Teaching through Ramadan: Supporting our Muslim Students
Ramadan Mubarak! رمضان كريم
We’re in the season of Ramadan, which this year lasts from April 12 to May 12. (Updated 2024 dates: Sun, Mar 10 – Tue, Apr 9). This is the time of the year when many Muslims fast (or abstain from food and drink) from sunrise to sunset. It’s a time of both daily sacrifice and celebration. The holiday culminates in Eid, a several-day festival of food, gifts, and togetherness.
What is the Purpose of Ramadan?
Ramadan is a Muslim holiday. Islam, directly translated, means “peace”. Ramadan, which occurs during the ninth month of the lunar calendar, is a reflection of this. It is a period of introspection, prayer, self-improvement, and community.
Muslims believe that activities like fasting and zakat (charity and generosity) encourage self-discipline, gratitude, and empathy. Practicing these are qualities during Ramadan (and throughout the year) is said to strengthen one’s spiritual connection to God, or Allah (SWT). It is believed that the Qur’an was first revealed to the Prophet Mohammed (PBUH) during the last ten days of Ramadan.
Who takes part in Ramadan?
Most Muslims celebrate the month of Ramadan, but not all participate in fasting. Those who are very young, elderly, pregnant, breastfeeding, menstruating, or have health conditions, might not fast. Some who do not fast during Ramadan may choose to recover missed days later in the year.
What does a day of Ramadan look like?
Suhoor begins a typical day during the month of Ramadan. This meal takes place before dawn, usually between 2-4 am, and is followed by morning prayers, or Fajr. If a person is fasting, they will probably return to sleep. Fasting has now begun, so the person will try to refrain from food or water until the Maghrib prayer at sunset.
Then, family and friends gather for Iftar. This is a celebratory meal that usually begins with the eating of dates to break the fast, followed by traditional dishes (and often in abundance!). Some families stay up late into the evenings celebrating, socializing, praying, or reading from the Qur’an.
Eid-al-Fitr marks the end of Ramadan. Morning prayer is followed by two or three days of communal celebration. During the time of Eid, families may decorate their homes with lanterns or lights, host elaborate meals, give and receive gifts, or attend street festivals dedicated to the occasion. It is an occasion of joy, gratitude, togetherness, eating, and giving.
How can I acknowledge and support my Ramadan-observing students?
Self-educate. Muslim students should not be expected to teach others about their faith, practices, or traditions. Do not assume that a Muslim student wishes to share about these experiences or explain a decision to (or not to) fast. By taking the time to learn more about the month of Ramadan and the folks who take part in it, we can identify points of connection and better anticipate students’ needs.
Avoid assumptions. Keep in mind that Islam, like any religion, is widely interpreted and experienced. Muslim families and individuals may enjoy varied traditions- including the degree to which they practice aspects of their deen, or faith. Talking to students or families privately about how to best support them can increase feelings of comfort and belonging.
Consider scheduling. Fasting from food and water can be tough on students. It can impact energy levels, concentration, and mood. Many students will wake in the hour before sunrise to eat and pray, so sleeping may be interrupted, too.
When planning for participation-heavy content, cooperative engagement, and deep-level thinking, try aiming for the morning, when energy and concentration are likely to be higher. Nagla Badir, writing for Teaching While Muslim, recommends having online assignments due late at night, so that students can complete them after they’ve had a chance to have dinner. This is also an opportunity to think carefully about the timing of calendar events like a band performance or prom, which can share time spaces with Iftar or Eid.
Badir also shares this calendar, where you can look up prayer times for students in your area!
Create safe spaces. For many observers, the period of Ramadan is a time of increased prayer, which occurs during specific windows of the day. Students who may have originated from countries or communities with high Muslim populations would have this time built into their school day. Of course, this is not often the case in U.S. schools, where many of the staff may not even be aware of this need. Having a space set aside (or two spaces, one for males and one for females) can help ensure that these students are seen and valued at school.
Muslim students who, for health or personal reasons, are not fasting during Ramadan may also benefit from a separate space during eating times. These individuals may face uncomfortable pressure or questioning as to why they are not fasting; having a safe location to go to can ease this stress.
Boost Socio-Emotional Learning. Ramadan is a time of family, friends, and community. Often, our observing students are physically distant from family members and/or feel that their holiday isn’t shared with others in the school or locality. This may be especially true for our Recent Arriver newcomers.
At school (whether in person or remote) we can be intentional about incorporating opportunities to learn and practice SEL skills- especially those that include elements of self-awareness, grounding, and collaboration. This important step can help diminish feelings of isolation and support students’ mental and emotional well-being during the period of Ramadan and beyond.
