Culturally Responsive Teacher

In Chapter 1. of ‘Culturally Responsive Instruction’ teachers have to identify ways to make everyone feel comfortable as much as necessary to have them concentrate on the learning. In chapter 1, illustrates that we have to teach not by culture but by ways that everyone can relate to (Kadhir, 2017, p. 2). It is important that we identify their visual, auditory,

On page 238 in chapter 8 of Becoming a Multicultural Educator, by William A. Howe and Penelope L. Lisi, it states that, "culturally relevant education (CRE) was coined by Gloria Ladson-Billings (2009) to describe "a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes"". The five principles that are discussed on page 239 are used to guide teachers in the direction of having a culturally relevant classroom for their students to learn about how to participate in a democratic society. Each principle offers educators insight as to how they can use culture within their classroom and lessons they teach in order to help their students become culturally

In the article, “What is a Culturally Responsive Educator?” the author makes a point that students at the age of eight already have a decreased desire to learn and low self-esteem. School is to blame for damaging their language, culture, and identity. The demographics of the population is changing. In the future, individuals that are born will be in the minority based on their ethnicity and race. This is not just happening in the cities, but especially in the rural communities. Teachers need to remember culture is not left at the door; it follows everyone into the classroom.

What is culturally responsive teaching? Culturally responsive teaching as defined by Gay (2000) and quoted by Griner and Stewart says: “Culturally responsive teaching can be defined 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” (Griner and Stewart, 589). CRT has certain elements that give opportunities for students to be valuable assets to and in their education, such as: placing a value on the cultural groups and ethnicities students bring into the classroom and giving those cultures

I’ve always I thought I was a pretty good teacher. I’ve been selected as a STAR teacher and Teacher of the Year. But after reading Culturally Responsive Teaching and the Brain, I had to seriously self-reflect, and I came to the realization that if I had read and implemented the suggestions in the book perhaps I would have touched student’s lives on a deeper level, a long-term neurological life-changing level. My heart and intent were pure, but did I reach as many students as I could have? I have always been focused on getting my students to be interested in their studies and to give it their all. I’ve been told many times by them, “You do too much.” I took that as a compliment because I have always tried to motivate them to want to excel, not just in school, but in life. After reading Hammond’s book, I see that I must overhaul my thinking and my methods. By following the techniques suggested in Culturally Responsive Teaching and the Brain I can grow in my individual approach to each student and grow more confident that they can each reach and achieve their best.

Culturally Responsive Teaching is an emerging field that focuses on student cultural backgrounds and experiences in the development of pedagogy. According to Kea (2013) cultural difference is the single largest difference in U.S. schools and also the most neglected. The goal of Culturally Responsive Teaching is to provide an equal opportunity for all students to learn in school, regardless of their gender, social class, ethnic, racial or cultural characteristics (Banks 2005). Ladson-Billings (1994) suggest that the historic failings of educators in educating non-white students is that educators attempt to insert culture into education rather than insert education into the culture. In other words, educators are not providing an equal multi-culturally relevant education by bringing tokens of culture such as food, national flags, or maps from around the world into the classroom alone. Although these actions promote a sense of multiculturalism, an education that is relative to a diversity of cultures is not necessarily being provided. Culturally Responsive Teaching attempts to bring the various experiences of the student’s cultural home life into the classroom. Schmidt (2005) identifies seven characteristics that must be incorporated into curriculum in order to provide culturally responsive instruction. These characteristics are high expectations,

of certain cultures that are represented and if that affects their way of learning, will allow for

Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning (Ladson-Billings, 1994). This approach to teaching encompasses how knowledge is both communicated and perceived by the students. The teacher must have a good relationship with the parents, have high expectations, learn about their students culture, have culturally mediated student-centered instruction, willing to reshape the curriculum, and be a facilitator in order to accomplish this method of teaching. These are key points a teacher must be willing to do if they intend to be an effective teacher especially in a highly culturally diverse area like central

I aspire to help minority students excel in life. The current fundamentals of public school are not helping these students to succeed. The foundations of the school system need to change to reach these students. Making students lifetime learners is one goal that will help children of color. Another worthy goal is teaching student social-emotional skills to work through their problems.

In my assessment these students will be evaluated consistently my me and the instructors at Hillcrest elementary school. The students will be evaluated on how to continue his/her next steps within the school. Input will be given to the student at the school for data so they can learn more by adapting to their own personal experiences. I will first do a walk-thru of the classroom in starting my assessment. I will visually be able to check on my student’s progress and really understand the students. Next I will use a checklist to compare and see if the student is progressing or not. Criticism feedback won’t be seen as a problem but would be seen as a guide to understanding and achievement inside of the classroom. Lastly and most important I will give out a summative assessment to assess the knowledge of problem solving skills. The specific end goal is to persuade students to become long lasting learners inside and

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.

To build a culturally responsive pedagogy in response to the advancing technological era, educators can promote individuals through curiosity, creativity, and critical thinking. Likewise, it can close the gap for low income families and students of color (Beerer, n.d.). Additionally, as students utilize digital resources, they are being prepared for success in life.

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

After reading Geneva Gay’s article Preparing for Culturally Responsive Teaching I realized my pedagogy is culturally responsive in many ways. For one, I always

A culturally responsive environment in the classroom is essential in building the bridge between home culture and a school culture. Also it is vital to ensure that all students are able to succeed by incorporating and understanding students cultural beliefs and practices. As becoming a culturally responsive teacher means being able to appreciate, understand, and work with children and families from different cultures. ( Coleman, p.177). Developing a positive mind set and the reality check #2: Teachers need not give up on their own family values in order to resect the family values of others.( Coleman, p28). It is important to be open minded to other people different family structures and beliefs.