An Educators Guide to Working with African-American Students

In my own practice, I often wonder how I can tap into the wealth of characters and personalities each student brings to the table to create a truly engaging and equitable learning environment for all. As school programs educator at Queens Museum, I was amazed by the diversity of the students that were coming into the museum; reflecting the demographic of the borough one of the most diverse in the country! Based on my own observations and conversations with teachers, I realized that in a class of 35 students there might be knowledge of at least 10 languages whether spoken by the students or by their families at home.

Census data shows that close to half of Queens residents Some estimate show that there are more than languages spoken in Queens. In many ways, I saw myself in these students. As an immigrant, I also come from a multilingual and multicultural home. I consider myself part of generation 1. These students inspired me to reflect on how I can further challenge my teaching. How can my own immigrant background inform my teaching?

And how could I combine this sensitivity and the strategies to engage multilingual students and their peers in the group. The guide was originally presented for school programs at Queens Museum and am sharing here as a resource for other educators.

A Forum for Reflecting on Practice

The classroom teacher should know their students best. This is a great time for me to ask if there are other languages spoken or used in the classroom. This is a great way to collaborate and engage the teacher during their visit. Teaching with the Panorama can be challenging because of many factors, including its size, impressive detail, and a moving model airplane touching down and taking off at LaGuardia Airport!

Check with the teacher to see if they already have strategies in place in the classroom. Some of my favorites include:.

I like rhythmic clapping because it involves both sound and movement. Make sure that this does not distract other groups. I like to have low-stakes, low-pressure activities for all students to participate in. For example, as students walk into the Panorama, I ask them to think of a word that describes how they are feeling. Then, I ask students to write down the word on an index card. Students can then be grouped into similar words or ideas for further conversation.

Students often have lots of great observations, ideas, or thoughts but may be uncomfortable with sharing in a new space or in large groups. Give students space to express these observations and ideas comfortably with a friend. You can ask open-ended questions such as: How is this borough different or the same from the last borough we looked at? I ask questions like: I like to ask: What are some of the languages we speak, hear or read in the classroom?

This allows students to share their own knowledge inside the museum.

Kennedy Airport, it is a great opportunity to talk about their own experiences of migration, movements, and travel. Here, I start our conversation with: What are airplanes used for? They are used for people to travel and move between two places. Then I follow up with: What are some of the places you or your family members have traveled to?

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Santo Domingo, Mexico, Pakistan! In this way, students are sharing their personal experiences with movements on their own terms. By reframing this question, students can freely share their own experience without necessarily answering: As educators, we often get excited about teaching and sharing knowledge and information that we sometimes forget to stop and ask students if they have any questions or need any language clarifications.

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Check to see if there are any concepts or vocabulary from the classroom that you can bring into the visit. Teachers often use the Panorama as a way to learn about rural, urban, and suburban communities. I like to emphasize this classroom connection by asking students to define these terms using the Panorama. I ask students questions like: How can we identify the different communities? I like to challenge students by asking them to look closely at the Panorama for an extended time, about minutes without comments, questions or raising their hands. Students can observe closely by sketching a detail building, bridge, statue!

Educator packets are pre-visit materials designed to prepare students for their experience at the Frist Art Museum.

Available for selected exhibitions, the packets contain color reproductions and a guide with exhibition information, curriculum connections, related activities, and resources. These materials are automatically distributed to educators who schedule docent-guided or self-guided tours. City of Entertainment Educator Guide Paris City of Entertainment Image Packet. Packets from past exhibitions are available for educators to use as a resource. Educators may contact Shaun Giles. JavaScript must be enabled to view this email address or Three Decades of Photography and Video.

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