Engage through children’s books. Muslim and Muslim-American literature can be incredibly powerful in facilitating “door and window” experiences for Muslim students in the classroom. There’s an added benefit, too- books can engage non-Muslim students in ways that invite connection, empathy, and tolerance. We’ll visit some of these titles in an upcoming post. In the meantime, start here, at I’m Your Neighbor Books (I’d recommend sticking around to check out this super valuable sight!).
Where can I learn more?
Great question! Here are some of my favorite sites. Have more to add? Please do share them below!
Teaching While Muslim https://www.teachingwhilemuslim.org/
Hijabi Librarians https://hijabilibrarians.com/
ING- Ramadan Information Sheet https://ing.org/ramadan-information-sheet/
Learning For Justice: https://www.learningforjustice.org/magazine/teaching-about-ramadan-and-eid
Muslim Students Association National https://www.msanational.org/resources
With increased awareness- and with some tools in our toolboxes, we can be better prepared to support our Muslim students throughout this beautiful month and beyond, Inshallah!
Ramadan Mubarak, friends. Wishing you all you, peace, and abundance! لويز اليعفوري
Crossing Cultural Thresholds- Engaging EL Caretakers in the Trauma-Aware Conversation
Let’s look to tools and strategies that facilitate re-directive capacities and champion long-term moves toward resiliency. We’ll spend a bit of extra time focused on our Recent Arriver Emergent Lingual (RAEL) students. In this space, we’ll highlight EL parents and families as critical stakeholders in students’ trauma restoration processes.
Trauma-informed pedagogy relies upon, in part, the explicit teaching and modeling of regulatory and prosocial behaviors. Eventually, these strategies can be holistically embedded into children’s everyday school (and life) experiences. In the context of RAEL populations, this also means bridging cultural norms and expectations around mental wellbeing. As learning places, this requires a concentrated shift toward integrating diverse cultural value systems into our trauma-sensitive practice.
The National Council for Behavioral Health names two dimensions of sustainability in trauma-informed programming:
1. Making changes, gains, and accomplishments stick
2. Keeping the momentum moving forward for continuous quality improvement.
So, how can we best support these two dimensions? A sustainable path toward resilience requires us, as practitioners, to monitor students’ success and adapt our instructional cues as needed. Fortunately, we already recognize this as a best practices approach across all grade levels, content areas and language domains. We are experts at checking in on our students and personalizing the learning experience based upon individual strengths and needs. The same tenets apply to the processes of transition shock, including trauma.
Shifts are required in the broader educational landscape, too. Sustainability requires honest conversations about our organization’s infrastructure, including leadership, policies, and procedures as they ignite or diffuse underlying transition shock. It demands moving away from punitive practices and toward restorative solution seeking. Sustainability relies upon the collection and analysis of data in order to determine if our trauma-informed programming is effective and equitable. It means that all team members are equipped with tools for understanding and addressing student trauma, and that educators are widely supported in recognizing and managing the secondary stress that may arise through our work with trauma-impacted youth.
Essentially, we are charged with ensuring that the strategies we introduce are good fits for individual students. A good fit means that they are not re-triggering and are both culturally responsive and language adaptive. A good fit means that learners are empowered to experiment with mitigation strategies in their toolboxes, to fail forward in a safe space, to reevaluate without self-admonishment, and to try again.
Involving Caretakers as Critical Stakeholders
If we are to truly address transition shock (including trauma) in our learning spaces, then we must also become active in engineering webs of support around our students- in this case, we’re speaking specifically about our RAELs. Here, we’ll concentrate on arguably the most critical stakeholder group of all- the parents and caretakers of our Emergent Linguals.
In communicating with culturally and linguistically dynamic caretaker groups about transition shock, it’s important to first identify our guiding principles. How do we cross cultural thresholds to build authentic partnerships?
As with our students, safety and trust are paramount. Cultivate these properties as we would in the classroom- practice welcoming, routine, predictability, and transparency.
Be cognizant of biases around mental health and trauma. Name observed behaviors and avoid labeling.
Reduce isolation by connecting families to appropriate resources, as well as to families with socio-cultural commonalities.
Strive to meet with parents in person and, if needed, arrange for a trained translator wherever possible. Avoid using children as conversational brokers.
Talk to parents about the link between students’ school performance and socio-mental health. Use direct and clear language.
Remember that mental health terms may be unfamiliar, unmeaningful, or untranslatable for Recent Arriver parents. Translate these terms ahead of time if possible, and provide visual cues where appropriate.
Honor socio-cultural perspectives when advocating for student care.
Champion wrap-around supports and refer students for advanced care in a timely manner.
Sustainability is enhanced when students’ home and cultural values show up in the school space. Highlighting the voices of our RAELs’ caretakers can simultaneously bolster our culturally responsive efforts and temper student anxiety. Meanwhile, opening doors to culturally responsive communication around trauma-sensitive topics builds trust and enables a collaborative approach to long-term restoration.
