Culturally Responsive Teaching In the Classroom

“If a child comes from a speech network in which direct questions are avoided because they are regarded as intrusive, when a teacher routinely asks that child a direct question in the classroom the child may be puzzled by the teacher's strange behavior, and assume that the teacher is angry. If the teacher comes from a speech network in which it is expected that listeners will show attention by direct eye contact while listening, and a child comes from a speech network in which it is considered impolite to look directly at a speaker, the teacher may infer that the child who is listening with averted eyes may be bored, confused, or angry.”

- Erikson (1987) on issues that can arise from student and teacher cultural differences.

Using Culturally Responsive Teaching to Acknowledge Our Cultural Differences

A large part of culturally responsive teaching is recognizing, embracing and respecting each and every student and teacher diverse and unique differences. By being aware of different student cultures in the classroom, teachers can build curriculum around connections that can be made by all students to different cultures.

In teaching and addressing new academic concepts and topics, teachers who practice culturally responsive teaching use cultural scaffolding to make links between new academic topics and students’ previous experiences and cultural knowledge. By doing so, teachers provide students with connections and more knowledge that connects to their personal experiences (Muñiz 2020).
Using both verbal and nonverbal forms of communication and processes in the classroom that the students can draw on from their own experiences was said to be critical to teacher effectiveness. By using familiar cultural patterns and humor, students are comfortable in their classrooms (Brown, 2004).

When teachers encourage English language learners that speaking their native language while learning is okay, students are empowered, assured and comforted that what they know is supported (Gonzalez, 2017).

Using Culturally Responsive Teaching to Establish Positive Teacher/Student Relationships

When teachers use culturally responsive classroom management strategies, teachers are able to build relationships with their students (Brown, 2004).

These are respectful, caring and personal relationships between teachers and each student.
The learning community that is created as a result of these relationships creates an environment where students feel safe learning and expressing themselves academically and emotionally (Brown, 2004)
- - - This comfort gives students the opportunity to express themselves and their cultural identity while trying new things and showing off what they know academically.

Taking time during the school day to put students’ needs first gives teachers the opportunity to listen to their thoughts and ideas and address any issues they may have. By taking this time to make and further connections, students can put more trust into their relationship with their teacher.

Using Culturally Responsive Teaching to Encourage Inclusivity

Teachers can establish inclusion by:

Emphasizing the human purposes behind their classroom learning and connecting it to the students’ individual experiences
Sharing originating ideas from all students
Making room for collaboration in the classroom teaching students cooperation with one another
Treating students equally and identifying behavior in which discimination occurs (Wlodkowski, & Ginsberg 1995).

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