Culturally Responsive Teaching “attacking the R’s through a diverse lens”

Culturally Responsive Teaching

“attacking the R’s through a diverse lens”

The idea:

Cultural identity is inherent in how we approach education and how we learn.

Our cultural identity is frequently different from that of our students.

These differences can pose challenges to our effectiveness as teachers.

My goal:

To increase our knowledge and application of culturally responsive practices in order to enhance engagement and learning

Characteristics of CRT

Communicating and practicing high expectations to empower all students

Acknowledging and incorporating the relevance of cultural heritages of students into instructional strategies

Building positive relationships with and among students in the context of culture

High expectations

Assuming that all kids want to learn and / or succeed in some way

Not giving in to circumstance but recognizing its influence

Success Begets Success

“Mastery of tasks at one level encourages individuals to accomplish tasks of even greater complexity” (page 24)

Example: Craig’s first day and choice

Baber: men to rise when women enter

Respecting cultural heritages

Legitimizing voice and personal experience

Mutual cultural respect

Noting existing strengths and then enhancing them further

Legitimizing voice and personal experience

Time given for personal expression and discussing conflictsAffirming successesPositive contact with the home

Example: Graham’s journaling

Poem in your Pocket Day

Spread out Olweus discussions

Mutual cultural respect

The use of diverse content as legitimate sources, not simply celebratory

Example: Caldwell and Tupac - a likely combo.

Noting existing strengths and then enhancing them further

Using any and all skills, background knowledge, and interests as points of reference and as motivational devices

Example: Worozbyt’s flatulence

Rigby’s dissection discussion

Building positive relationships

Mix It Up DayPersonal Storytelling and sharingPositive connections to parents

Learning their backgroundPersonal invites to eventsNative language communicationsCollecting real-life stories of family during the time period you are exploringExample: Phillips’s Spanish class last year