Teaching Beyond Language: Building Cultural Awareness

Not all children in our classrooms speak English as their home language. Some children were born in other countries and moved with their parents to the United States. Other children were born here in the US to international parents who speak a language other than English at home. As their church teachers, we need to embrace their cultural differences as a reflection of God's creativity and welcome them into our church family as our brothers and sisters. All the nations of the world are precious to our Creator, and he desires that all people to come to know him through Jesus Christ. Imagine heaven. Scripture tells us that one day people from "every nation, tribe, people and language, [will be] standing before the throne and in front of the Lamb" praising God! (Revelation 7:9) 

Sheri Babb in Kids Ministry 101 by LifeWay lists several reminders to help us build cultural awareness. As you read them, ask God to help you become more senstive toward the different cultures present in your room.

Help kids develop cultural awareness. The preschool and elementary years are important in the development of social skills—skills to work, play, and enjoy God’s world together. When teachers are culturally sensitive and incorporate cultural materials naturally into the child’s play, they lay positive foundations for all God’s people. Teachers are being culturally sensitive and can help kids develop cultural sensitivity when they do the following:

 

*   Clarify misconceptions like, “If I touch him will I be pink, too?” As a teacher you may reply: “Jason’s skin is his color and your skin is your color. Skin stays the color God made it.”

 

*   Give simple answers: “Satoshi talks in Japanese because his parents do. You talk like your mommy and daddy. As you play with Satoshi, you may learn some Japanese words and Satoshi may learn some English words.”

 

*   Model respect for cultures both verbally and nonverbally. Be careful not to stereotype. Instead of saying, “Sit Indian-style,” say, “Sit like this, with your legs crossed in front of you.”

 

*   Give accurate information about various cultures.

*   Reflect cultures as alive and transforming.

*   Understand that families within a culture are different.

*   Use pictures, materials, and other supplies depicting the culture in contemporary life in the United States.

*   Incorporate songs, games, and recipes from other cultures into activities.

Multiple Intelligences

Children (and adults) are smart in a variety of ways. Too often we judge a child's "smartness" by her ability to answer questions or remember large amounts of information. Researcher Howard Gardner introduced the idea of multiple intelligences to the educational community several years ago. He identified seven areas of smart. The children in our classrooms each week learn in all these different ways. Included below are brief definitions of each area from infed.org. I've also included a link to a short 10 minute video I did a few years ago for the Alabama Baptist State Board of Missions on multiple intelligences and learning styles. http://vimeo.com/channels/childrensss#/channels/childrensss/37418889

Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.
Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.
Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.
Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.
Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.
Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence.
Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.

 

Positive Communication with Children

As we continue thinking about teaching children with different abilities, I want share with you a few thoughts from "Effective Communication" at apraxiaspeaks.com. Apraxia is another type of language disability characterized by language delay, incomprehensible speech, or other difficulties associated with word sounds or pronunciation. The site shares three tips for effective communication with children with apraxia, but these same tips apply to teaching all children.

1. Use positive communication. Avoid using "no," "don't," or "stop" excessively. Try modifying unacceptable behavior by helping the child know what TO do instead of what NOT to do. For example, stop running can become please use your walking feet. Or don't touch that can become let's try this other activity.

2. Use rewards rather than punishments. Using stickers or free time or extra Bible games can encourage children to act in appropriate ways. You might consider using a bean jar. Each time someone in the class does something good you put a bean in the jar. As the jar becomes full, the kids can see the cumulative results of their positve actions. When they fill the jar, the entire class has a party. We always want to celebrate positive, appropriate behaviors.

3. Give positive attention for positve actions. Look for opportunities to catch your students doing something good. Praise them for the ways that they have met or exceeded your expectations: sitting quietly, helping a friend, answering a question, praying out loud, etc. Use words like "Jake, I really liked the way you waited your turn to play the game." When we affirm the positive, we reinforce the behaviors that we want to see, instead of focusing on the negative behaviors we want to avoid.

The article goes on to encourage parents (and teachers) "to find three times a day when you can acknowledge a positive behavior in your child, rather than a negative one. That would be 1,000 more positive statements your child would hear each year. Imagine the impact!"

