Reflective Reflection

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,

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

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

For the purpose of this paper, I have read three different articles that all talk about the common theme of being culturally responsive in the classroom. They also touch on the issue of social justice oriented classrooms. From these articles I will share what I have learned and how they tie into my life as I enter into my teaching career and become a culturally responsive teacher that makes sure to follow social justice.

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,

My strengths as a teacher are utilizing culturally responsive pedagogy, using data to inform decisions, and building community in my classroom. Culturally responsive pedagogy is evident by my desire to educate the whole child. I make an intentional effort to get to know my students and their families so that I can incorporate each culture in my classroom. I use this as method to support and nurture my students socially and academically. This practice is also used to adapt and meet the needs of the students in my classroom.

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

Standard A: Culturally-responsive educators incorporate local ways of knowing and teaching in their work. (ACEI 3.2) (ABTS 3)

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.

From January 12th through February 23rd, I observed Mrs. Nelson’s 5th grade classroom for a total of 10 hours. Mrs. Nelson’s class is located at Nielson elementary school in Galesburg, Illinois. Mrs. Nelson’s teaching style has helped me discover new ways to promote different types of meaningful learning and culturally relevant and responsive teaching in the classroom. Throughout this paper, I will identify the ways in which Mrs. Nelson has used these methods in her classroom by providing examples. I will also be discussing the best and worst tactic’s of culturally relevant and responsive teaching that she implemented.

The purpose of my research is to examine school leader’s perceptions towards cultural responsiveness and how culturally responsive practices can reduce disparities in school discipline? I became interested in my topic for a number of reasons. I’ve included some literature review that explains why my topic is important to society. Following that text, I will elaborate on why I am fervent about my topic from an individual perspective.

In order for teachers to create a learning environment that is culturally responsive to each individual student, a teacher must learn the student’s funds of knowledge. The importance of learning the funds of knowledge of your students is crucial. A teacher can approach learning more about a student’s prior knowledge and culture in a variety of ways, including, instructing personal interviews with questions about their personal life such as what are the most important things in your life. Another way to discover your student’s funds of knowledge is by placing yourself in their shoes and doing a school and community walk through. You can also be provided with more insight into your student’s lives by conducting an adult interview from someone that also lives in the same community. In order for me to create lessons and classroom practices that are culturally responsive is by discovering my student’s funds of knowledge. I am at Blackwell Elementary School, which is located in Marietta and is apart of the Cobb County District. After having the students create heart maps and interviewing them, doing a school and community walkthrough, and talking with an adult, I was greatly impacted by all the new information and perspectives I learned. Without going through this process to obtain the information, I would have no knowledge on my students or the community surrounding Blackwell besides what meets the eye. This experience impacted my own thinking about the school I am working in for

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.

By trying to see someone else’s culture through their eyes I need to be curious and introspective. Teachers that are culturally responsive strive to learn about themselves, their culture, and how their beliefs and experiences influence their perceptions and interactions with their students (Rosenberg, Westling, & McLeskey, 2011). I would like to work toward all of my students gaining resilience within my classroom. According to Rosenberg, Westling, & McLeskey, the real goal of helping students is to develop their capacity to be resilient. This will help students to succeed despite adverse circumstances and challenges (pg. 65).