// Contextual Factors
Culture, Linguistic, Socioeconomic and Social Needs for Students
textual Factors
Explanation
Students will come from all different backgrounds. These backgrounds will determine how a student learns, thinks, and behaves in the classroom. The textbook states, “Understanding students’ backgrounds is critical for effectively teaching both academic material and the behaviors and expectations of the school (Asher, 2007).” (Salvin, 2015). A student’s background like where they grew up, their family dynamic and their religion can affect the way they learn and understand topics discussed in class. If we do not connect with and try to understand the background of each student, we cannot be the educators that we should be. Corinne Brion says, “culture plays a central role in everyone’s personal and professional lives, but it can be more or less visible to us based on our experiences and cultural location.” (Brion, 2021) We need to be the best we can be for our students so they can have the most important and influential learning experience.
// Contextual Factors
Technology
Social
Socioeconomic
Linguistic
Cultural
Get to know the class icebreakers. At the start of the year, we will all introduce ourselves to the class. We can tell each other our favorite color, favorite food, where we grew up, something/someone important in our lives and so on. There in no limit to the questions that can be asked. Throughout the year, each Monday or Friday or whatever day of the week, we can say what the best thing about the weekend was or something that happened at home that was impactful to us..
One way to help students with linguistic needs is with visuals during the lessons. These visual aids can be graphs, pictures, or models to help explain the lesson. Hopefully, with the added visual representation, lessons can be understood by all students, regardless of linguistic needs or barrier.
Having readily available supplies for projects in class will help with socioeconomic needs of some students. If the lesson requires a posterboard for a presentation, a teacher can supply the posterboard or change the project rubric to be that the project can be prepared on anything. Supplying the project or modifying the project to help all your students can help with socioeconomic needs.
If the classroom has an interactive smartboard, we can have the students take turns using it. They can draw on it for a project, present with it, or play an interactive game on it. There are multiple ways to use it and interact with it. This can be a fun activity for students to use technology in class.
A strategy to help students and address diverse social needs is having students do group projects in class. Having a combined group where they share a common goal in achieving a project grade can help students interact more with others. They can work on the project outside of the classroom as well and work together as peers.
Having a seating chart in the classroom can help bring students together as well. Students can bond for a few weeks with the other students they sit by and then meet new friends when the chart changes. Forced proximity can help students be more friendly with one another and interactive in class and with each other.
If there is a student with a diverse linguistic need, you can print or have readily available translated parts of your lesson. This can be a translated test, project rubric or book assignment. Maybe by having the original copy and a translated version, the student would understand better or feel more comfortable in class.
Teachers can provide textbooks, printouts or books for assignments in class. If the lesson has a book project where the students need to read a book and write a paper on it, make sure the school library has the book or make a PDF available for students. Make sure that if your lesson calls for a book or paper printout, it is available to students regardless of socioeconomic status.
In older grades like sixth, seventh or eighth where most students have phones, having a guided activity in your lesson with phones can be a fun way to engage students. It can be a flashcard game or send in the answer game. If a student does not have a phone, the school might have tablets to borrow or use the smartboard. There are ways to have all students participate.
While learning about geography or history, we can have the students draw their state or country flag and tie the activity to the lesson. This can be a fun art project while also explaining where students are from. If everyone is from the same state, in my case Pennsylvania, we can create flags about things that are important to us. It can be our family, our favorite activity, or favorite show or movie. It can be whatever is important to us.
Have get to know you activities in class. Kind of like speed dating, have the class pair up and talk for one minute. Then have one switch and talk again for another minute. After the activity or after a few rounds, ask the class if they talked with anyone that has a dog or cat, or has a big family, or their favorite activity in playing sports. Students will get to know one another in a fun activity.
// Contextual Factors
References
Salvin, R., (2015). Educational Psychology: Theory and Practice. (Thirteen Edition). https://bibliu.com/app/?bibliuMagicToken=CMDdZOP4ZRdelY3ydNslbxtn9Uk4yEVB#/view/books/9780135752715/epub/OPS/xhtml/fileP700101709200000000000000000D214.html#page_451
Brion, C., (2021). Culture impacts learning- and not just for students. https://learningforward.org/wp-content/uploads/2021/02/culture-impacts-learning-and-not-just-for-students.pdf
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// Contextual Factors
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Transcript
// Contextual Factors
Culture, Linguistic, Socioeconomic and Social Needs for Students
textual Factors
Explanation
Students will come from all different backgrounds. These backgrounds will determine how a student learns, thinks, and behaves in the classroom. The textbook states, “Understanding students’ backgrounds is critical for effectively teaching both academic material and the behaviors and expectations of the school (Asher, 2007).” (Salvin, 2015). A student’s background like where they grew up, their family dynamic and their religion can affect the way they learn and understand topics discussed in class. If we do not connect with and try to understand the background of each student, we cannot be the educators that we should be. Corinne Brion says, “culture plays a central role in everyone’s personal and professional lives, but it can be more or less visible to us based on our experiences and cultural location.” (Brion, 2021) We need to be the best we can be for our students so they can have the most important and influential learning experience.