Teaching Children with Dyslexia

Dyslexia is a common learning disability where children (or adults) have trouble with reading and understanding written language. Dyslexia has nothing to do with intelligience or laziness or willingness to learn. The children with dyslexia in our church classrooms have difficulty reading from the Bible, doing the written activities on the learner guide, or doing more than one activity at a time. The following article from Dyslexia-Parent gives great insight on creating a multi-sensory learning environment for children. Remember the more senses we engage in the learning process the more opportunities that our children have for learning. What are your children smelling this week at church? What are they tasting? Are you using music in the classroom? How are they using their entire bodies for learning? Lecturing children while they sit still is not the best learning approach for teaching at church. Let's continue teaching with excellence by teaching the way that children learn.

Teaching Methods for Dyslexic Children by Jean Herold

http://www.dyslexia-parent.com/mag42.html

Most classrooms are still using traditional methods for teaching students. This usually involves lecturing to the children while they sit and try to stay focused on the information being relayed to them.

Following this, a worksheet of some kind is typically given to the children for them to complete in some limited time frame. Any dyslexic child must sit in horror waiting for the dreaded worksheet to arrive.

There could be nothing worse for them to deal with; new information, a voice droning on and on, then a paper filled with words they probably cannot read, then to make matters worse, a time constraint to make them feel pressurized.

 

A multi-sensory approach

The most effective teaching method for all children, particularly those exhibiting signs of a learning difficulty, is a multi-sensory approach. In fact, this is imperative for dyslexic students.

Using a multi-sensory approach to teaching would not only alleviate anxiety from the situation mentioned above, but also help their brains absorb the information being conveyed to them.

Some teachers express reluctance to change their ways of teaching, but just making a few changes in the classroom can be so beneficial to the students.

Multi-sensory teaching is exactly as it sounds, utilizing all the senses to relay information to students.
As adults, we go to exhibitions, presentations, even church, where we are exposed to multi-sensory experiences. We hear music as well as voices, see, touch, sometimes taste and smell all kinds of stimulating things at these events.

Why not offer this to our children? It obviously works for advertisers trying to make us purchase their wares.

Dyslexic children are so different from each other that it is important to incorporate all of the senses to give them the opportunity to learn. Their visual or auditory processing may be impaired. A child may pass a hearing or vision test with flying colors, yet not be able to process the information she sees or hears in order to store this in her memory.

It is important, therefore, to utilize all of the child’s senses, particularly touch and movement. The brain may respond to tactile and kinetic memories if it has a problem with visual and auditory ones.

For young children this could involve something as simple as writing letters on carpet so they can feel them with their finger. Making clay letters, singing the sounds of the alphabet, this way they are seeing, feeling and hearing the letters.

A Parent's Perspective

I found another neat website that I wanted to share with you -- Kids Enabled at www.kidsenabled.org. I especially love their tag line -- "providing resources to the learning differences community." I encourage you to look around on their page for insights on teaching kids with different learning abilities. As we focus on kids with special needs, it is important for us to think about their parents. Many parents come to us frustrated, exhausted and fearful. They do not know how we will respond to their child. They need us to welcome their little one, to understand their differences, to teach them with excellence, to accomodate for their exceptionalities, and to celebrate their successes. Below are some stories to help us better identify with the parents of these terrific kids!

From http://www.kidsenabled.org/articles/index.php/201101/extraordinary-gifts-of-learning-differences/

Extraordinary Gifts of Learning Differences

AS THE PARENT OF A CHILD with learning differences, I know firsthand the challenges and trials of finding success academically and socially. I also have some insight into the gifts that our children have sometimes because of their differences. For instance, my son thinks outside the box. He may have been creative regardless of his dyslexia, but I believe the skill was cultivated because of his reading impairment. When he could not read the words on the page, he made up the story that he envisioned. His gift of creativity has taken him to new heights and will continue to serve him well.
Most parents of children with learning differences have similar stories to tell. While every day I do not always stop to ponder the gifts that we receive from the struggles, I do like to pause (when I remember to) and count these blessings. It also helps to see that other parents, who are travelling in my world, see these gifts as well.
Kids Enabled would like to share with you some gifts appreciated by our parents. We hope you enjoyed the gifts of the season and of the New Year!
Montie Stone
Managing director, editor and blessed mom

