This project attempts to help the street identity be the one the fade away and solidify the school identity. This is most likely to be achieved through increasing self-esteem and motivation in considering Krashen’s affective filter theory. According to Krashen, speaking out in a new language can result in anxiety, embarrassment, or anger. These negative emotions can create a kind of filter that blocks the learner’s ability to process new or difficult words (Chamness, et. al. 2004). Classrooms that are fully engaging, nonthreatening, and affirming of a child’s native language and cultural heritage can have a direct effect on the student’s ability to learn by increasing motivation and encouraging risk taking.
The affective filter may be deep-rooted in constructing a strong school identity or may even be a factor in the deconstruction or inability for a student to create a school identity. For instance a new bilingual student may experience high stress in their school environment. This stress may be from a situation that rose from negative interaction with classmates and/or teacher(s), ineffective educational policies, or through participation in class. If the stress rising from the situation causes a decrease in motivation and/or self-esteem, then the affective filter is engaged (Chamness, et. al., 2004). Once the filter is engaged, then the student experiences difficulty in acquiring the English language. Upon notice in experiencing difficulty, the student may withdraw from class activities and becomes farther from having a solid school identity. Furthermore, parents and/or teachers may label the student and possibly establish a self-fulfilling prophecy. This may further propel the student in solidifying an identity other than a school identity.
The role of the teacher would be to help solidify the school identity by continuously revisiting the project’s goals and objectives as well as discussing its activities with students. The teacher would also facilitate discussion, journal writing, and respect among students. Mentors who have previously experienced hardship would also be invited by the teacher to share their experiences with the class.
The students would be engaged in a range of activities centered on writing and reading culturally significant texts and issues as well as learning about politics and history. These portions of the curriculum are designed to promote critical thought among students and an environment conducive to learning. The project would also contain a second component to build life and human relationship skills among students. These activities have been created from ideas discussed forth in previous interviews and focus group discussions. Since it has been previously noted that students’ and parents’ interests and concerns were never taken into consideration, it is strongly believed that in doing so will create a sense of empowerment among students, parents, and teachers.
References
Ballas, J. L. (1993). The effect of a teacher's questions on limited english proficient and bilingual students. http://www.enc.org/professional/learn/research/journal/science/document.shtm?input=ENC-002432-2432_ch7 (accessed October 13, 2004).
Chamness, P., et. al. (2004). Understanding and meeting the needs of esl students. Phi Delta Kappan v. 85 (10) pp. 786-91. Effingham: Kansas.
Freire, P. (1970). Pedagogy of the oppressed. New York: Herder and Herder.
Mohammad, S. (1999). The Harmonious Dissonance of Two Worlds: The Street and School Identities of Inner-City Latino Students. 1999 National Association for Chicana/o Studies Conference Presentation.
English Curriculum Overview
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Week 1
1 p.m. – 1:20 p.m. Class Introduction / Class expectations / Service Project
1:20 p.m. – 1:50 p.m. Fill out forms
1:50 p.m. – 2:00 p.m. Pass our journals
2:00 p.m. – 2:10 p.m. Discuss the reasons for the journals
2:10 p.m. – 2:30 p.m. Journal entry “What would be an exciting summer to me?” and “What do I know about Cesar Chavez, Latino history?”
2:30 p.m. – 2:40 p.m. Pass out Rain of Gold by Victor Villasenor
2:40 p.m. – 2:50 p.m. Discuss the book
2:50 p.m. – 3:00 p.m. Break
3:00 p.m. – 3:40 p.m. Week 1 mentor
3:40 p.m. – 4:00 p.m. Assign homework, read intro and chapter 1.
Week 2
1:00 p.m. – 1:20 p.m. Journal entry, “Who is your hero and why?” Go over Journal Homework “Family History”
1:20 p.m. – 2:00 p.m. Class discussion about community service project
2:00 p.m. – 3:00 p.m. Discuss intro and chapter 1, read chapters 2 – 3.
3:00 p.m. – 3:10 p.m. Break
3:10 p.m. – 3:50 p.m. Week 2 mentor
3:50 p.m. – 4:00 p.m. Assign homework, read chapter 4.
Week 3
1:00 p.m. – 1:20 p.m. Journal Entry “Why should you give back to your community?”
1:20 p.m. – 2:00 p.m. Discuss the community service project.
2:00 p.m. – 3:00 p.m. Class discussion about Latino current events and Latino history lesson on “Latinos in the political system?”
3:00 p.m. – 3:10 p.m. Break
3:10 p.m. – 3:50 p.m. Week 3 mentor
3:50 p.m. – 4:00 p.m. Assign homework, read chapters 5 - 8.
Week 4
1:00 p.m. – 1:20 p.m. Journal Entry / Writing Drills
1:20 p.m. – 2:00 p.m. Class discussion about Latino current events and Latino history lesson on “What is the Chicano movement?”
