My school is located in a large urban city. Of the 3,100 students 94% are low-income, 10% of the students have disabilities, and 8% are English Language Learners. More than 75% of my particular students are low-income, have disabilities and are English Language Learners. I teach my students not to let their personal home situations, English Language Learners status, or disabilities hinder their academic or social emotional growth. In a Spanish classroom, we acknowledge that every student brings with them a culture that should be celebrated. My students are motivated in developing their cultural understanding and continue to seek opportunities in their respective communities.
"Listening is often the only thing needed to help someone."
Listening and speaking are two skills that introduce Spanish students to a whole new world of cultural opportunities.
COVID-19 has revealed of the continued inequities that exist in education. The disease has not discriminated, however, it has been a call to action. The demands on my students to assist in their households, due to remote learning, has increased the need for students to have tools that can assist in them. Many of my students do not have the income to purchase working headphones. These headphones will provide the students with the opportunity to immerse themselves in the language and to provide a platform where they can actively engage in the class in order to succeed.
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