Culturally Responsive Framework

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

Today’s classrooms are becoming more and more diverse with students that have disabilities and those that come from different cultures. It is important for educators to ensure that their teaching strategies are appropriate for all of the children in their classroom. When it comes to the classroom there can be many cultural challenges that educators will have to address to ensure that all students are growing and developing appropriately. Educators need to make sure that they are capable of addressing each of their

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.

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,

Upon hearing the word culturally responsive classroom one envisions a class where the teacher “emphasizes a comfortable and academically enriching environment for students for all ethnicities, races, beliefs, and creeds.” (Lynch, Matthew 2011) Yet in reality most classrooms and schools are not culturally responsive in my area. Most schools are doing the best they can to differentiate instruction as well as make modifications and/or accommodations. However, as the number of diverse students rises, it our responsibility to educate ourselves on being culturally responsive.

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

Classrooms will be filled with a variety of students coming from many different cultures and backgrounds. Teachers need to acknowledge each student will be different in this aspect and will have had different experiences in their lives. As the class moves forward, the goal is to provide students with the same experiences, just with through different lenses. To do this, the classroom must have a strong sense of community and a

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

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,

To effectively reach all learners from diverse backgrounds, it is imperative that implementation of the content reflect and relate to students cultural background (Woidkowski & Ginsberg, 1995). Culturally responsive teaching is multidimensional including curriculum and instructional practices as aforementioned however; failure to address teacher-student interaction, classroom climate, performance assessment, and overall school culture will lead to a fractured approach (Howard, 2012). Wiodkowski and Ginsberg outline a framework for culturally responsive teaching focusing on motivational conditions related to respect, choice, rigor, and competence. This framework included establishment of an inclusive setting so all members of the community feel included and respected, development of positive attitude towards the learning experience through personal significance and choice, creation of challenging work that creates values for learning new material and having been exposed to the growth experience (Woidkowski &

Educators must focus on creating culturally responsive learning environments and practices to prepare all students for success in the 21st century. This responsibility requires teachers to recognize the cultural, linguistic, and gender differences among students in order to promote effective communication, build collaborative relationships, and tailor instruction that supports learning. To accomplish this goal, one must examine his or her personal values or belief systems in an effort to eliminate any bias that may be aimed towards any specific group (Dray, & Wisneski,). This self-examination is critical because it can impede one’s ability to understand students who behave differently as a result of his or her cultural and linguistic backgrounds. For example, educators may make inappropriate placement

Jacqueline Jordan Irvine starts off the video talking about culturally responsiveness and how people react to it. She talks about the reason that people relate everything to culture. World views, beliefs, language, values, morals, and more. Geneva Gay says that culture is a filter that we, as humans, make sense of the ordinary things. She says that culture can be grouped into two categories: visible and invisible. Visible culture relates to craft, music, art, and technology. They are considered important according to Geneva Gay, but she thinks the invisible cultures are more important. The Invisible cultures consist of values, beliefs, feelings, opinions, perspective and assumptions. The video then asks the question “Why is culturally relevant

At Edina High School I participated with the Culturally Linguistically Responsive Cohort where I developed skills by employing new culturally responsive strategies in my classroom. The programs are designed to bridge all cultures of learning. Moreover, I strive to construct a community of learners in my classroom by building on one another and personalizing our learner. Throughout this year I have learned to utilize techniques such as; call and response, fishbowl, campfire discussion, jigsaw, pass it on, shout out’s, round robin, and teacher read which have assisted in my students learning and my own growth as a

As an educator it is important to be aware of the various learners in the classroom as well as being able to shift lessons accordingly to adapt to a greater number of students. In addition it is essential that culturally responsive practices is adapted in the classroom in order for all students to have a sense of belonging and are able to participate. For this reason, a teacher must actively use culturally responsive practices to engage students and their families because it helps to develop a relationship and maintain a level of communication. Learning “facts” about different cultures is not enough, it is more important that we make

Some teachers assume that students have been taught to respect other cultures. Educators are charged with the responsibility to explicitly teach, model, and consistently promote respect for diversity within schools. This can only be done if teachers are culturally competent, sensitive to the culture within their classrooms, and school community. There are various levels of cultural awareness and sensitivity. When teachers explore their own culture and those of others, they become more responsive towards identifying and addressing students' learning needs. Villegas and Lucas (2007) listed the following as six qualities of culturally responsive