2:00 p.m. – 3:00 p.m. Review chapter 8 and read chapters 9 - 10
3:00 p.m. – 3:10 p.m. Break
3:10 p.m. – 3:50 p.m. Week 4 mentor
3:50 p.m. – 4:00 p.m. Assign homework, read chapter 11
Week 5
1:00 p.m. – 1:20 p.m. Journal Entry
1:20 p.m. – 2:00 p.m. Latino history
2:00 p.m. – 3:00 p.m. Review chapter 11 and read chapters 12 - 13
3:00 p.m. – 3:10 p.m. Break
3:10 p.m. – 3:50 p.m. Week 5 mentor
3:50 p.m. – 4:00 p.m. Assign homework, read chapter 14
Week 6
1:00 p.m. – 1:20 p.m. Journal Entry
1:20 p.m. – 2:00 p.m. Latino history
2:00 p.m. – 3:00 p.m. Review chapter 14 and read chapters 15 – 17
3:00 p.m. – 3:10 p.m. Break
3:10 p.m. – 3:50 p.m. Week 6 mentor
3:50 p.m. – 4:00 p.m. Assign homework, read chapters 18
Week 7
1:00 p.m. – 1:20 p.m. Journal Entry
1:20 p.m. – 2:00 p.m. Latino history
2:00 p.m. – 3:00 p.m. Review chapter 18 and read chapters 19 - 21
3:00 p.m. – 3:10 p.m. Break
3:10 p.m. – 3:50 p.m. Week 7 mentor
3:50 p.m. – 4:00 p.m. Assign homework, read chapter 22
Week 8
Community Service Project
Week 9
1:00 p.m. – 1:20 p.m. Journal Entry
1:20 p.m. – 2:00 p.m. Latino history
2:00 p.m. – 3:00 p.m. Review chapter 22 and finish book
3:00 p.m. – 3:10 p.m. Break
3:10 p.m. – 3:50 p.m. Week 8 mentor
3:50 p.m. – 4:00 p.m. Talk about community service project
Human Relationships Curriculum Overview
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Phase 1 _ Trust
Week 1: Getting To Know One Another
Goals:
∙ Create an environment conducive to learning and work on team building
∙ Convey program expectations, rules, and intended outcomes
∙ Get the students to trust the instructors and buy into the program
Student Objectives:
∙ Understand the rules and expectations of the program
∙ Commit to being an active participant during group sessions
Resources:
- Space allocation for the class sessions
- Student folders with rules and regulations sheet and student goal sheet
- Name tags, pens, chalk board, chalk, erasers
- Introduction - 20 minutes
- Rules and Regulations – 10 minutes
- Paperwork and Introduction of Students – 30 minutes
- BREAK – 5 minutes
- Student Time – 25 minutes
- What do you expect from the program? (15 min)
- What can be some real solutions? (10 min)
- Ice Breaker – 30 minutes (Team Building)
“Win As Much As You Can”
Week 2: Conflict Resolution
Goals: Discuss and explain anger management and conflict resolution skills
Student Objectives:
∙ Distinguish between appropriate and inappropriate responses to anger
∙ Develop anger management skills
∙ Explain role of peer pressure in a potential conflict situation
∙ Recognize physical and emotional escalation before a potential conflict
situation
Resources:
- Anger management and conflict resolution handouts
- Role playing scenarios handout
I. Overview of the previous week session - 15 minute
- Conflict Resolution – 45 minutes
- What is anger
- Steps to control anger
- BREAK – 5 minutes
- Steps to take when you feel angry – 20 minutes
a. Pass out worksheet
- Fill out anger management worksheet – 10 minutes
- Role Playing – 30 minutes
- How would you handle the situation?
Week 3: Inner-city & Gang Knowledge
Goals:
∙ To acquire and obtain knowledge of what constitutes a street gang.
∙ Learning how others define a gang (police, schools, etc.)
∙ The reasons behind why individuals join and leave gang life.
Student Objectives:
∙ Understanding the complex nature of gang life.
∙ Knowing what joining a street gang really entails.
∙ Recognizing the emptiness a street gang attempts to fill.
Phase 2
Week 4: Dangers of Drugs and Alcohol
Goals:
∙ To learn the truth behind commonly found drugs on the streets.
∙ To present the correlation between gangs and drugs.
∙ To learn the truth behind drug and alcohol consumption.
Student Objectives:
∙ To get a further understanding of drugs and alcohol and the dangers behind
their use.
∙ To understand the influence of gangs on drugs and alcohol and vice-versa.
∙ To recognize reasons behind dependence drugs and alcohol have on an
individual.
Week 5: Cultural Field Trip
Week 6: Who you are and where you came from
****MEETING WITH PARENTS****
Goals:
∙ To obtain knowledge of the importance of the family unit.
∙ Understand and recognize the roles of the family structure as well as their
importance to the family as a whole.
∙ Understand and teach about cultural backgrounds.
Student Objectives:
∙ Understand and respect roles of the family.
∙ Comprehending when others want the “best for you”
∙ Learning cultural history about oneself and others.
Phase 3
Week 7: More about you!
Goals:
∙ Build up individual self-esteem of each student.
∙ Work around individual needs of each student.
Student Objectives:
∙ To be more content with oneself and draw out their own expectations.
∙ Accepting reality and learning to de3al with accepting responsibility.
∙ Understanding what making decisions are all about.
Week 8: Truth Hurts
Goals:
∙ To show and demonstrate the destructive nature of the gang.
∙ To have a guest speaker talk about negative experiences in being a part of/ or
being involved with a gang.
∙ Discuss and outline consequences and repercussions of joining and/ or
affiliating with a street gang.
Student Objectives:
∙ Comprehend the reality of being a part of a gang.
∙ Hear first hand experiences of others who have been involved with gang life.
∙ Accept truth and advise.
Week 9: Getting Out – Is it possible?
Goals:
∙ Learning and identifying ways of exiting and/ or disaffiliating from a gang.
∙ To discuss what stops and/ or holds individuals back from getting out.
∙ Discuss positive opportunities for the future.
Student Objectives:
∙ To understand the getting out of the gang is, in fact, possible.
∙ To realize opportunities that lay ahead.
∙ To draw out future goals.
Week 10: Graduation
∙ Where do we go form here?
∙ Opportunities for further assistance/ guidance/ counseling.
