The Development And Implementation Of A Culturally Relevant Teaching And Learning Pedagogy

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 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

In today 's ever changing world teachers need to understand the importance of a multicultural education. It’s becoming essential to provide opportunities for their students to learn about the many cultures represented in america and the world around them. Studies have shown that by the year 2040 as surveyed by the U.S. census bureau, that “white non-hispanics will make up less than half of the school aged population” (Smith) Our country is ever growing and it doesn 't seem right to exclude cultural education to students when our nation was built by immigrants. Building curriculums that acknowledge different cultures,

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

Creating the opportunity for school culture will captivate that inspires children to dream and support learners to be successful. When students enter the classroom to expand their learning, they deal with positive learning that has an outcome that cultivate in classrooms to the highest level when children are appreciated and respected as teachers will have a rich cultural capital for families that gives an educational environment.

The district is committed to practices that will teach students to appreciate diversity and recognize its necessity in a democratic society aiding students in continuing the lifelong learning process. Priorities of this commitment include removing prejudice, cultural barriers, and discrimination that may occur regardless of intention or not. The district recognizes that students need to be educated about social justice and equity while learning to accept and respect those that are not the same as they are. To achieve this requires that the district’s faculty also treat students and each other with acceptance and respect. Students should be prepared to thrive in a society that is multicultural and interconnected globally. Lifelong learners need an appreciation for the various cultures and their innate differences which bring about greater problem solving when each group’s contribution may be

The article defined what it is to be culturally diverse as well as cultural competence as related to the growing population of students. This article also uses these terms to relate how education system is/is not culturally responsive to our students with challenging behaviors. According to the Carrero and Lusk, they researched key words regarding culturally diverse students with

Ultimately, if cultural competency and responsive training is not impacting school systems, then there is no purpose in continuing on in this professional development endeavor for administrators. Time, resources, and personnel could be designated toward more relevant and productive trainings. In the academic world, it is imperative that we discover and target programs and philosophies that support our mission of improving school functioning and student

Promoting diversity and equality in education is essential both for teachers and for students. The main goal of holistic learning is to create a classroom environment where each student can thrive in learning as well as understand that the individual characteristics are meant to make people unique and not different. This means creating a classroom environment that is inclusive of all learners. A teacher should design an environment that pays attention to the needs of students from diverse backgrounds including learning and assessment process that ensures that every student is given consideration in terms of accessibility and inclusivity. A diverse learning environment must also incorporate

There is a difference between teaching a course in which multiculturalism is the focus and incorporating an underlying multicultural, inclusive perspective into the classroom environment. Given that “there is no universal construction of a multiculturalism course that is perfect for achieving all goals for all students” (Henry, 2003, p. 26), finding a way to build a multicultural foundation for courses across the disciplines may be a better aim for faculty in higher education institutions. Multiculturalism is a concept that cannot be ignored in today’s society. It is real, it is related to the globalization of

The first step for me to become a culturally responsive teacher is to learn not to judge others. Working with students from diverse backgrounds requires us to question our reactions to families and students. We need to stop judging different as “abnormal” and embrace what the differences can teach us (Rosenberg, Westling, & McLeskey, 2011). Embracing the differences

Diverse students population in the classrooms face many challenges and difficulties from approaches, settings, teachers` attitudes, testing and the lack of a sensitive cultural pedagogy that would address their needs and backgrounds. It is important to implement a student-centered environment and ensure that each students is placed and tested appropriately(Mickler & Chapel, 1993). It is important to identify students` needs and be flexible in an exchangeable free democratic and

Research shows that professional training and support is needed for teachers to successfully implement culturally relevant pedagogy. Culturally relevant pedagogy requires teachers to have professional development and support for their teaching practice to be effective. Teachers who lack training and support are not able to address the academic achievement gap among culturally diverse students (Griner & Stewart, 2012, p. 589). Professional training and support is required for pre-service, beginning, and experienced teachers.

The article reviews the importance of establishing the ability of teachers to build cultural capability and how it is a critical part of their work in diverse settings. The author reviews how a science teacher’s experiences in building cultural capability in a diverse school. Culturally relevant pedagogy is used as an analytic tool to explain and uncover the ways in which the teacher develops cultural knowledge to maximize student learning opportunities (Milner & Tenore, 2011). The article is based on reviewing how a White teacher is able to build cultural understanding with his diverse learners due to him establishing a cultural competence and understanding of himself and his practices. The article reviews the teacher builds relationships with his students, how he extends his knowledge about how identity and race help him building a deeper cultural knowledge about himself, his students, and his practices (Milner & Tenore, 2011).

An example as to how culturally relevant pedagogy is an approach used to provide equitable educational experiences for all students is stated in the class text White Teachers/Diverse Classrooms. Culturally relevant teachers imagine somewhere in the classroom is the next Toni Morrison, or Benjamin Carson, which helps the teacher to feel with the student rather than feel for them. By doing this, teachers are able to