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Culturally Responsive Teaching Strategies By Krisin Burnham

786 Words4 Pages

Engaging in a teaching style that is culturally sensitive allows students to share their varied cultural backgrounds. Culturally Responsive Teaching (CRT) encourages an inclusive classroom environment by implementing students’ cultural understandings into the curriculum. This method of teaching recognizes and heavily values the diversity of its students, which then makes them more excited to participate in learning. A sense of belonging is fostered and the gap of achievement inequalities is closed by the teachers' acceptance of diversity (Solomon, 2023). All in all, CRT sets students up for success both in the classroom and in a diverse community. As a young teacher, I always struggled to find the best way to teach my students in a way that …show more content…

Unlike traditional teaching methods that might not accurately represent the different experiences and cultures of students, CRT values and acknowledges the cultural backgrounds of its students in every classroom. Engaging students’ previous understandings, contextualizing learning, and encouraging them to utilize their heritage in the classroom helps teachers and students develop close relationships. In short, CRT aims to ensure that the knowledge and skills that students develop in the classroom are reflective of their cultural backgrounds and identities. Rather than using a rigid, potentially counterproductive teaching approach, CRT takes into account the varied backgrounds and ways of thinking present within the classroom. Therefore, it incorporates material that students are already familiar with and understand into lessons (Burnham, 2020). Activating students’ prior knowledge, according to Burnham, happens when culturally responsive teaching recognizes and builds upon students’ life experiences, cultural diversity, and preexisting knowledge to promote previous …show more content…

In addition to helping students use their existing knowledge, teachers should also support them in making the most of their cultural heritage. Culturally Responsive Teaching appreciates student guidance and pushes students to take a more active role in their education. By sharing their cultural experiences, viewpoints, and thoughts, students are given an opportunity to take responsibility for their academics and make significant use of their cultural diversity. It is important to cultivate an inclusive and diverse classroom. Using culturally responsive teaching techniques helps minority students validate their experiences in and out of the classroom. Teachers are able to seek a more dynamic and extensive educational experience for their students. “When you have a mixed classroom, you want those in the minority to feel like they are an expert. You want to draw from their experiences” (Burnham, 2020). The significance of creating an inclusive and empowered learning environment where students from minority backgrounds feel acknowledged, respected, and appreciated for their cultural competency is highlighted in this

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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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By recognizing and celebrating diversity in the classroom, educators can foster a sense of belonging for students from diverse backgrounds. Additionally, Christine E. Sleeter and Carl A. Grant explores different approaches to promoting equality through multicultural education in their book "Making Choices For Multicultural Education." By examining race, class, gender, and other intersecting identities within the educational system, readers are encouraged to critically reflect on how these factors can impact students' experiences. Overall, educators need to create an inclusive learning environment that values diversity and empowers all individuals to thrive academically and personally. Through a deeper exploration of these themes in education, we can work towards creating a more equitable society where everyone has access to quality education regardless of their identity.

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Chapter 3 provides an in depth summary of culturally relevant teaching practices. The chapter opens with a discussion of how teachers view themselves, their students, and their students’ parents. Teachers are reluctant to acknowledge racial differences in their classroom, insisting that they “don’t see color.” When asked to explain inquities between African American students and their peers, many individuals site slavery, but if teachers are only viewing their African American students as the son’s and daughters of slaves, what does that say of their expectations for those students. Furthermore, teachers who adopt this “color-blind” approach are admitting to not accounting for differing races and cultures in their teaching and curriculum.

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These principles guide teachers to teach students about their culture to encourage them to embrace and maintain their “cultural integrity” (Coffey, 2008). Cultural integrity is important to instill in children of color because it allows them to see the value and pride in their culture. Lastly, students should be

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Culturally Responsive Instruction Teachers will gain access to a student culture, and incorporate it in the lessons they teach. This can increase the success of the ELL student(s). Offers an open-minded classroom.

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These benefits include increased student engagement, motivation, and academic achievement. The review also identified several strategies that educators can employ to create culturally responsive learning environments, such as incorporating students' cultural backgrounds and experiences into the curriculum, using culturally relevant instructional materials, and fostering positive relationships between students and teachers. One of the key arguments presented in this review is that culturally relevant education has the potential to bridge the achievement gap for students who have historically been marginalized in the education system. By tailoring instruction to meet students' unique needs and cultural backgrounds, educators can create an inclusive and equitable learning environment. This approach not only enhances students' academic outcomes, but also promotes their overall well-being and self-esteem.

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CLR Teaching and Learning Book Report As I have read Culturally and Linguistically Responsive Teaching and Learning, by Sharroky Hollie, I now see how I can use this information to make connections within my classroom. This book has opened my eyes to see that a deficient mindset will create barriers in my future classroom. Having a CLR mindset will allow me to work with all students and their many different backgrounds. While I do not see my mindset as deficient, I did see that within these chapters I need to be more aware of the difference that could be in my classroom.

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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

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_____Be more specific about curriculum _____________ It’s time for us to create an education system that recognizes and celebrates the diversity of Native cultures and ensures that Native students feel valued, respected, and supported in their academic journey. Solutions 2 (1 12 pages) - Recruitment and Retention (and training) for Native Teachers. The first solution I am proposing today is the need for recruitment and retention of Native teachers. This is imperative for creating a culturally responsive and supportive learning environment for the students.

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It will help tribal students to understand and adjust with the civilized culture though their culture. Culturally Responsive Pedagogy also helps them to acquire knowledge by connecting curricular contents with their culture and daily life. It will results the educational process become meaningful for the students with diverse culture. It can conclude that cultural barrier of tribal students education can eliminate by introducing Culturally Responsive

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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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D. Matthew. "Promoting Respect for Cultural Diversity in the Classroom." The Huffington Post. TheHuffingtonPost.com, 07 Mar. 2012.

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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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Cultural sensitivity requires that teachers interpret their students' behaviors within the cultural context of the student. They understand the cultures represented in their classrooms, and reflect on the instructional implications brought about by this cultural knowledge. Then, they develop learning tasks that are meaningful to the student. I advocate for the statements presented in the reading: “Children whose language and culture correspond more closely to that of the school have an advantage in the learning process. Children whose experiences are devalued or unrecognized become alienated and disengaged from the learning process.”

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Teachers "You must go beyond and seek to understand the cultural context of each student" (Braley et al., 2016, pp. 259). Success looks different for each student and teachers should realize culture may be reflected in students' actions. Additionally, teachers may be teaching students at various comprehension levels and students with learning disabilities. In these instances, it is essential to learn about where difficulties lie for children and enhancing their learning by meeting them where they are with content they can

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