This Teacher’s “Brilliant” Coffee Cart Idea Is Helping Students With Special Needs

Source: https://www.popsugar.com/moms/Special-Needs-Teacher-Coffee-Cart-Idea-45238641

Special Needs Teacher’s Coffee Cart Idea

This Teacher’s “Brilliant” Coffee Cart Idea Is Helping Students With Special Needs

Shelby Winder is a special education teacher at Grand Oaks High School in Texas, and for her first year teaching a Life Skills class – which is specifically for students with significant cognitive impairment and adaptive disabilities – she came up with an out-of-the-box idea that is impressing her colleagues and parents alike.

“Shelby came up with the brilliant idea of wanting to empower her students this year in some way that was meaningful and would outlast their time with her in the classroom,” her colleague, Chris Field, wrote in a Facebook post. “So she started buying all of the things they would need to start a traveling coffee cart.”

The cart allows her students to walk around to each of the staff members in the school, take their orders, and then deliver their coffee to them on Fridays.

“Most importantly, this would allow the students to practice their social skills, communication, working through their shyness, and even learning how to run a simple business by calculating their expenses and profits,” Chris continued. “They named their business ‘The Grizzly Bean.'”

Perhaps even more impressive than the idea itself is that Shelby self-funded the project on a first-year teacher’s salary. Although the school reimbursed her after hearing about her efforts, they encouraged her to “keep dreaming big,” too.

“Her students have now been at this a couple weeks already, and she says they are absolutely loving it,” Chris added. “It’s obviously a great teaching tool, and one that will give them skills and lessons to carry far beyond this school year.”

Shelby also has the goal of using some of the profits from her classroom’s coffee business to provide funds for another school to start the exact same project. The idea is that each school would pay it forward in this way so that this little, isolated coffee cart program can be used in schools around the nation.

Chris perhaps said it best: “How cool is that?!”

The Atlantic Slave Trade in Two Minutes

Usually, when we say “American slavery” or the “American slave trade,” we mean the American colonies or, later, the United States. But as we discussed in Episode 2 of Slate’s History of American Slavery Academy, relative to the entire slave trade, North America was a bit player. From the trade’s beginning in the 16th century to its conclusion in the 19th, slave merchants brought the vast majority of enslaved Africans to two places: the Caribbean and Brazil. Of the more than 10 million enslaved Africans to eventually reach the Western Hemisphere, just 388,747—less than 4 percent of the total—came to North America. This was dwarfed by the 1.3 million brought to Spanish Central America, the 4 million brought to British, French, Dutch, and Danish holdings in the Caribbean, and the 4.8 million brought to Brazil.

 

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Multicultural Education in the Music Classroom: Definitions, Methods, and Motives

Multicultural Education in the Music Classroom: Definitions, Methods, and Motives
dissertation by – Candace Rhnea Stafford-Davis

 

ABSTRACT This study aims to understand the multicultural teaching experiences of music teachers in the Fayetteville and Springdale public school districts through the lens of James Banks’ four approaches to curriculum reform. The research is intended to add to the limited literature presently found on the definition of multicultural music education and how this type of education is implemented. The study will also increase knowledge of teacher motives for implementing multicultural education in the music classroom and highlight challenges that lie within implementation. Purposive sampling was used and in an attempt to get an information rich sample, two schools were chosen from the Fayetteville school district and six schools were chosen from the Springdale school district. A qualitative approach was used for this study. The participants were interviewed using a semi-structured set of questions and one classroom observation followed the initial interviews. The data of the interviews and observations was transcribed. The transcribed, raw data of interviews and lesson observations of each teacher was read several times and themes were identified based on the research questions using the data reduction method. The findings of the study produced a definition for multicultural music education orginating from the definitions of Banks, Carolin, and the definitions of those who participated in this study. Participants in this study implemented multicultural music education through Holidays as well as thematic units. The participants most notably used foreign language songs, instruments from other countries, and foreign dances to teach multiculturally. Most participants believed that multicultural education should be implemented in the music classroom because of the diverse population of their classrooms and the communities in which they live. Lastly, this study found that Fayetteville and Springdale music educators are teaching multiculturally in their classrooms. One of the eight teachers was thought to be implementing Banks’ approach at level one, the contributions level. Six of the eight teachers were thought to be implementing Banks’ approach at level two, the additive level. One of the eight teachers was thought to be implementing Banks’ approach at level three, the transformation level.

 

read at – https://scholarworks.uark.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1094&context=etd