Inquiry-Based Learning with ELLs
Teachers who aim to engage English learners in inquiry-based learning often feel overwhelmed at the idea of merging two seemingly separate bands of learning. However, upon closer examination, there is a significant overlap in best-practices facilitation of English Language Development (ELD) and student-led discovery. In fact, language acquisition and inquisition do not need to be exclusive- they can (and should!) work in tandem to support one other. Moreover, this can be achieved without dramatic increases in time, resources or teacher planning.
Let’s begin by identifying the six stages of inquiry: planning, retrieving, processing, creating, sharing, and evaluating. Within each stage, we’ll explore possible implications for ELLs and outline ideas for inclusive implementation.
Planning
Planning creates the foundation for the entire process of inquiry. It begins with the students, as they learn to recognize their own interests and question their own curiosities. For English learners, effective participation in the planning process also means navigating conversational, academic, and content-specific vocabulary. It also requires an ability to navigate strategic or organizational skill sets, and these may be working concepts for students with limited or interrupted education.
Engage ELLs: Utilize graphic organizers and tech tools to assist brainstorming and planning. Provide meaningful conversation prompts. Employ vision boards, interactive word walls, or similar visual cues. Provide opportunities to talk through ideas using cooperative structures.
Retrieving
To move forward in discovery, students must actively pursue information that is relevant to their inquisition. For new-to-English learners, this process can be hyper-stimulating and may overwhelm the student’s capacity to self-direct. Often, the teacher's response is to jump in, influencing the inquiry process with his or her own thoughts and diminishing the student’s opportunities for agency. Shifting this responsibility back to the student requires that we explicitly prepare ELLs to successfully retrieve information. We facilitate this process by lowering affective filters and establishing reliable processing routines.
Engage ELLs: Clearly explain and demonstrate the process of information retrieval. Explicitly teach and model self-directing strategies. Limit the amount of information a student has access to in the early stages (for example, encourage students to select ONE print, ONE online and ONE video source). Create opportunities for small group discovery and exchange.
Processing
The processing component of the inquiry phase calls upon learners to focus ideas and information into a central topic for investigation. Alberta Education writes, “Coming to a focus can be very difficult for students, as it involves more than just narrowing the topic; it involves coming to an authentic question, a personal perspective or a compelling thesis statement.” This aim can be especially challenging for ELLs, who are already juggling conversational English and content vocabulary- and who must now navigate and employ the language of inquiry. Additionally, students may encounter cultural implications tied to sorting, organizing and condensing the information into a central theme.
Engage ELLs: Employ graphic organizers to narrow down a topic. Allow for multi-modal processing, including kinesthetic and/or experiential learning, community interviews, and small group work. Recognize culturally variant patterns in sorting/organizing and support culturally responsive means to an end.
Creating
The creating phase begins the active second half of the inquiry process. In this stage, learners begin to build momentum and confidence in their quest for discovery. The creating phase is threefold:
● Identifying and arranging relevant pieces of information
● Determining a presentation format that highlights the targeted inquiry
● Crafting written and oral expressions of ideas, questions, and concepts
English learners are likely to benefit from precise supports and scaffolds in this process, specifically in the domains of reading and writing. Laying the essential groundwork at the beginning of this process enables students to self-guide with efficacy- and also significantly reduces teacher workload.
Engage ELLs: Establish clear systems, protocols, expectations and performance rubrics. Employ kinesthetic and/or tech-based storyboard. Offer a wide range of presentation options, including culturally responsive means of expression. Explicitly support students in the areas of speaking and writing.
Sharing
School-based inquiry culminates in the sharing of findings, conclusions, and thoughts on the process of discovery. Multi-modal sharing of outcomes is encouraged; presentations may take any number of sensory-engaging forms. Regardless of the format, presenters and audience members must turn to language as the conduit for information transfer. In this context, speaking and listening domains are emphasized.
Engage ELLs: Support learners with rubrics for speaking and listening. Provide opportunities to restate/summarize/paraphrase the presented material. Refer to anchor charts, interactive word walls, and other content language resources. Clarify information as needed. Allow for a variety of ways to demonstrate comprehension, both as a presenter and audience member.
The six stages of the inquiry process are tied together by reflection.
Reflection is a metacognitive property that can be employed as a useful learning tool. In most cases, reflective thinking must be explicitly taught and modeled- at least in the initial stages of application. It is helpful to enact a standard process and predictable language bank for reflection. In this way, we can invite students to reflect at the culmination of each stage. Eventually, learners can apply these skills in sustained ways as they consider strategy and outcomes throughout the entire inquiry process.
If we look closely enough, the relationship between inquisition and language acquisition becomes evident. With a few thoughtful considerations, we can successfully plan for engaging, language supported discovery. We can champion inquiry-based efficacy and 21st-century success for all new-to-English learners.
