ipl-logo

Culturally Responsive Teaching

386 Words2 Pages
As a second grade classroom teacher, I believe it is important for other educators to be aware of culturally responsive teaching which is closely related to multiculturalism. Culturally responsive teaching is pedagogy aware of the importance of considering the students’ culture in their learning. America’s educational system was built on a foundation of inequalities. There were many social and racial injustices in our history of education. These same inequalities are still around in the present day. We must break the chain and teach in all fairness for everyone to be successful. As teachers, we must teach the whole child and all children. This would be taking in consideration the variety of cultures in one class when creating lessons
Show More
Related
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.

Read More
1395 Words | 6 Pages

Hilliard suggests that “African American children need to learn languages and content other than that which they may have learned up until now” (Delpit, L., & Dowdy, K., 2002, p.91). This means that educators need to reevaluate teaching practice and the assessment process to fit the needs and promotes African American children’s culture experiences. Provide learning materials that compare their culture with other ethnicity and cultures. According to Darling (2010) “Both segregation of schools and inequality in funding has increased in many states over the past two decades, leaving a growing share of African-American and Hispanic students in highly segregated apartheid schools that lack qualified teachers;

Read More
1875 Words | 8 Pages

Academic Summary of “Acting on Beliefs in Teacher Education for Cultural Diversity” By Gay (2010) The article “Acting on Beliefs in Teacher Education for Cultural Diversity” by Gay (2010), who is a Professor at University of Washington in Faculty of Education, focuses on educating teachers for cultural diversity in classroom environments, which is frequently discussed but not a well-developed topic. According to Gay (2010), the society we live in has a huge impact on our lives, although we try to ignore or minimize its effect on educational area. There is a huge Eurocentric emphasis in the educational setting that affect students from culturally, ethnically and racially diverse backgrounds, and because of this she thinks that some major changes

Read More
3061 Words | 13 Pages

2.2.5. Cultural diversity in Classroom: There are various cultural differences that teachers are likely to come across culturally diverse classrooms including Gender, Age, Cognition, Norms, beliefs, Primary language, Exceptionality, Cultural heritage, Socio-economic status, Opinions, ideas, Attitudes, Expectations, Behavioral styles, Geography, Learning styles, Communication Styles, Decision making styles, Ways of Communicating Non-verbally, Ways of Learning, Ways of Dealing with Conflict, Ways of Using Symbols and Approaches to completing tasks etc. According to Pratt-Johnson (2005), there are six basic cultural differences that teachers are likely to encounter in the culturally diverse classroom. Familiarity with these differences will begin

Read More
684 Words | 3 Pages

Research shows that student learning is mediated by culture, language, and other socially constructed factors; students are best understood in relation to their environment. Emily Bonner’s 2014 article represents the conclusions of a study concentrated on analyzing pedagogical practices of successful mathematics teachers in classrooms with high populations of traditionally underserved and diverse students. The study reports on the general themes and practices of culturally responsive mathematics teaching (CMRT) that have been discovered from several years of data collection from three different mathematics classrooms. “In the mathematics classroom, mathematical knowledge and an individual’s relationship to mathematics are influenced greatly by the individual’s experiences with mathematics, many of which have been framed by teachers” (Bonner, 2014). Grounded Theory was used to gather and evaluate data from three mathematics classrooms in assorted settings, each of which was tenanted by underprivileged and diverse students.

Read More
534 Words | 3 Pages

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

Read More
1327 Words | 6 Pages

We will attempt to critically examine the forms of racism and classism experienced in the classrooms today, and seek out a solution to lessening these forms of injustices in school communities. Firstly, this is related to education in that the act of treating someone differently, usually in a negative manner, is still

Read More
498 Words | 2 Pages

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.

Read More
614 Words | 3 Pages

They have to make their classroom sensitive to multicultural students. A multicultural teacher is a teacher who is aware in students cultural, ethnic, social, emotional, and cognitive needs. These types of teachers should use effective communication. (Chapter 8: Qualities of Culturally

Read More
1390 Words | 6 Pages

To resolve these relating to segregation and educational inequity, educators must face racism upfront. Educators have to confront their own, sometimes unmindful, racism, and then move toward integration that will lead to a better cure of racism or at least a prejudice reduction. Important aspects of a multicultural curriculum include critical thinking, emotional intelligence instruction, character, moral education, peace education, service learning, antiviolence education, and the comprehensive of education etc. Sandra Parks, a successful educator, believes that by adapting the curriculum and by addressing expressions of racism, schools can help students improve to by understanding and dealing with other people, of peoples color and cultural differences. She believes that teachers have to show respect towards their students, their families, and their students' cultural backgrounds.

Read More
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.

Read More
1291 Words | 6 Pages

In other words, there is a bi-linear relationship between educational inequality and social-economical inequality that each can be doubled by the intensity of the other. In context of multicultural classrooms, also, inequality can be more observable. The first step to tackle with inequality in multicultural classrooms can be the study of social classes from different angles by educators and governments.

Read More
1075 Words | 5 Pages

Introduction Have you heard before about multicultural education?. In the last years multicultural education has been increasing in all the countries around the world, but the question is why this issue became so relevant and how this kind of education brings impact, rather positive or negative to students? Schools are being forced to change their method and increase the academic level because of multiculturalism. In this passage you would know about what is the definition of multicultural education in United States schools.

Read More
717 Words | 3 Pages

Teachers need to establish fairness and equality early on in classrooms in order for students to be comfortable and

Read More
1094 Words | 5 Pages

Creating a Multicultural Classroom Environment Multicultural can be described as a blend or a variety of different backgrounds, religion, beliefs, rituals, values, and traditions. Everybody is a part of at least one type of culture. Sharing these cultures with other people can be an amazing opportunity in the classroom. Students in America come from all over the world.

Read More

More about Culturally Responsive Teaching

Related Topics

Open Document