Culturally Responsive Teaching In Teaching

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.

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

The truth is, teachers may very well benefit more than anyone from its implementation. It is very likely that teachers have preconceived ideas about certain backgrounds, whether that be students of low socioeconomic status or students of color. These biases often times affect how well a teacher will teach and how well the teacher’s students will perform. Culturally responsive teaching forces the teacher to get outside of their comfort zone to work with and support these students regardless of their beliefs. In addition, teachers find a greater purpose in their career than just educating when they begin to see students of various backgrounds merge and work with one another as a product of their instruction. Teachers may also find that students who previously acted out or caused disruptions in class are no longer doing so because they feel a sense of belonging and want to learn. The overall experience of being a teacher becomes more enjoyable and more meaningful when culturally responsive teaching is

As America’s racial and ethnic diversity grows and evolves, so also classroom instruction must evolve such that it meets the array of needs of students from increasingly diverse backgrounds. For example, the U. S. Department of Education predicted that minority student enrollment will grow in K-12 schools in America and become the majority in public schools. However, many students from culturally diverse backgrounds in urban high schools are failing high-stakes assessment tests (Achinstein & Ogawa, 2012; Bonner & Adams, 2012). Culturally Responsive Teaching Strategies (CRTS) are instructional strategies that address ways to teach students from culturally diverse backgrounds with the goal of improving their educational results. The National

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.

I would make to teaching about culturally responsive had to rule from the teacher. It plays to students in education for communicating are thinking process. Some understand to their student to get knowledge about the culturally responsive. Make sure to problems will give solving to creative get each other for teacher needs to learning. That one is Gloria Ladson-Billings made teaching cultural response needs information about teacher and students begins equitable to teams was explained in a classroom.

Culturally Relevant Education was created to reach out to students and to focus on educational needs. However, it has served well with higher education. It has become a benefit for students while gaining successful knowledge. Different higher education classes and programs are becoming more diverse. This encourages the professors to develop better teaching strategies and methods that are more effective with student learning. This specific pedagogy is helping our educators prepare for student engagement since diversity is becoming a big deal. Culturally relevant pedagogy and multicultural education must be more than a feel-good or obligatory addition to teacher preparation (Lynn, 2014, para.4). The main goal for educators is simply to

In this article summary, I answer the question of whether extra emphasis should be placed on culturally relevant curricula in schools. Using varied researchers in the field of education, I first examine culturally relevant curricula and how culturally and ethnically diverse students do not receive the curricular support they need. Since students do not live in a bubble, neither can the school curriculum be isolated from the lives of the students, so I also examine the relevancy of involvement with the students and how the knowledge gained can be used to adjust curriculum. The issue of cultural relevancy often comes up when students are not proficient but cultural relevancy also is involved when culturally diverse students are gifted, so I

You have some great ideas for lesson planning when it comes to culturally responsive teaching. Also, you are correct with stating that diverse students need to feel and know that they are part of the class community. I think having field trips during certain culture times is a great way for students to learn about how cultures are similar and different. I truly like that you would have parents come into the class when talking about families and culture.

Teachers need to acquire a knowledge base about ethnic and cultural diversity also, teachers need to learn how to convert this information into culturally responsive curriculum. Different opportunities for teaching cultural diversity can come up during the course of a student’s day.

The focus of this research is to explore the role of culturally responsive instruction and its effect on student achievement. Cultural responsive teaching has been described to some educators as the “pedagogy that empowers students intellectually, socially, and politically” to most students. In this particular setting, teachers are to teach, create curriculum and standards based on a way that is comprehensive to a student’s background. This means teachers are incorporating students’ daily environment and lives into the classroom, such as: language (slang), music, extracurricular activities, and students’ interest. Classroom management along with culturally responsive teaching is a highly effective way of not only increasing student achievement but also student engagement.

Most teachers in the United States are Caucasian English speakers who do not have much experience teaching students from other areas of the world. The cultural differences that this creates can often put teachers at odds with their students. Sometimes the cultural beliefs of the teachers may even clash with those of the students which can end up preventing the student from having a positive or successful learning experience. These diverse student’s cultural values, beliefs, and norms can be very different from those of mainstream American education and classroom etiquette and the closer the connection is between the teachers instructional style, the curriculum, and the student’s learning style, the better chance there will be that the student will achieve success in the classroom (Manning & Baruth, 2009).

Historically, diverse students have had to be bilingual and sometimes bicultural to be successful in mainstream American education. This paper deals with the increasing trend of culturally responsive teaching. The demands of a culturally and linguistically diverse (CLD) student are progressively being placed on the teacher. Presented in this paper, five articles, books, and journals have researched multicultural education and explain that students learn in different ways and teachers must respond adequately to understand the differences in learning. Also involved in culturally responsive teaching, is an effective classroom management plan. The class rules and procedures must provide a comfortable, safe, and academically enriching environment for all students and give them the equal opportunity to succeed. A culturally responsive teacher must focus on the perceived strengths and weaknesses of each student and effectively communicate between home and school.

The teachers of today do not reflect the student population of many communities nor understand the particular sociocultural practices of the school's surrounding community (Monash University, 2017). As our population continues to grow culturally and become more diverse, it is increasingly important to continually update our education system and school curriculum. In doing so, it allows teachers and schools to keep up with diversity changes and allow for future generations from all backgrounds to equally succeed in life, therefore creating culturally responsive teachers and classrooms is just the beginning to close the cultural divide within schools. In order to create culturally responsive pedagogy, teachers need to be sensitive to the cultures of their students and to use their understandings about how culture influences their learning in their day-to-day planning for teaching students (Stoicovy, 2002).