Linking Schooling And Culture And The School

The five questions Brian Sztabnik poses in this podcast heavily relates to culturally responsive teaching. By asking themselves these questions teachers use culturally responsive pedagogy that relates to classroom management. It follows two parts of classroom management from a critical perspective from Culturally Relevant Pedagogy by Gina Oran, specifically, “recognize that we are all cultural beings, with our own beliefs, biases, and assumptions about human behavior”, and

Einstein said: “Everyone is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” Now imagine the various students that enter the classroom. They come from all walks of life with different backgrounds and stories to tell. If educators don’t recognize that these differences do in fact exist then some of the fish that pass through those school doors will leave the building believing that they are incapable because of the trees presented for them to climb. Enter culturally responsive teaching. This method or pedagogical device is the answer to bridging this gap that students may encounter when they are not given the opportunity to show their particular geniuses or to act as their own agent in their education.

This first chapter has quick insights of how Cultural Competence could be so effectively with children. What this chapter made me recognized is that it’s essential to building a relationship with students. As the text points that students may be more comfortable with a teacher of their own background, regardless of the teachers background the true success of having a learning environment is based on a sensitive, caring and committed teacher. Having teachers getting to know their students would be encouraging for a teacher-student relationship student might discovery acceptance and comfort in having someone who provides stability and structure by getting to know them. Additionally, teachers should not be scared to permit themselves to be taught

In today 's ever changing world teachers need to understand the importance of a multicultural education. It’s becoming essential to provide opportunities for their students to learn about the many cultures represented in america and the world around them. Studies have shown that by the year 2040 as surveyed by the U.S. census bureau, that “white non-hispanics will make up less than half of the school aged population” (Smith) Our country is ever growing and it doesn 't seem right to exclude cultural education to students when our nation was built by immigrants. Building curriculums that acknowledge different cultures,

Teaching is a call, where teachers need to have an understanding about each individual student’s cultural

Gay (2000) defined culturally responsive teaching as “using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them. It is culturally validating and affirming” (p. 29). A quality education requires all students to be exposed to a variety of cultural perspectives that are representative of the nation at large. According to Ladson-Billings (1994), culturally responsive pedagogy must meet three criteria: “An ability to develop students academically, a willingness to nurture and support cultural competence, and the development of a sociopolitical or critical consciousness” (p. 483). Educational institutions have the charge of providing culturally diverse students with equitable educational opportunities as all other non-minority students.

Gaining learning and experience about other cultures background will enrich my multicultural knowledge. Therefore, as an educator I must learn about others culture. As I begin to learn about others cultures I will understand how values influence the ways families interpret the instruction that feels right to them. A close study on Figure 3.1 implies that a teacher’s point view or the way the students are treaty can affect their learning. It keeps narrating the story of a teacher that had to learn her students’ roots, their culture values, to get to know them in order to reach them in an academically level. The cultural values are very important and cannot be overlooked, they shape our intrinsic motivation. Many families try to keep their values and belief intact at home, so their children when they step in a classroom. Monica Brown, is the Department editor of Diversity Dispatch, argues in her article, Educating All Students: Creating Culturally Responsive Teachers, Classrooms, and Schools, that nowadays it is noticeable the diversity growths in schools, however, this is not the problem. The problem is the way teachers have responded to the diversity growth. (Brown, M. 2007). Therefore, this will affect the students learning. Brown cross with a strong point in regarding the lack of sensitivity some educators show towards their students’ culture. As educator I don’t want to be one of many teachers Monica Brown speaks on her article. I will understand that I must respect my

Culturally responsive classrooms are important in our schools because we are a culturally diverse society. There is a relationship between culturally responsive classrooms, inclusive education, and specialized instruction. When teachers provide a culturally responsive classroom, this in turn creates an inclusive environment for students of all cultures. Additionally, being culturally sensitive, responsive, and inclusive within the classroom will help teachers provide specialized instruction for culturally diverse students. Culture plays a large role in a student’s behavior and academic performance (Lerner & Johns, 2015). Ignoring one’s culture, and essentially their identity, could cause problems with students who are from a different culture

To promote a working level of cultural competence in the school, we would need to address the fact that minorities aren’t always granted the opportunity to receive high standards of education. Providing quality education should be universal, but that’s not always the case. Minorities are categorized by their socioeconomic status in relation to misconceived ideas about race. Being culturally competent is importance because it allows leaders

A professor of education at the University of Hawaii Kathryn Au wrote an article on Culturally responsive education titled “Culturally Responsive Instruction as a Dimension of New Literacies” in the article she talks about how she sees culturally responsive instruction as a theme running through literacy curriculum aimed at helping students of diverse backgrounds achieve high levels of literacy in their education. also how the idea behind culturally responsive teaching is that the teaching approach build upon the strengths that students bring from home cultures, instead of ignoring these strengths or requiring that students learn through approaches that conflict with their cultural values. Culturally responsive teaching has the goal of helping students grasp academic concepts through means and content responsive to their cultural values and practices.

In Chapter 3, Culturally Responsive Teaching in Diverse Classrooms, multiculturalism was front and center. The text presented the ideas of having culturally relevant pedagogy, teachers accepting the whole-child, and how learner exceptionality is implemented into instruction. The chapter also covered information on the development of classroom environments, and the use of students’ funds of knowledge to better aid them in connecting with learning.

In the process of altering my teaching style, I learned that there is not one single uniform teaching strategy; instead, teaching based off of student interest is highly favored by students. Cultural responsive pedagogy has altered my approach to teaching by encouraging me to become a more reflective teacher. I learned to reflect on my students and their home life, the classroom environment, and most importantly student interest. The more reflective I became, the more I learned about my students and their individual needs. I grew to understand and appreciate the culture that has built my students. Instead of forcing my students into the mold of my personal culture, I began to research and incorporate cultural items that were significant to my students.

Most teachers are teaching in classrooms that are culturally diverse. There are many aspects of teaching in a classroom with students from various cultural backgrounds that a teacher may encounter as a challenge both to their educational training and their personal beliefs and attitudes. One of the most important aspects of teaching children from culturally diverse backgrounds is the teacher’s ability to learn about and understand their own personal cultural background and that of the student’s in their classroom. The teacher’s own culture and the student’s culture will surely often impact the way the teacher may choose to teach one or all of their students in a classroom. Understanding about how the

The development and implementation of a culturally relevant teaching and learning pedagogy is essential for the academic growth and success of our diverse student populations. Educational leaders must be able to embrace a school culture that reflects the students, in order to engage students through culturally relevant teaching and learning experiences. For the implementation of a culturally relevant teaching and learning pedagogy, administration must engage the faculty and staff to reduce learning gains among subgroups of students. Purposeful, genuine, and engaging professional development created by administrative, instructional, and educational leaders will be utilized to establish intrinsic investment by the instructional staff to reduce performance and achievement gaps between subgroups of students within the learning environment.

I. We have read about the connections between critical multicultural education and culturally relevant pedagogy. Discuss how these concepts are aligned and provide two examples from the class texts of how culturally relevant pedagogy is an approach used to provide equitable educational experiences for all students.