual learner.
What is your behavioral protocol? After the non-verbal signal, what is the expectation if the behavior continues? How many warnings does a student get? At what point will they be expected to leave the classroom for support? Whatever the process is, make sure that your student understand it, and that you are consistent with it. Knowing the next step in the process of consequences allows students some control in the process, which can ultimately curb disruptive behavior.
Written by Keith Lambert, Education World Associate Contributing Editor
Lambert is an English / Language Arts teacher in Connecticut.
Improving your tech IQ doesn't mean you have to choose cutting edge tools. Summer PD is about working on skills new to you. Choose technology challenge that fits your needs. If you’ve been itching to move homework assignments to Google Classroom, get going! If you keep hearing about engaging classroom websites, start thinking about how you might use one. Whatever technology you decide to focus on, savor the extra time you have to master the basic functions and plan how to implement it in your classroom.
Harness the Web
The internet offers a wealth of free resources for teachers but it usually takes some time to determine which ones will work for your summer development plan. First, figure out what format you’re interested in. If you want the weight of a book in your hand, use the web to find curated reading suggestions for teachers. You can plan a trip to your local library based on teacher book lists on everything from classroom differentiation to learning innovation. If audio is more your beat, download a podcast app and learn from teachers, psychologists, and other school-based professionals. I like the Harvard EdCast for up-to-date interviews with education experts and authors. For conversation and connection, participate in Twitter ed chats. Many professional organizations host and publicize their own or you can use this spreadsheet to find one that works for you.
Make It Your Own
Whatever combination of reading, visiting, or Tweeting you decide upon, make it your own. Part of being a teacher leader is prioritizing growth. This summer, design a professional development plan that’s perfect for your needs.
Written by Marissa King
Marissa teaches 5th grade at Tulsa Public Schools where she spills tea and misuses the coolest slang. She is also a Yale National Fellow.
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