Culturally Responsive Learning Reflection

Culturally Responsive Teaching is an emerging field that focuses on student cultural backgrounds and experiences in the development of pedagogy. According to Kea (2013) cultural difference is the single largest difference in U.S. schools and also the most neglected. The goal of Culturally Responsive Teaching is to provide an equal opportunity for all students to learn in school, regardless of their gender, social class, ethnic, racial or cultural characteristics (Banks 2005). Ladson-Billings (1994) suggest that the historic failings of educators in educating non-white students is that educators attempt to insert culture into education rather than insert education into the culture. In other words, educators are not providing an equal multi-culturally relevant education by bringing tokens of culture such as food, national flags, or maps from around the world into the classroom alone. Although these actions promote a sense of multiculturalism, an education that is relative to a diversity of cultures is not necessarily being provided. Culturally Responsive Teaching attempts to bring the various experiences of the student’s cultural home life into the classroom. Schmidt (2005) identifies seven characteristics that must be incorporated into curriculum in order to provide culturally responsive instruction. These characteristics are high expectations,

Public schools are beginning to see a shift in demographics in the United States. There is now a culturally diverse student population and educators need to respond to this shift in order to ensure an equal education for all students. Culture aids in determining how students learn, and culturally responsive teaching is a way teachers can educate culturally diverse students and provide an equal education for all. Culturally responsive teaching is defined by Geneva Gay as using the various characteristics, perspectives, and experiences of many cultures to effectively teach culturally diverse students (2000). Culturally responsive teaching prepares teachers to work with and teach a culturally diverse classroom of students and allows teachers to create a classroom environment that is similar to their students’ home environments so students do not have to assimilate to the dominant culture or change from their home culture to their school culture depending on their setting (Brown). Multicultural education is not only important for ensuring equal education for all students, but also creates youth who will be able to function and be effective citizens in a pluralistic society (Gay 2003). In order to implement culturally responsive teaching, teachers must acknowledge potential biases and reconstruct their attitudes, create a diverse knowledge base, be caring and empowering, and create a classroom environment that is conducive to a culturally diverse

Upon hearing the word culturally responsive classroom one envisions a class where the teacher “emphasizes a comfortable and academically enriching environment for students for all ethnicities, races, beliefs, and creeds.” (Lynch, Matthew 2011) Yet in reality most classrooms and schools are not culturally responsive in my area. Most schools are doing the best they can to differentiate instruction as well as make modifications and/or accommodations. However, as the number of diverse students rises, it our responsibility to educate ourselves on being culturally responsive.

For the purpose of this paper, I have read three different articles that all talk about the common theme of being culturally responsive in the classroom. They also touch on the issue of social justice oriented classrooms. From these articles I will share what I have learned and how they tie into my life as I enter into my teaching career and become a culturally responsive teacher that makes sure to follow social justice.

Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning (Ladson-Billings, 1994). This approach to teaching encompasses how knowledge is both communicated and perceived by the students. The teacher must have a good relationship with the parents, have high expectations, learn about their students culture, have culturally mediated student-centered instruction, willing to reshape the curriculum, and be a facilitator in order to accomplish this method of teaching. These are key points a teacher must be willing to do if they intend to be an effective teacher especially in a highly culturally diverse area like central

Racism in schools is an ongoing problem that requires everyone to take action because teachers and staff aren’t doing anything about it. It is essential for the public to understand because African American students are treated unfairly in their schools, and that’s very immoral.

After reading Geneva Gay’s article Preparing for Culturally Responsive Teaching I realized my pedagogy is culturally responsive in many ways. For one, I always

Gaining learning and experience about other cultures background will enrich my multicultural knowledge. Therefore, as an educator I must learn about others culture. As I begin to learn about others cultures I will understand how values influence the ways families interpret the instruction that feels right to them. A close study on Figure 3.1 implies that a teacher’s point view or the way the students are treaty can affect their learning. It keeps narrating the story of a teacher that had to learn her students’ roots, their culture values, to get to know them in order to reach them in an academically level. The cultural values are very important and cannot be overlooked, they shape our intrinsic motivation. Many families try to keep their values and belief intact at home, so their children when they step in a classroom. Monica Brown, is the Department editor of Diversity Dispatch, argues in her article, Educating All Students: Creating Culturally Responsive Teachers, Classrooms, and Schools, that nowadays it is noticeable the diversity growths in schools, however, this is not the problem. The problem is the way teachers have responded to the diversity growth. (Brown, M. 2007). Therefore, this will affect the students learning. Brown cross with a strong point in regarding the lack of sensitivity some educators show towards their students’ culture. As educator I don’t want to be one of many teachers Monica Brown speaks on her article. I will understand that I must respect my

As an educator it is important to be aware of the various learners in the classroom as well as being able to shift lessons accordingly to adapt to a greater number of students. In addition it is essential that culturally responsive practices is adapted in the classroom in order for all students to have a sense of belonging and are able to participate. For this reason, a teacher must actively use culturally responsive practices to engage students and their families because it helps to develop a relationship and maintain a level of communication. Learning “facts” about different cultures is not enough, it is more important that we make

and curriculum. The discussion of the historical and philosophical background of multicultural education teaches educators how race and culture influence educational policy and programs. Multicultural teaching and curriculum is also crucial for the development of equitable education for diverse students. The author asserts that multicultural education can lessen biases while also furthering democratic beliefs and practices among students. The text’s discussion of multicultural education is significant to the field of multicultural education as it demonstrates how multicultural educational practices help students become culturally literate and prepared for today’s diverse and globalized world.

There are many factors that play a role in the learning process for every human being. Race, religion, language, socioeconomics, gender, family structure, and disabilities can all affect the ways in which we learn. Educators must take special measures in the delivery of classroom instruction to celebrate the learning and cultural differences of each of their students. As communities and schools continue to grow in diversity, teachers are searching for effective educational programs to accommodate the various learning styles of each student while promoting acceptance of cultural differences throughout the classroom. It no longer suffices to plan educational experiences only for middle-or upper class white learners and then

Culturally relevant pedagogy has emerged as an effective way of centering the cultures, languages, and experiences that diverse students bring to classrooms so as to increase their engagement and academic achievement (Irvine & Armento, 2001).Culturally relevant pedagogy builds on the understanding of “how people are expected to go about learning may differ across cultures, and in order

An example as to how culturally relevant pedagogy is an approach used to provide equitable educational experiences for all students is stated in the class text White Teachers/Diverse Classrooms. Culturally relevant teachers imagine somewhere in the classroom is the next Toni Morrison, or Benjamin Carson, which helps the teacher to feel with the student rather than feel for them. By doing this, teachers are able to

Another characteristic of culturally sensitive teacher is to “learn as much as possible about the students, their families, and the community and use it in their teaching” (Glickman et al., 2014, p.375). Under

Students do not all come from the same backgrounds with the same values. Education is not about compliance and control, but instead it should allow all students to have the same opportunity at learning. There are five components to Culturally Responsive Classroom Management. First, one should recognize their own Biases and values. Second, they need a knowledge of their student’s cultural backgrounds. Third, there is an awareness of the political context relating to social and economic life. Fourth, there needs to be a willingness to follow strategies that are culturally appropriate. Finally, their goal should be an accepting and encouraging community. A teacher’s environment can make or break a student’s success. Being open and accepting of other backgrounds will allow their hearts to be more open to what the class has to offer (Culturally Responsive Classroom Management Strategies, 2008).