Double Sp 12

Cultural ideology strongly influences a student’s decision in regards to schooling and future opportunities (Lawrence et al., 2012, pp. 79-80). Whether students specifically choose otherwise; and the students run the risk isolation themselves from the cultural practices and expectations of his family and friends (Thompson, 2002, p. 8). Within the schooling culture a child will feel the same feeling isolated (Ewing, 2013, p. 85). As previously stated by the interviewee, parental input is a vital component. Discussing beliefs about cultural ideology with parents can be incorporated into the children’s

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

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

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,

Teachers must learn about their student’s cultures if they want to educate them to the best of their ability. Many of the students in culturally diverse classrooms will want to learn in different ways. Some will want to learn in pairs, groups, as a class, or just alone. If the teacher is educated in their culture then lessons can be adjusted to appeal to every student as much as possible instead of forcing some to forget about their culture and learn like others. Students from

Most of the students in my culturally diverse school enter my classroom with wisdom and knowledge from their home experiences that can be used to expand their learning even further. The positivity from the learning in my classroom are exponentially greater when my students feel the appreciation and respect that I have for the rich cultural value that their family contributes to the ever-growing educational environment. I believe that young children learn best in a relational, interactive mode rather than focusing on the simple rote instruction.

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.

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

In this week’s lecture notes and text, the topic of discussion is culture, namely the significance of culture and its implications to students today. Culture acts as a pair of goggles and it defines, not only what we see, but the way that we interpret what we see. When working with students, it is important to practice tolerance, appreciation, and acceptance for individual cultural differences. Furthermore, it is important to recognize that some students may have only experienced exposure to their own family’s culture and may be a little close-minded to the way others think and live.

I mentioned in my Journal 2 that my parents emphasized focusing on similarities you share with an individual rather than their difference. Though you have not been as exposed to many people from different backgrounds, it is important that note that you are open to learning more about different cultures. I firmly believe learning about those different than yourself is a way of growth both intellectually and socially. It is also important as future educators that we realize that our classroom has a possibility of being very diverse or lack diversity. Regardless, of the classroom racial demographics we must be able to effectively reach and teach every student. We must develop an equitable classroom on different spectrums and awareness of cultures is one to accomplish

Education that values diversity through multicultural education practices include students who come from a variety of socioeconomic backgrounds, their individual ethnicity, and gender. Teachers can improve relationships, views and connotations, and academic advancements through a variety of practices and strategies. Multicultural education encompasses empowerment of students and improvements towards relationships of students between different ethnic groups and cultures, and it involves practices such as culturally relevant teaching and issues-centered education approaches. Teachers can practice community relevant education to support students who come from low socioeconomic backgrounds to stay in school and continue their education. Culturally

Overcoming stereotyping is a challenge educators can encounter when it comes to ensuring that teaching strategies are appropriate for culturally diverse children. Some educators may compare one child to another child that comes from the same cultural background and use the same teaching strategy. One way to overcome this is to make sure that educators know each of the students individually instead of comparing one to another or relying on stereotyping. “To truly engage students, we must reach out to them in ways that are culturally and linguistically responsive and appropriate, and we must examine the cultural assumptions and stereotypes we bring into the classroom that may hinder interconnectedness.” (Teaching Tolerance, 1991) Once they know more about each of the students then they can avoid stereotyping and adjust their teaching strategy to meet the individual needs of the students in the classroom.

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

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