// Contextual Factors
Technology
Social
Socioeconomic
Linguistic
Cultural
Get to know the class icebreakers. At the start of the year, we will all introduce ourselves to the class. We can tell each other our favorite color, favorite food, where we grew up, something/someone important in our lives and so on. There in no limit to the questions that can be asked. Throughout the year, each Monday or Friday or whatever day of the week, we can say what the best thing about the weekend was or something that happened at home that was impactful to us..
One way to help students with linguistic needs is with visuals during the lessons. These visual aids can be graphs, pictures, or models to help explain the lesson. Hopefully, with the added visual representation, lessons can be understood by all students, regardless of linguistic needs or barrier.
Having readily available supplies for projects in class will help with socioeconomic needs of some students. If the lesson requires a posterboard for a presentation, a teacher can supply the posterboard or change the project rubric to be that the project can be prepared on anything. Supplying the project or modifying the project to help all your students can help with socioeconomic needs.
If the classroom has an interactive smartboard, we can have the students take turns using it. They can draw on it for a project, present with it, or play an interactive game on it. There are multiple ways to use it and interact with it. This can be a fun activity for students to use technology in class.
A strategy to help students and address diverse social needs is having students do group projects in class. Having a combined group where they share a common goal in achieving a project grade can help students interact more with others. They can work on the project outside of the classroom as well and work together as peers.
Having a seating chart in the classroom can help bring students together as well. Students can bond for a few weeks with the other students they sit by and then meet new friends when the chart changes. Forced proximity can help students be more friendly with one another and interactive in class and with each other.
If there is a student with a diverse linguistic need, you can print or have readily available translated parts of your lesson. This can be a translated test, project rubric or book assignment. Maybe by having the original copy and a translated version, the student would understand better or feel more comfortable in class.
Teachers can provide textbooks, printouts or books for assignments in class. If the lesson has a book project where the students need to read a book and write a paper on it, make sure the school library has the book or make a PDF available for students. Make sure that if your lesson calls for a book or paper printout, it is available to students regardless of socioeconomic status.
In older grades like sixth, seventh or eighth where most students have phones, having a guided activity in your lesson with phones can be a fun way to engage students. It can be a flashcard game or send in the answer game. If a student does not have a phone, the school might have tablets to borrow or use the smartboard. There are ways to have all students participate.
While learning about geography or history, we can have the students draw their state or country flag and tie the activity to the lesson. This can be a fun art project while also explaining where students are from. If everyone is from the same state, in my case Pennsylvania, we can create flags about things that are important to us. It can be our family, our favorite activity, or favorite show or movie. It can be whatever is important to us.
Have get to know you activities in class. Kind of like speed dating, have the class pair up and talk for one minute. Then have one switch and talk again for another minute. After the activity or after a few rounds, ask the class if they talked with anyone that has a dog or cat, or has a big family, or their favorite activity in playing sports. Students will get to know one another in a fun activity.
// Contextual Factors
References
Salvin, R., (2015). Educational Psychology: Theory and Practice. (Thirteen Edition). https://bibliu.com/app/?bibliuMagicToken=CMDdZOP4ZRdelY3ydNslbxtn9Uk4yEVB#/view/books/9780135752715/epub/OPS/xhtml/fileP700101709200000000000000000D214.html#page_451 Brion, C., (2021). Culture impacts learning- and not just for students. https://learningforward.org/wp-content/uploads/2021/02/culture-impacts-learning-and-not-just-for-students.pdf
write a great title
With Genially templates, you can include visual resources to leave your audience amazed. You can also highlight specific phrases or data that will be etched into your audience's memory, and even embed external content that surprises: videos, photos, audios... Whatever you want!
write an awesome title
With Genially templates, you can include visual resources to leave your audience speechless. You can also highlight specific phrases or data that will be etched in your audience's memory, and even embed surprising external content such as videos, photos, audios... Whatever you want!
write a great title
With Genially templates, you can include visual resources to leave your audience amazed. You can also highlight specific phrases or data that will be etched into your audience's memory, and even embed external content that surprises: videos, photos, audios... Whatever you want!
write an awesome title
With Genially templates, you can include visual resources to leave your audience speechless. You can also highlight specific phrases or data that will be etched in your audience's memory, and even embed surprising external content such as videos, photos, audios... Whatever you want!
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