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Culturally Responsive Teachers

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Recommended: Addressing Cultural Diversity in the Classroom

According to Angelina Castagno ethnic studies professor at Northern Arizona University states, “Most teacher preparation programs focus on content/subject-matter knowledge, as well as procedural knowledge about how to manage one’s classroom and curricula”. Beginning teachers start off with just trying to command and manage their classroom than after that they begin teaching the content of their instruction. If you were to have a teacher preparation program just focusing on integrating the Dine culture and language your students would thrive better in the content knowledge. Should teacher preparation programs teach the pre-service teachers how to be culturally responsive teachers in Native schools? First of all, the article states that if …show more content…

Also implementing Dine culture and language into common core would help our community. For example some American Indian and Alaska Natives have started programs for highly qualified culturally responsive Indigenous teachers. As pre-service teachers we face certain challenges in rural Native schools due to schools not performing academically and changing midway into the semester. Another challenge Castagno states, “teacher preparation is largely controlled and facilitated by mainstream, predominantly White Universities that are set up to convey what is believed to be a sort of universally-applicable education”. From that the teacher’s coursework doesn’t relate to being culturally responsive. One way to help solve some of these problems was through the help of the Navajo Sovereignty in Education act of 2005 says the Navajo language is very important to the life, culture, and identity of the Navajo people. The pre-service teacher needs to know about the cultures and language, actually shown how to implement sovereignty and self-determination into their culturally responsive classrooms. Second of all, I do agree that teacher preparation programs should prepare pre-service teachers to be more culturally responsive.

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As argued by Whitley (2014), “many families may continue to fear an agenda of assimilation for their children and view educational institutions as perpetuating colonization, making the development of collaborative relationships with teachers and administrators even more challenging” (p.156). Over the course of my education to be an early childhood educator I’ve learned that a key factor of success in the classroom both academically and socially is family involvement. Therefore, if the families are apprehensive about the school system it is less likely that will get involved. Whitley, Rawana and Brownlee (2014) point out “Given the intergenerational effects of the residential school system in Canada, many families may view collaboration with school staff and a focus on success in mainstream, off-reserve schools with suspicion or as a low priority” (p.37). Residential schools although now closed are continuing to provide challenges for Aboriginal

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1791 Words | 8 Pages

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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92 Words | 1 Pages

Whatever the perspective, teachers can embrace different cultures in which children bring to the classroom their languages. Emmitt and colleagues articulate that children’s first language has differences in cultural context that can make meaning and reality. Thus, providing significant, authentic opportunities and a variety of goals into a diverse classroom can emulate real life literacy experiences. 2.1 Spoken English language variations Standard Australian English (SAE) is the variation of English amongst others recognized as the Australian official language, Fellowes and Oakley (2010). Subsequently, it is important that children develop competency in SAE.

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516 Words | 3 Pages

While reading the article "Teaching American Indian Studies to Reflect American Indian Ways of Knowing and to Interrupt Cycles of Genocide," it dawned on me that I am a non-Indian who has learned little to no information regarding American Indian culture. The little information I have gathered was either from an American textbook in elementary school or films like Pocahontas, which I assume does not depict the American Indian culture accurately. As I continued to read I was thinking that if American Indians are going to "function in mainstream culture" shouldn 't the culture they are mainstreaming into be knowledgeable about their culture? As a future teacher, I have learned that it is important for teachers to understand, appreciate and be

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991 Words | 4 Pages

i. The School and College Administration should be bound to Revise practices, policies, and regulations to ensure complete privacy and information protection while enabling a model of assessment that includes ongoing gathering and sharing of data for continuous improvement of learning and teaching. ii. The School and College Administration should design, develop, and implement learning dashboards, response systems, and communication pathways that give students, educators, families, and other stakeholders timely and actionable feedback about student learning to improve achievement and instructional practices. iii. The School and College Administration Should Create and validate an integrated system for designing and implementing valid, reliable, and cost-effective

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1284 Words | 6 Pages

The other issue is the government and other collegiate affiliations are not working with these people to improve their standards. It can be evaluated that when these people are not pushing themselves to expand that there are also no outlets in the government or schooling system to encourage these better behaviors. The Native American community if seen this way, it has probably also begun to see itself this way. They are not taking themselves seriously. When there is more for Native Americans to do, more ways to be involved, more ways to interact with the world in a way that causes others to learn about their cultures more in depth, they in return receive better education, that would be a main goal and a turning point in the conversation.