Digital Game Play for Instruction: The Why of the Practice
I recently wrote an article for Edutopia outlining 5 Free Video Games That Support English Language Learners. In this article, we’ll lay some groundwork in terms of understanding the whys and hows of using serious games to drive meaningful student learning. Our guiding question: What makes gamification so appealing, and how can we apply this to our classrooms to increase student engagement and accelerate content understanding?
The Edutopia article explains: “The concept of gamifying learning has been part of practical instruction, in various forms, for years, and for good reason: Research shows that game-based learning has the capacity to motivate students, activate knowledge and enhance critical thinking capacities.” Additionally, we know that gameplay is a key facet of culturally responsive teaching and is an integral feature of modern ESL curricula. Serious games and simulation games, which invite players to actively solve for real and relevant problems, also expand the ways that learners see and interact with the world.
Trends in games-based learning continue to lean into technological integration- and data backs up its place in the 21st-century classroom. In fact, research indicates that education-focused video and virtual gaming can benefit all students, particularly low-performing students who demonstrate the greatest need.
Video games- including educationally driven programs- follow a predictable structure, resulting in relatively uniform user experience. If we look closely, we see that video game design takes many of its leads from brick-and-mortar classrooms. In fact, a user’s interaction with a gaming interface mirrors the school learning experience, where instructional best practices are in place.
Video games are largely successful at capturing users’ attention and driving players toward mastering the content of the game. In a similar way, it is possible to recognize key features of gaming architecture in our classrooms and to leverage these features to increase student interest and motivation and to drive authentic content learning.
Let’s take a closer look at those components:
· Play: Play is the cornerstone of video game design and appeal. Play itself has several requisites: choice, positive peer interchange, and the opportunity to explore, coach and learn in a safe, non-threatening arena. Schools also recognize the power of play, including the elements of healthy social interaction and cultivated trust, and we cater to it in a variety of ways.
· Central goal: A game is separated from simple play by one defining feature: the presence of a central goal. Well-designed video games direct users toward a clear and attractive end goal. Well-organized classrooms lead students toward specific, achievable end goals, usually through a series of identified mini-goals. We name these standards, student learning outcomes, or Content-Language Objectives (CLOs).
· Rules: Rules are the skeleton of a game. In a video game, rules-design follows the principle that rule followers will advance to the next stage of the game; and for those who misunderstand or abuse the game’s rules, the process will be delayed or ended. This pattern applies to most areas of life and is evidenced in the classroom setting. When expectations are clear, students understand what is expected of them and can respond appropriately.
· Feedback: The feedback loop is central to digital gameplay. The user voluntarily completes an action, which stimulates a system response (feedback). The user interprets the feedback and reacts accordingly. This process continues until the game ends or the user terminates the loop.
As educational practitioners, we are experts in feedback loops. The difference is that technological feedback is direct, instantaneous and wholly interactive. We know that prompt and meaningful feedback has positive implications for intrinsic motivation and accelerated learning. How can we grow in this capacity to benefit our students?
· Voluntary Participation: Virtual gaming is rooted in choice. When personal choice is introduced, productivity, accuracy and motivation increase. Where can we make room for more student choice in our classrooms? Interactive station rotations, student-led inquiry and project-based learning, for example, all promote voice and choice.
· Personalization: Video games are designed to read the user. They must determine the player’s initial level of expertise and projected wants and needs- and then adapt to fit the player. Well-designed games scaffold learning and progressively increase in complexity. This mimics optimal instructional protocol for all learners, including linguistically diverse students.
· Removed Fear of Failure: In game play, users are afforded an infinite number of opportunities to try again. Mistakes become synonymous with new prospects- and ultimately, failure becomes obsolete. The idea of “failing forward” is inherent to the gaming world. Where and how can we work toward removing fear of failure in our schools?
· Community Building: Virtual games lend themselves to collaboration and community. This is enhanced within the backdrop of joy, entertainment, belonging, teamwork… and fun. Positive relationship building is also central to the school organism. It forms the backbone of SEL, culturally responsive teaching, and trauma-informed practice.
· Assessment: Video games are also assessments: they recognize, evaluate and rank participation- and then adjust the experience accordingly. In this context, assessments are also malleable. They adapt to the player’s understanding and expertise and automatically push forward (or fall back to re-teach). Our best site-based assessments look this way, too!
· Debriefing: Debriefing is the process of thoughtful, purposeful reflection on one’s experience. Educational gameplay should include debriefing as a way to complete the circuit of understanding. In the classroom, this process can be guided and modeled and my included speech, writing or other expressive means.
Gaming is not intended as a replacement for quality instruction delivered by an experienced teacher. However, educationally purposeful video games can support students’ learning in a host of ways. And if we take the time to see it, we’ll find that tech-based gaming has more in common with traditional educational structures than we might realize- that the overlap, in fact, is significant.