AS I AM WRITING THIS, Morgan has just completed her first semester of ninth grade at a large public school and finished with success. Exam week was brutal, but once again we cried, we laughed, we argued, we hugged, we prayed, we high-fived, we persevered and we prevailed. I have felt many things as the mother of a child with learning differences, but when I first realized this was my path, blessing was probably not my first thought.
My journey started when my youngest and third child, Morgan, started kindergarten. There were issues with focus and attention and difficulty rhyming words. I didn’t think too much about it initially, but as her difficulty with reading, decoding new words and spelling continued, I watched her frustration with learning increase. I was unsure of how to help her and sadly, the school system she was in was not really willing or able to do much for her because she was passing her classes. To be honest, some of the comments and suggestions I was given by the educators really surprised and shocked me. Morgan was diagnosed with ADHD in first grade and by third grade with auditory processing, dysgraphia, and low executive functioning issues, to name a few.
Blessing number one for me was getting frustrated and angry. Not in a mean or bitter way, but in a way that brought out the fight in me and the resolve and determination to find a solution that would help my youngest child. I would imagine that if I could feel her frustration, how much more frustrated she must feel. I became her best advocate.
Morgan was able to attend a wonderful school, for fifth through eighth grade, that specifically deals with kids who have language based learning differences. Her self-esteem and confidence returned and grew there as well. Morgan’s experience at this school allowed me the opportunity to learn and gain perspective on issues children with learning differences face. I saw what the right learning environment did for my daughter, as well as other students. Morgan’s experience with learning differences has made her very sensitive to others who face their own unique struggles. I have seen her defend, advocate and comfort her peers when they needed it. Consequently, I have learned to be more aware, kind and accepting of others because of her example. I try to offer support to others who may need it.
There have been many tears, shouting matches and temper tantrums along the way and there have been days when I felt I must have done something wrong. What a blessing to realize I did not! I am blessed that Morgan is who she is and I have often said she is the one God sent to keep me humble. I have learned to be more patient and tolerant. It is often easier to focus on the negatives, but I have learned to look for and find the positives and blessings along the way.
Tina Plowman

OUR FIRST TWO CHILDREN passed milestonessuch as walking, talking, reading, and math so easily it seemed like the only intervention for us as parents was to fine-tune the racecars as they sped past. Meanwhile, I was barreling along on my own career development in a large company.
For Bradley, our child with learning differences, all those milestones that our first two children had sped past, became distant destinations which required extraordinary effort to reach. This effort resulted in a fundamental change in dynamics in our household, where understanding is no longer taken for granted, but rather repeatedly confirmed and celebrated.
This dynamic has changed my approach to communications at work as well. Frankly, Bradley has made me a better manager. Because of Bradley, rather than barreling ahead in discussions with colleagues and employees, I find myself working harder to ensure that the message I’m sending is the message that is received. Because of Bradley, I use clearer and more concise language to replace shorthand references and innuendo. Because of Bradley, I work harder to communicate with employees as individuals, rather than as a monolithic group that hears and interprets my comments as one. And because of Bradley, I now better understand the value of tools and technology to help people achieve their goals, an understanding that I put to work every day to help employees develop themselves.
Because of Bradley, I am a better manager…and a better person.
Steve McGaw

MY SON HAS BEEN BURDONED with difficult issues. He has struggled with reading, he cannot always control his moods and he cannot smile on command. He loves to learn but it has to be compelling to get his attention. He misses social cues frequently, and I cringe when he cannot meet someone’s eyes or smile at someone to encourage everyday niceties. As he enters adolescence, I worry more for his social life and skills. He has friends, not as many as I would like, but he and they are close and fiercely loyal.
The other day he came home from school, almost giddy. His school is under construction and with the confusion of workers and trucks, the school has hired full-time security people to help move the traffic and the kids. One officer has been particularly nice, getting to know the students and the parents and making a difficult situation easier.
My son had a bag full of baked goods, wrapped gifts for teachers and gift cards for his art, science and math specialists. He came home from school that day with a grin on his face (he has no trouble smiling for me, thank goodness!) from ear to ear. He recounted his story in excruciating detail.
He had been on his way to math with a gift card for his teacher when he passed this friendly security officer. He stopped, took the card out of his pocket and handed it to her. I don’t know if he was able to articulate the typical holiday niceties but she was shocked. She asked if he really meant to give this to her, and he assured her yes. And, knowing him, he probably said little else and went on his way.
He came home so happy and so proud of having thought to give this gift to someone who had been kind and who was unsuspecting. I don’t know if it was the giving itself, or the surprise, but my seemingly anti-social kid went far out of his way to make someone else’s day.
It made mine too.
Jana Eplan