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698 Words | 3 Pages

The Navajo Nation extends into the states of Utah, Arizona and New Mexico. The Navajo language was used to create a secret code to battle the Japanese. They developed a dictionary and numerous words for military terms. The dictionary and all code words had to be memorized during training. Approximately 400 Navajos were trained as code talkers.

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“It is possible that interracial friendships are characterized by more conflict, especially for Black and Latino youth, because of different cultural attitudes about conflict within social relationships,” (McGill R, Way N, Hughes D, 2012, p. 732). Cultures are all different and each student does not know what each culture believes and practices. As a future teacher I plan on making my students more aware of the other cultures in the state and even in the local community. When I started my education courses I was asked to guess how many different languages are spoken in public school in Texas and the amount was huge. I

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564 Words | 3 Pages

Native American education has a low quality rate, is decreasing at a rapid rate, and have some of the lowest performing schools in the country . Native Americans are not getting the amount of school that other students get. There is a poor graduation rate and it has not has much progress in the last few years. The graduation rate has increased in the last few years, but lately, it has been at a stationary rate. Students of this ethnicity are getting poor educations and have a bad chance of getting chances of having a good life when they grow up, The number of native american graduates is very low and is pretty stationary.

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421 Words | 2 Pages

Hence, the Mississippi Department of Education (MDE) does not have a multicultural department within its association to provide leadership or supervision to the public schools in Mississippi (Mississippi Department of Education, 2017). Furthermore, pre-service teachers are not obligated to complete any specific coursework or have a multicultural understanding for teacher certification. According to Alvarado et al. , (2014), leaders in the multicultural teacher education believes pre-service teacher preparation programs must guide teacher candidates to reflect on their curriculum not only as being culturally appropriate but also as transformative, an educational understanding that focuses on social

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1727 Words | 7 Pages

(Lomawaima & McCarty, pg. 288) I think this is sufficient evidence to show that students who have value placed on their education as a tool to change their culture and their future. These authors would have been excited at the prospect of this change and the future of indigenous education. But as oppressive societies tend to do, further action was taken in order to ‘help’ the Native Americans, when in reality they were inflicting further damage unto these population. These authors would agree that the current state of treatment of Native American needs to be subject to reform, but Freire would be more wary of what kind of reform, or in his opinion revolution, needs to take place.

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517 Words | 3 Pages

This study will gather data from teachers who have been successful with Latino and African American students based state assessments. By studying the instructional practices of secondary school teachers who successfully teach children of color; it is the researcher’s hope to find instructional practices that can be

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406 Words | 2 Pages

Today a K-8 school located in Franklin, Wisconsin is offered to all Native students and provides a free tuition education to more than 350 students from all different tribes. As a future teacher, I will take in the knowledge shown about Native tribes and use it in my classroom. As a teacher if I come across having a Native American student in my class, I will do whatever it takes to help Native American students succeed. According to a recent study done in South Dakota and Montana “data reveals that the dropout rate among Native American students is high and high school graduation rate for Native American youth the lowest among various minorities” (Sorkness & Kelting-Gibson, 2006, p. 2). In order to see success in Native American students, it is

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698 Words | 3 Pages

It is evident racism continues to be an issue not only in our schools, but throughout daily encounters in society. Although I have personally overcome many obstacles that poverty stricken children face, I have also confronted racism while teaching on a Native American reservation. Nonetheless, those experiences provided me with a deep understanding of others needs and an immense desire to help those who are potentially at risk. Fortunately, I have a very diverse family with interracial marriages, providing me the awareness and the understanding of Native American and African American cultures.

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1024 Words | 5 Pages

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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