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Benefits Of The Culturally Responsive Framework

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The culturally responsive framework can be defined as one in which teachers are reflective of their own biases, consider themselves learners, and whose classroom activities and learning "promote engagement, enrichment, and achievement of all students by embracing a wealth of diversity, identifying and nurturing students’ cultural strengths, and validating students’ lived experiences and their place in the world" (Villegas and Lucas, cited by Samuels, 2018, p. 23). It also involves teacher flexibility and willingness to understand the backgrounds and experiences of students in the class, and respecting students' "funds of knowledge" (Moll, Amanti, Neff, & Gonzalez, 1992, cited by Ebersole, et al., 2015, p. 97). This framework could also be taken as meaning what Cullen (2016) refers to as "teaching for social justice," a framework in which teachers "focus on how what is learned can be used to address power and oppression in society" (p.185). According to Cullen, "Culturally responsive disciplinary literacy …show more content…

24). It also helps build a trusting relationship between students and teachers, helps students maintain their own cultural identity, encourages students to be open, and "imagine new possibilities... [and] establishes a classroom culture where students are willing to take off their masks" (Kafele, 2013, cited by Samuels, p. 25). But there are challenges to implementing this framework, as discussed by the respondents of Samuels focus groups. Concerns about discomfort, religious opposition, stirring up conflict among students, giving a stage for those who hold existing biases, reinforcing stereotypes, as well as practical concerns, such as "the demands and restraints of time and limited resources" (pp.

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Module 4: Case Study 1 Providing Culturally Appropriate Services in a Changing Community BreAnna Glenn HCA415: Community and Public Health Professor Gary Hanney November 6, 2017 Module 4: Case Study 1 Providing Culturally Appropriate Services in a Changing Community 1. Explain the meaning of cultural competence, its benefits and limits. Cultural competence means that an agency or individuals have the knowledge, skills.

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The remedy, creating an identity safety. This remedy gives the impression of creating a zone, which you are not bothered by any kind of triggers from a stereotype threat. This remedy could be achieved, when "being of importance" is encourage, and it also helps, but not truly required, a multicultural setting, where there are no true minority of ethnicities. Steele gives a situation on how, one could create an identity safety, "California,[...] the breakdown of students ethnicities was 33 percent Latino, 32 percent African American, 17 percent white,[...] and where the vast majority of t he students came from low-income families"(179) and "we would observe teachers in their classroom and measure,[...] their practices and as many features of their classroom culture as we could,[...] then see which practices and features enabled their students to feel more identity safety" (180). They view a multicultural classroom, then observed the teachers performance and the role of culture in the classroom.

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The first two chapters of this book deal with the mindset that we as teachers must have in incorporating the framework and pedagogy into our classrooms. In becoming a culturally responsive teacher you must look at validation, affirmation, building, and bridging. In validation, we have a responsibility to our students to legitimize their culture and language. In being a teacher, rapport I with your students is critical in your success for reaching your students.

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As an educator we should know and understand our own culture identity which is the first step to become a culturally competent practitioner. From that we will get to know how our cultural experience has moulded our own life which made us capable to acknowledge how these features impact on others. A culturally competent educator can communicate delicately and effectively with people who have different languages, cultures, religions, genders, ethnicities, disabilities, ages and sexualities and this educator will attempt to provide services which are consistent to the needs and values of the families and children by acknowledging them, and responding to them correctly. An Educator need to improve skills, knowledge, attitudes, perceptions and practices

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The three principles for implementing culturally relevant pedagogy are: 1. Students must experience academic success 2. Students must develop and/or maintain cultural competence 3. Students must develop a critical consciousness through which they challenge the status quo of the current social order (Coffey, 2008).

