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Lois Oestreich & Janet Brohm

Salt Lake Community College


Department of Education
February 2012

Introduction

Retention of diverse student populations


Cultural conversations
Cross-cultural communication barriers
Y-Size your classroom
Community partnerships & student surveys

Brief Background

A Freud Minute: what comes to mind


Culture
Ethnicity
Cross-cultural communication

James A. Banks
Visible and invisible culture
Draw from K-12 work with ELLs

What are we seeing?

Cultural conflict in our classrooms


Effective cross-cultural communication
We need to develop tools
How can you motivate students from different
cultural backgrounds?

Improve interactions
Increased communications
Reduced misunderstandings

Cross-cultural abacus

EACH GROUP:
1. Choose ONE FACILITATOR/OBSERVER
2. Facilitator reads card & assigns roles
to 4 others in group

GOAL: Make the TALLEST STANDING
STRUCTURE

TIME: 8 minutes

DEBRIEF: How does this activity connect
in your classroom? How does this activity
connect with cultural conversations?

The Past vs. the Present


vs. the Future

Cross-cultural communication barriers


Various communication styles
Become aware of the dimensions of cultural
diversity in each of your classes

Story-telling

Cultural identities
Cultural histories
Watch: what do you hear?
Listen: what do you see?
http://www.youtube.com/watch?
v=cSbVqFvf4EM&feature=fvsr

Activity

Barriers in the classroom


Small groups

Y-Size Our
Classrooms

Generations and cultures are not boxes: they


are clues on how to manage diverse classrooms.
Jason Dorsey
Multigenerational collision happening in the classroom

Communication
Motivation
Innovation
Teamwork
Engagement
Professionalism
Leadership

Generational Shock

Katy Perry
http://www.youtube.com/watch?v=QGJuMBdaqIw&ob=av2e

Ma and Pa Kettle
http://www.youtube.com/watch?v=vU5LoCLGMdQ

Pink Floyd
http://www.youtube.com/watch?v=qs35t2xFqdU

Four facts to set the tone:


Y: parents are Boomers who saved their children
Boomers were trained to outwork everyone else
Y: need instant gratification & feel entitled
Boomers feel they need to work hard and will want
specific direction

Demographics

Defining four generations:


Gen Y: Born 1978 through the new millennium
Generation X: Born 1965 1977
Baby Boomers: Born 1946 1964
Matures: Born pre-1946

Boomers write notes in cursive.Gen-Y does not


know how to read cursive
Gen-Y texts: Boomers dont get it

Which of the following means the


most to you?

Elvis joins the Army


Jimi Hendrix dies
MTV debuts
Kurt Cobain dies

Generational fact:
You are over 30 if you spell out the words in your
text messages
You are over 40 if you use commas

Another example.

Can you decode:

&#*% (Matures and Boomer typewriter phrase)


OMG!!
4ever
2cool
L8R
Heyy or Helloo
LOL
BFF

Activity.

Table activity:
Using the speech bubbles, how does text talk
make its presence in your courses?
How do you respond?

Do you.

--foster creativity, innovation, and risk-taking in


your classroom?
--provide your students with a majors map: how
does this course connect with the big picture?
--consider your students rising stars?
--provide leadership/mentoring for students?

MAKE THE FIRST DAY MEMORABLE


These are the kids who all won the trophy

Teacher for the day

Set up one goal for your Gen Y students


Have one or a small group assume classroom
leadership for part of one teaching day
Students will create a presentation method,
assessment method, and a key assignment
Students will prepare, teach, and grade
(I do not count the grade)

I am entitled

Prevalent Gen Y mindset


Instant gratification: personal
acknowledgement
If I show up most of the time, I deserve an A
Big expectations
Tech dependent
http://www.youtube.com/watch?
v=xXME0Y0P_Cg

Activity

How do you motivate your students?


List at least five ways

Now, consider a multi-generational classroom


How might you modify each of the five ways to
fit all four generations you are likely to have in
your classroom?
Note: have you ever asked students what
motivates them?

Retention

Why do students drop a course?


How might culture influence this decision?
What can we, as faculty, do to increase
retention?
Is negotiation something you would offer to
students?
Success: what can we do, as teachers, to
increase course and program success?

Community Partnerships

Service learning opportunities


Connect with or develop community
partnerships that address a wide-variety of
cultures
What service learning opportunities do you
offer?
How can we increase effective community
partnerships which address diversity?

End Notes

Student Engagement Techniques Barkley


Brain-Rules Medina
Y-Size Your Business Dorsey
Strategies for Teaching ELLs Diaz-Rico
Classroom Instruction That Works Hill & Flynn

Thank you

for joining us on this adventure


into cultural communication!

--Lois

and Janet

If there is time..

Families
Family comes first, school second
Im a first generation college student. My family
exerts a great deal of pressure for me to
succeed.

If there is time.

Language.
I dont get the jokes in class
I try to keep up with conversations in the
classroom but I cannot
I am bilingual which helps me in our SLCC
classes understand other students who struggle
with English
It is a HUGE barrier

If there is time..

I just have different views of what learning is all


about. What our textbooks say and what I believe
to be true of people just dont match. Is that my
culture?
I am Mormon. It does affect my work at SLCC. I
dont want to meet on weekends for group projects
and often other students make rude remarks.
I am NOT Mormon and want to meet with class
groups on weekends. I work full time during the
week.