5-step Action Plan: Promoting Social Inclusion, Understanding, and Mutual Respect.

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5-step Action Plan: Promoting Social Inclusion, Understanding, and Mutual Respect. by Mind Map: 5-step Action Plan: Promoting Social Inclusion, Understanding, and Mutual Respect.

1. Communication Barriers

1.1. Who

1.1.1. The teachers, and the students within the classroom, as well as any support staff if available at your school.

1.2. What

1.2.1. Visuals will be posted to help bridge gaps in communication. Also, when testing for understanding, gestures can be used. For example, in a lesson you can accept a pointing up gesture instead of requiring a full verbalized description, since depending on the stage of language acquisition the child is in, they may not be fully capable. For the Spanish ( Mexican) Students you could provide them visuals of families wearing traditional clothes. For the Chinese (China) student you could provided visuals of traditional foods.

1.3. Where

1.3.1. The visuals can be posted on the walls of the classroom. Also, on handouts, and guidelines that are sent home and other parent teacher forms of communication.

1.4. When

1.4.1. This plan goes into action in the beginning of the school year, and continues (visuals change) as the lesson change.

1.5. Why

1.5.1. This is important because there are several levels of language acquisition for ELL students. Gestures and visualizations allow students at any level to participate in class, and understand what is going on.

1.6. How

1.6.1. The teacher will rely heavily on visuals while teaching, as well as gestures, both for teaching, and for checking for understanding from the students. Repetition should also be used too. While teaching lessons, ELL students may need extra help and questions answered or for you to make clarifications. Providing parents with outside resources if needed is good information to have available.

2. Cultural Barriers

2.1. Who

2.1.1. The teachers, and the students within the classroom, as well as any support staff if available at your school.

2.2. What

2.2.1. Give the students a chance to share information about their culture. Teachers can implement various cultures into lesson or assignments. For the Spanish ( Mexican) Students you could allow them to share information about what makes Mexico different from the US. For the Chinese (China) student you could have then share the differences of how a school day is in the US vs China.

2.3. Where

2.3.1. This can happen both in and outside of the classroom. While in class, efforts can be made to remove cultural barriers. For example a class reading that helps describe a cultures to the class. This will allow the ELL students to feel more comfortable in the class because they are understood.

2.4. When

2.4.1. This action plan should go into place a few weeks (2-4) into the school year. You want to have enough time to get to know the student cultural dynamics in the class, and see where cultural barriers may exist.

2.5. Why

2.5.1. When there are cultural differences, it is important to be aware. The ELL students have various cultures, and their cultural background will always remain a part of their identity, while adapting to their new American culture.

2.6. How

2.6.1. Books can be read that highlight prevalent cultures in the classroom as well as posters throughout. Allow a show and tell day where student to share about themselves, possibly even by bringing in a family member to share in the experience. Another example could be when creating math problems, instead of using common objects the changes can be made to object more familiar to them . Integrating cultural things can help break down cultural barriers.

3. Social Barriers

3.1. Who

3.1.1. The teachers, and the students within the classroom, as well as any support staff if available at your school.

3.2. What

3.2.1. ELL students can overcome social barriers when the teacher makes the effort to give each student an opportunity for social interaction. For example this could involve the teacher creating groups for group projects that are assigned to give the students a chance to get to know each other based on interest. For the Spanish ( Mexican) Students you could have them share information about sports and the importance it has in Mexico. For the Chinese (China) student you could have them share information about activities they do for fun and what new technology impacts their free time.

3.3. Where

3.3.1. The action plan will be carried out in the classroom and free time areas.

3.4. When

3.4.1. First day of school, and will stay in action throughout the school year.

3.5. Why

3.5.1. ELL students have the tendency to feel shy and withdrawn from other students. Their cultural differences can make them feel isolated, so teacher-orchestrated social inclusion can allow the students to interact and form more (lasting) social connections than they might not otherwise form on their own.

3.6. How

3.6.1. Teachers will assign groups and seating arrangements. This will allow students to sit and work with the variety of other students. It will also allow students to step outside of their comfort zone of friends, and extend their social networks.