Exploring the Development of Learning Culture in Urban Classrooms

• In Event: Teacher Research Into Culturally Responsive-Sustaining Science Teaching: Not Going Back to How Things Were Before

Abstract

Objectives

My study focuses on behaviors I observe in my classroom, and why they occur. From my introductory Earth science to Advanced Placement classes, I often see students waiting to begin work until after I have checked in with them or will not progress in their work until they check answers with me. Exploring why students do this through how they think and feel about school, I investigate: How is dependent learner culture developed?[Text Wrapping Break]

Theoretical Perspectives

With the goal of helping students learn how to learn, I was interested in learning about the culture of dependent learners to help them build cognitive and critical thinking and skills needed to become self-directed (Kopzhassarova et al, 2016; Hammond, 2015; Bolhuis & Voeten, 2001). Without sufficient and equitable supports and opportunities, many students of color and English Language Learners struggle in this area (Hammond, 2015). CRSE is a tool that can combat the achievement gap that created so many dependent learners and help students succeed academically (Hinton, 2021; Hammond, 2015).

Methods and Data

To investigate the motivators that influence students’ efforts in class and begin to understand how some students develop dependent tendencies, while others are self-starters and independent learners, I surveyed about 20 students. Students responded to short answer questions anonymously. I recorded my observations on if the student was traditionally a self-starter in the classroom or if they typically waited for further assistance from a teacher. I supplemented the student responses with small group interviews. Students were perceived as a self-starter or needing further teacher assistance through casual conversations, and formal interviews. I analyzed my findings through frequent discussions about my investigation with teachers in school and the professional learning group.

Results

Student responses were generally uniform. It seems that at some point in these students’ academic careers, someone told them that students are expected to complete classwork, homework, and study. Students thought that teachers are supposed to grade assignments and keep the classroom orderly. I received a clear message that teachers are supposed to teach, and students are supposed to learn. Students did not quickly elaborate on how these things were supposed to happen. 

I had the sense that students were telling me what they thought they were supposed to say, instead of their actual experiences. I’d like to return to the conversation, even if it is with different students. I wonder about my students’ personal backgrounds, including upbringing and home life. I wonder about their academic history, and if there have been any shifts in their academic achievements or progress. 

Significance

Students bring everything to the classroom-- home life, history, personality, culture, and learned behaviors. In better understanding my students’ thoughts and opinions on school, I can make their experiences more positive. School is more interesting when it is culturally responsive. Natural curiosity and intrinsic motivation cannot be faked, but can be encouraged. If I can understand what is driving independent learning or stalling dependent learning, then I can modify my curriculum to better fit each student’s needs.

Author

• Raghida Sharif, American Museum of Natural History