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In chapter twelve culturally relevant pedagogy is defined “an approach to education that requires teachers to be nonjudgmental and inclusive of students’ diverse backgrounds in order to be effective facilitators of learning in the classroom” (Wardle, 2013). Culturally relevant pedagogy has five elements: identity and achievement, equity and excellence, developmental appropriateness, teaching the whole child, and student-teacher relationships (Wardle, 2013). After watching Jeff Bliss video, from my perspective, the student expressed what he thought how teaching should take place in the classroom. Handing out packets and expecting students to learn on their own will never be how teaching should take place in the classroom.

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This creates a major cultural split between students and the teacher. It

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https://www.understood.org/en/articles/understanding-universal-design-for-learning Stanford, B., & Reeves, S. (2009). Making it happen: Using differentiated instruction, retrofit frameworks, and universal design for learning. TEACHING Exceptional Children Plus, 5(6), 1-9. https://files.eric.ed.gov/fulltext/EJ967757.pdf Vigil, K. (n.d.). What is Culturally Responsive Teaching?

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Build positive relationships with students will help establish a more comfortable classroom environment. Michie have put a great amount of effort at trying to get to know his students on a more personal level, such as through individual home visiting and personal questionnaires about each student’s likes and dislikes about school. In order for students to feel that the information is relevant to them, teachers should make connections and relate to real life examples. Michie uses his past classroom experiences to connect to his students and further sparks class discussion. Michie would try to relate to what the students were going through in their lives to get to know them better.

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ABSTRACT Culture is central to learning. It plays a role not only in communicating and receiving information, but also in shaping the thinking process of groups and individuals. Culturally Responsive pedagogy is a pedagogy that recognizes the importance of including students ' cultural references in all aspects of learning. Model Residential Schools are residential schools for Scheduled Tribes. Scheduled Tribes have an entirely different culture and tradition.

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Over the past four months, this course has been one of the most eye-opening experiences I have had during my first year of college. Although I have always realized the importance of being culturally competent in daily life, specifically healthcare, I was unaware of the many ways that cultural competence can be obtained. This class gave me the opportunity to view situations from a different perspective, especially through the weekly discussion boards and peer responses. Learning from classmate can teach more valuable lessons than listening to boring lectures or reading hundreds of pages in a textbook because it is easier to relate to experience rather than hypothetical situations. For example, one of the discussion boards asked us to detail

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A classroom should be filled with a wide variety of languages, experiences, and cultural diversity. An effective teacher understands the importance of culturally responsive teaching, and recognizes the significance of including students ' cultural references in all aspects of learning. Having an enriching classroom that engages all students does not mean making judgments about a student’s culture based on their skin color, gender, or socioeconomic status, rather it means knowing each student in a way that is individualized. According to the authors of The First Day of School: How to be an Effective Teacher Harry Wong, race, gender, religion, financial statue, and skin color is the least important factor determining a student’s achievement. Moreover, demographics and culture are not an excuse for students’ lack of achievement.

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The diversity of student backgrounds, abilities and learning styles makes each person unique in the way he or she reacts to information. The intersection of diverse student backgrounds and active learning needs a comfortable, positive environment in which to take root. Dr. King continues by explaining, “Education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals.” From back then to today’s society, kids are failing because they lack those morals that they need to succeed.

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IDEA lists three ways of being culturally skilled in the classroom. This includes the teacher being culturally alert in the class to connect the gap of learning about other ethnicities, learning to communicate to students in unwritten and non-vocal styles, and know the different views of the cultures, for example, skin-to skin contact, no communication, the clothing of the student, and simple gestures. This is important in my eyes because my school alone is very diverse, and I had my share of teachers that did not respect a certain students religion or culture. This upset me and made me want to learn more about different cultures and religions. It also leads me to want to work harder to become more culturally aware, and diverse for my future students and willing to do what I can to break down barriers that may be created by students of different cultures or religions.

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The teachers need to understand the instructional designs and how to apply these. In executing this effectively the learning process should expose the utilization of theoretical frameworks, student centered learning, collaboration, culturally fit (diversity), awareness of different learning styles and reflective practices (Tuitt, 2003, p.251- 253). With this we can be sure that every child can learn every child must learn with inclusive pedagogy through accessibility of

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