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The Importance Of Culturally Responsive Teaching

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In the year 2000, culturally responsive teaching connects students’ cultural knowledge, prior experiences, and performance styles to academic knowledge and intellectual tools in ways that legitimize what students already know. By embracing the sociocultural realities and histories of students through what is taught and how, culturally responsive teachers negotiate classrooms cultures with their students that reflect the communities where students develop and grow. (Kozleski:
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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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217 Words | 1 Pages

For the cultural immersion experience, the culture I will be focused on is the Native Hawaiian and Pacific Islander culture. While I do not usually have any personal difficulty with this population, there sometimes can be animosity towards White people in our community if they do not respect the Native Hawaiian and Pacific Islander culture. Therefore, sometimes, Native Hawaiians and Pacific Islanders lump White people into one category of “not caring”. This could make it difficult to work with students from this cultural background if they see me as a White person that is uncaring. Although, through building rapport with students, being genuine, and advocating for them, I will be able to show students that I do care.

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567 Words | 3 Pages

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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922 Words | 4 Pages

In most situations, there is a cultural difference in the social and cultural norms (such as personal values and appropriate ways of communication) between the teacher and the Aboriginal children in the class. Malin believes that many teachers have subconsciously developed low expectations of the social and academic potential of Aboriginal children, which can cause a severe lack of positive relationships between the teacher and children (1994). The main point or message that I took away from the article is that to reduce the amount of Indigenous children dropping out of school early, and to increase the level of achievements in school for Indigenous children, teachers need to display more responsive behaviours when teaching. I believe responsive and culturally competent teaching is important for the benefit of all children, especially children from culturally diverse backgrounds, as they are usually behaving in the way that is appropriate in their culture. Unresponsive teachers can misinterpret these behaviours which lead to a multitude of issues for everyone

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162 Words | 1 Pages

1. Ms. Allegra needs to consider that the rules she set forth are define the behaviors that she wants the children to demonstrate, and that the behavior expectations are general guidelines for children’s expected behavior and apply across all settings. Ms. Allegra need to make sure the rules are age appropriate and culturally responsive. The age appropriate rules, that the teachers must consider typical behaviors of children in the age group with which they are working and what the children can understand.

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513 Words | 3 Pages

In addition, the second artifact I have chosen in alinement with this standard is the Culturally Responsive Teaching assignment that is a collection of five papers that recognize the importance of including students’ cultural references in all aspects of learning. The similarity between this artifact and the standard is that I understand that learners bring assets for learning based on their individual experiences, abilities, talents, culture, and funds of knowledge. This artifact best supports outcome 2(j) Essential Knowledge: Learners Bring Assets for Learning and 2(c) Performances: Build on Prior Knowledge and Experiences. I wrote about the importance of learners’ prior knowledge and I realized every student brings assets for

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1041 Words | 5 Pages

From experiences with my parents, and those growing up around me, our parents held a certain type of cultural capital, or societal resources, which garnered them knowledge sets and access to certain resources (Bourdieu, 1986). It is apparent that the educational system values the cultural capital students have gained from “white, middle or upper-class resources,” and considers those without these knowledges “deficient” (Yosso, 2005, p. 81). Within higher education, this may still be the case. In my experience as a Peer Advisor, I had a multitude of different students with varying identities.

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2036 Words | 9 Pages

Spanish is the most common language that English Language Learner (ELL) students speak or understand, and is quickly becoming an important language in the United States of America (US). (López & González-Barrera, (2013). Massachusetts is home to a large and growing population of Latino ELL students (Fry, & Gonzales, 2008, Rennie Center, 2007). These students come from diverse national, socioeconomic and linguistic backgrounds. Some may be highly educated, others may have had very limited or no formal education.

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1643 Words | 7 Pages

Bourdieu (1986) has a wide variety of capitals and he states that capitals come in three fundamental ways, as cultural, social and economic. (Bourdieu, 1986). Bourdieu’s best known concept is cultural capital and it exists in combination with the other forms of capital. “It cannot be understood in isolation from the other forms of capital, economic, symbolic and social capital that together constitute advantage and disadvantage in society”. (Bourdieu, 1985 cited in Reay, D., 2000 p.569).

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520 Words | 3 Pages

“So any citizen of this country who figures himself as responsible—and particularly those of you who deal with the minds and hearts of young people—must be prepared to ‘go for broke.’” This statement, by James Baldwin (1963), captures the essences of my work in the field of education: to be an advocate for equity and to impact the next generation of social justice leaders. My personal and professional experiences have cultivated in me a passion to teach from a culturally responsive perspective. I desire to create a dialogic space where students can become agents of their own learning who understand themselves as cultural beings and are empowered to develop practical skills around the socio-cultural and personal commitments they bring with them to the classroom. I believe a successful course is grounded on a structured and well-developed course syllabus.

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1264 Words | 6 Pages

RE including teachings which focus on the major world religions as well as Christianity which demonstrates that RE contributes to the cultural development of students. According to Ofsted, cultural development is about “pupils’ understanding their own culture and other cultures in their town, religion and in the country as a whole” (Ofsted, 2004, page 51) in order that students come to “value cultural diversity and prevent racism” (Ofsted, 2004, page 51) at a local and national level. RE enables students to learn about other cultures, which according to the DCSF (2010, page 8) “teaches pupils to develop respect for others” and “prompts them to be aware of their responsibilities” towards others and shows them that religion and culture are two

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1196 Words | 5 Pages

“The Humanities subjects provide powerful incentives to explore the rootedness and interrelatedness of all things, situations, concepts and values. In this way, they make a major contribution to critical thinking.” (United Nations Educational, Scientific and Cultural Organisation, 2009:116) Within the relation to teaching and learning in a Primary School, Grigg and Hughes (2014) argue that there has always been an important focus around the Humanities subjects (History, Geography and Religious Education) because if well instructed the subjects can teach children about the wider world and promote their ‘spiritual, moral, social and cultural development’.

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323 Words | 2 Pages

My personal philosophy of multicultural affairs in higher education is predicated on the idea of multiculturalism being a key construct of the foundation of the greater college community. Multicultural education should be engrained and indoctrinated in inner workings of every institution of higher learning. Multiculturalism and its elements should impact higher education directly in the following areas: I. Curriculum – Multicultural Education should be an infused in the pedagogy of all faculty in higher education. Curriculum should reflect a well calculated balance of cultures, perspectives, and theories that accurately reflect and include diverse views and experiences. II.

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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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832 Words | 4 Pages

Cultural sensitivity training is often offered at school to make students culturally aware of both themselves and the population with whom they will be Summary According to Susana Rinderle, The "we should be more sensitive to them" conviction is incomplete and unnecessary. The statement

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