Achieving positive classroom experiences for Latino K-5 students

Abstract

ABSTRACT Creating proactive classroom experiences for Latino students in K-5 settings requires intentional support and knowledge among classroom teachers. Educating Latino students is a complex task given that elementary school teachers face many questions that include how best to teach literacy? what are proactive ways to teach behavioral skills? and how does culture support student learning? Successful implementation and knowledge of literacy and literacy assessments are critical for improving academic outcomes for Latino students. Historical and current literacy outcomes based on National Assessment of Education Progress underscore the need for more evidence-based literacy practices to increase outcomes for Latino students. Moreover, creating a classroom environment with established expectations and routines, teaching and operationalizing positively stated classroom rules, and behavioral contracts increases pro-social behaviors among Latino students who struggle with behavioral outcomes. Last, recognizing and acknowledging cultural components that enhance the learning of Latino students are necessary for school success. The teaching force in K-5 settings continues to use English as the primary method for delivering instruction. Acknowledging and strategically using the primary language of students can be a vehicle to support Latino student’s academic and behavioral outcomes.