Culturally Responsive Teaching

Students need to feel accepted for who they are; which includes their culture, skin color, identity, and sexual orientation. Being discriminated against or experiencing bias in the classroom creates a place that is no longer safe for the student. In Layli Long Soldiers article, “Now, You Will Listen '' she tells a story about her daughter standing up and speaking the truth about how her teacher should be more culturally appropriate in the classroom. Layli Long Soldier expresses the heartwarming feeling that she experiences from her daughter's strength to be able to defend and shield a culture that she doesn't even belong to. The courage it takes to be an ally at such a young age should be normalized.

(pg.80) Acknowledging and embracing a student’s racial or ethnic background is important, but it is just a piece of the educational puzzle. Effective teachers must be culturally responsive, with fine-tuned classroom management skills, and high expectations for all their students. It is crucial for an effective

We are in such a judgmental society with so many labels. It is our jobs as educators to make sure that our classrooms are set up for all of our students. Our students need to have equal access and opportunities for education. It is our job to breakdown the barriers of diversity that our students are challenged with. Race, culture, religion, economic status, and much more are going to play into what our students bring to the classroom.

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;

Williams highlights the importance of acknowledging and respecting the cultural identities of students and avoiding stereotypes and generalizations. The third step, analyze, involves critically examining teaching practices, curriculum, and assessments to ensure that they are culturally responsive and inclusive.

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

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

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

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.

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

As Gay (2010) states, although cultural diversity is seen as a positive and valuable in theory, it is often seen as a threat and tried to be eliminated in real life; and because of this reason teachers mostly deal with aspects of cultural diversity that won’t cause trouble for them. However, I believe that if a person chooses to be a teacher he / she has to have some responsibility to the society to be genuinely sensitive about these issues and has to act to promote acceptance of cultural diversity both in the society and in the education area.

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.

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

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.

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.