Culturally Responsive Coaching

Cultural Competence is a complicated assimilation of education, beliefs, and experiences which would strengthen communication and efficient interaction cross-culturally. However, culture is defined as one way of life. It is not defined by race, language, food, religion, and ethics. With a job that involves constant involvement or entanglement with different culture, it is important for cultural competence. To be cultural competent is the ability to know one difference but still understands, respect, and safeguard the individual right to self-confidence, self- interpretation and status. Nevertheless, working with people of different cultural diversity might be difficult especially it differs from our own core culture. Therefore to prevent bias

Becoming a culturally responsible educator is at the forefront of education to help reduce the disproportionate representation of students of color (Dray, Wisneski, 2011). Establishing and maintaining classroom management for many educators can be difficult when the student comes from a background unfamiliar to the teacher. Issues arise when a teacher tries to make meaning out of a concerning behavior from a student who, the teacher has a cultural disconnect. Teachers rarely know how diversity affects how they interpret students’ actions and the way they interact with their students. Teachers may misinterpret a cultural difference as lacking self-regulation. If the teacher is in a low socio-economic community, then that one student can turn into the majority or the whole classroom. This can lead to a mishandling of classroom-management. Dray and Wisneski (2011) agree that diversity is not problematic, but it is the response of the individuals and institutions to diversity that can be problematic. An effective teacher must be culturally responsible, maintain quality teaching, and establish clear classroom routines to manage a student-centered classroom.

Journal Post 1: Five elements As an ESL instructor, I teach a diverse classroom full of migrants with a variety of backgrounds. It’s as multicultural as a classroom can be! I try to incorporate my students’ cultures into our lessons. After all, everything we know and understand comes from the lens of our culture. Take for example our own education. Think about how much influence our point of view had on our education. Now, how much is our point of view affected by culture? I try to be as culturally responsive as possible. However, I know that there is always room for improvement.

Analyzing Cultural Relevance in Instruction Currently, general education classrooms have increasingly become diverse with both disable students and students from different linguistic and cultural backgrounds. In order for educators to ensure that they effectively teach these classrooms, meet the needs of each student both successfully and individually, effective research that is based on strategies need to be implemented. The U.S. Department of Education suggest that, the current school-age population is becoming more diverse as time passes, yet, majority of the teachers in these schools are white non-Hispanic women. According to another report by The Condition of Education in 2006, American schools are portraying increased diversity and growth. The report suggested that, forty two percent of students in public schools were ethnic or racial minorities in the year 2003; this increased from twenty two percent since 1972. Owing to these reasons, teachers in these schools are expected to educate a diversified class of students including those that come from diverse linguistic and cultural backgrounds. Teachers are therefore, required to implement a number of key strategies that will ensure that every student in specific classroom feels that he or she belongs there (Worrell, 2010).

Culturally Responsive Teaching Jake D. Arneson University of Nebraska-Omaha Culturally Responsive Teaching 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,

Culturally Responsive Teaching: Valuing students from all backgrounds 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.

Arthur H. Woodard, Jr., MSW Soulhelp@me.com Jim Wuelfing, NRPP Jim.Wuelfing@gmail.com  Name?  From where?  Doing what?  Why here?          Respect Be open Self-responsibility Participate at your own comfort level Take risks Confidentiality Practice good listening “Ouch” rule “Stretch” rule  In small groups, please discuss the following: ◦ What personal lessons did you take from yesterday’s training? ◦ What connection might they have to your becoming culturally competent with any special population? ALLIES CO-CREATING

In order to be a culturally competent practitioner, educators and families could start with critical reflection on attitudes and values and or the ways in which children respond to diversity within their community. An educator could find out about family practices and cultures, and include resources, experiences and strategies that

This article elaborately explains the process of becoming culturally competent. It states the stages of development as Denial, Defense, Minimization, Acceptance, Adaptation, and Integration, respectfully. The article goes in depth on each stage of development, the first three being stages in what is termed “ethnocentrism” and the last three being stages of “ethnorelativism”. While the different stages are being discussed, the author presents examples of each and emphasizes the fact that American’s are not the only people who go through these stages when becoming more culturally competent.

The American Academy of Family Physicians website defines cultural competence as: "A set of congruent behaviors, attitudes and policies that come together as a system, agency or among professionals and enable that system, agency or those professionals to work effectively in cross-cultural situations. The word "culture" is used because it implies the integrated pattern of human thoughts, communications, actions, customs, beliefs, values and institutions of a racial, ethnic, religious or social group. The word competence is used because it implies having a capacity to function effectively."

Cultural competence and ethical responsibility of counselors is an issue that holds increasing importance. To be both multicultural and ethical is increasingly challenging. The population of the United States is changing quickly from a predominately white Caucasian society to an ethnically diverse society`. The Hispanic population, which represented only 9% of the population in 1990, is projected to increase to about 25% of the population by 2050. The number of African Americans, Asian Americans/Pacific Islanders, and American Indians/Eskimos/Aleuts will continue to increase as well (Aponte & Wohl, 2000). It has been predicted that Whites, who made up three fourths of the U.S. population in 1990, will no longer be in the majority by the

Critical analysis of your own values and beliefs and the assumptions that are made is the first step to becoming culturally competent. It is an ongoing learning process. In practice, it involves talking with families and learning what their culture, beliefs and values are and what aspirations they have for their children, how and what they expect their children to achieve and learn while at the centre. It involves looking at the broader community, what cultural groups are represented, looking at what diversity looks like in the early childhood centre and how the families and their culture is represented, and if it is not, looking for ways that it could be. It is having a commitment to ongoing learning, reflection and continued improvement.

Strategies of Cultural Competence Name Institution Date Cultural competence in nursing involves the application of skills, knowledge, personal attributes, and attitudes required by practitioners to maintain a respectful relationship with patients, co-workers, and other clients. Markedly, the essential components of competent cultural care in nursing includes cultural skill, cultural awareness, cultural encounter, cultural knowledge, and cultural desire. Cultural awareness involves an in-depth self-examination of one’s professional and cultural background whereas cultural knowledge includes gathering information of various ethnic and cultural groups. The ability of a nurse to acquire cultural data of a patient and perform a specific assessment of it is known as cultural skill. A cultural encounter is a process where nurses are involved in cross-cultural relations with patients from varying cultural backgrounds. The motivation to engage in cultural encounters and become culturally aware is referred to as cultural desire (Huber, 2009).

Pam: What is Culturally Responsive Teaching? Culturally responsive teaching is an educational theory that emphasizes the critical role that culture plays in the learning process. Below introduces this important and innovative pedagogical theory that is changing classroom curriculums and teaching styles.

Myra Munroe Education 311 Article reflection 2 Article Topic: Culturally Responsive School Leadership February 22, 2017 TEP Outcome 2: Culturally Responsive Leadership TEP outcome 2’s purpose is to inform teachers and prospective teachers about culturally responsive leadership and responsibility. The article that I have chosen introduces us to information about making the “Entire school environment responsive to the needs of culturally and minoritized students. The discussion around clarifying strands—critical self-awareness, CRSL and teacher preparation, CRSL and school environments, and CRSL and community advocacy.” (Khalifa, M.A., Gooden M.A., Davis J.E., pg. 1272) Through research and development a series of new and specific strategies