OUR FAMILY’S JOURNEY through the maze of learning disabilities has been difficult as well as rewarding. When my oldest daughter was first diagnosed with a learning disability, I was devastated, trying to comprehend what this would mean for her future. After wading through lots of grief and sadness, I focused my energy, and decided to learn all I could about this new diagnosis. It became a full time job reading, researching, and seeking out the best specialists and treatments to make her life the best it could be.
A few years later, our younger daughter was also diagnosed with the same learning, sensory, and motor skills issues, as well as a severe case of anxiety. Despite our experience with these issues, it was like reinventing the wheel, because they manifested so differently with each child. For years we were busy with our team of OTs, PTs, hippotherapists, speech therapists, psychologists, tutors, and many doctors, often to the exclusion of play dates and other fun activities many kids enjoy.
Through our journey, I have learned that this is a continuous process, not a destination. We will always have to cope with these issues. I have come to accept that these are our challenges, and even to embrace them. The silver lining is the wonderful qualities my children possess because of their struggles.
It has been freeing to realize things often don’t turn out the way you plan. I have changed my expectations and assumptions of what I thought life would be. Now I embrace my children for the gifts that they have.
Our oldest daughter is a very sweet and compassionate child, who has the unique gift of nurturing everyone around her, whether young or old, person or animal. From a very young age, she has always been extraordinarily tuned in to people and their feelings, noticing details others miss. She is much more aware of people’s differences, and readily accepts all people, regardless of their circumstances. While this trait might have been innate, it has no doubt been honed through her own tribulations. I have no doubt her extraordinary social skills will get her far in life.
Our younger daughter has her own unique set of strengths. She too is sweet and nurturing, and is very creative. It amazes me to see her perspective, as she often sees shapes and animals in clouds, trees, and other objects that most people fail to see until it is pointed out to them. She is a talented artist, and loves music. It is rare to be around her without hearing the constant stream of songs that come from her happy heart. She is able to connect the dots and see cause and effect where other struggle. This ability to analyze in her own creative way will be an asset in demand as she makes her way in the world.
As a family, it has been a tough road with many ups and downs, but it has made us better, and changed my perspective on what success is. My faith in God is stronger, and I am so thankful He chose us to raise these two incredible creatures. The next phase of my job is to help them find their way in the world, in a way that will utilize their talents and appreciate them for the wonderful talents they have to offer.
Leigh Hattaway

IT IS DIFFICULT TO EVEN IMAGINE what my life would look like if my daughter did not have learning differences. I look back to the spring of 2003 when my daughter had her first seizure, and I realize my current journey began that day. I had left my position as a physical therapist at the VA Medical Center to stay at home with my three young children before realizing at age 2, my daughter had medical issues resulting in difficulties with processing sensory information and learning new concepts. She eventually had to leave the school her siblings attended, and she received multiple therapies to help with her speech, language, and motor skills. I had enjoyed being a geriatric PT for many years, but I must admit, I felt my real passion always eluded me. Because of my daughter, I spent the following years investigating interventions I could use to help her process information better and make her life easier. Through her, I discovered a love for the amazing ability the brain has to improve its functioning. I discovered the brain can be strengthened through exercise, and the fundamental skills of intelligence can be improved, making lifetime learning easier for her and others. I discovered a different way to apply my desire to help people through physical therapy, yet instead of physical exercise it would be brain exercise. I opened a business with a long-time physical therapist friend, also struggling with some of the same issues with her own child. For me, my daughter’s learning differences were the reason I forced myself to learn more, do more, achieve more, and change lives…hers and others through brain training. It has been the most valuable thing I could ever do, and it’s because of her I do it every day.
I have always admired how my daughter attempts on a daily basis to persevere, never losing faith or hope. She rarely gets discouraged, despite having to try harder to succeed than most other children I know, including her twin brothers. I am amazed at her sense of humor, particularly when I know how hard her day to day life can be, at times. I have had the opportunity to learn how children like her should be admired for their achievements, even though we may not always realize how much more difficult it is for them to get the same results as their peers with stronger natural learning skills. Without a child with learning differences, I never would have learned as much as I have about the emotional and education challenges these kids live with every day. I never would have found a way to connect with hundreds of families and been in a position to help them. I would never have had the opportunity to discover how any brain can strengthen and grow, and the opportunity for lifetime achievement is not fixed. I would never have opened a business to improve cognitive functioning. I can see now that it was serendipitous, really, that at the same time I was discovering this exciting research, I had the opportunity to use my passion to help others, not only my own daughter.
Without a doubt, Bella is an unbelievable blessing. Her beautiful smile and determined spirit to succeed inspire me every day. I can’t imagine my life without her. In a way, I feel like I’ve given my daughter a gift when I see how she has improved her abilities, but she has actually given me a much bigger one. More than anything, this blessing has opened a window when a door was seemingly closed. I am forever grateful.
Beth Ardell

I HAVE SPENT MOST OF MY ADULT LIFE around people with dyslexia. My husband, my two children and all of the students that I have taught for 23 years have dyslexia. I’m no stranger to the frustration that they can experience in the world and in the classroom. However, I have also seen many blessings that come along with learning differently.
The Blessing of Resilience:
Failure is a given in life. The youngest children, though not always patient, have a natural perseverance. Sadly, they learn to associate shame with failure, and the skill of resilience atrophies. While success is important, so is resilience – often as the best or only means of achieving the long-term success so crucial in our adult lives. Resilience must be exercised, and the only way to maintain this vital ability is through struggle. We all want our children to learn and grow joyfully, if not effortlessly. People with dyslexia, when truly remediated, are still never relieved of struggle. Consequently, they maintain their resilience.
The Blessing of Industriousness:
A close relation to resilience is industriousness. Thomas Edison once said, “Genius is one percent inspiration, ninety-nine percent perspiration.” For the natural student, success is the result of an accepted amount of effort. For someone with dyslexia, success and effort share a more complex relationship. Effort, often disproportionate to that required of their peers, is a fact of life. While frustrating, it is disciplining. Such is more often the path of a person with dyslexia, and along the way is found not only the makings of true success, but the rarer capacity to appreciate it with gratitude.
The Blessing of Self-Awareness:
Knowing oneself is one of the most difficult and rewarding achievements in life. It is wonderful that parents and teachers can find out so much about a child’s learning profile and his individual strengths and weaknesses. This information seems to be helpful to the student as well. I have found that students appreciate insights about their learning difference. I’ve seen many students breathe a sigh of relief to find that there is a reason they are having a hard time in school. These students can focus on their strengths, and when faced with a task that challenges their weakness, they seemed determined to face the task. Relying on the fact that they understand their strengths allows them to have the confidence to take the risk to try the most difficult task.
The Blessing of Creative Thinking:
If a student with a learning difference can learn to read well and keep his confidence up to make it through school, they are often very successful. Their imagination and creative thinking provides opportunities in the business world that can furnish a successful career and fulfilling life. In addition, creative thinkers add a different perspective to life, sometimes fascinating, often times humorous. What a delight to be around someone who teaches, encourages a unique perspective, finds opportunity and easily brings humor and adventure even to the most mundane.
As parents and teachers of those with a learning disability, we worry. We’re bound to do it because we see the potential and we want success to be readily attainable for them instead of troublesome. However, perhaps we should focus on the blessings of a learning disability. Relax in the knowledge that the talent, wisdom, perseverance and imagination of these children will provide what they need to be successful. Enjoy them and know that you are blessed to be with them.
Ellen Hill