Cultural diversity lets us appreciate our differences. Different cultural groups have varying beliefs, customs, values, and a wide variety of characteristics that make them special. As teachers, it is immensely important to educate students on cultures as they shape the world around us. Cultural influences make people see the world differently and cultural diversity should be appreciated. Having conversations, and addressing differences inside the classroom benefits a student both inside and outside of the classroom. In the classroom teachers need to integrate cultural diversity into the content, efficently teaching the subject matter material while developing students' cultural competence.
These recommendations and strategies can allow educators to effectively and confidently practice culturally responsive teaching within their classroom to enhance the developmental and academic domains of their students to foster a rich environment for learning and growing.
When teaching reading in the classroom a teacher needs to be prepared. A teacher should have an array of children's diverse books. Representation of all cultures, races, and ethnicities gives students a chance to feel connected to the book, and to learn more about themselves. These connections are pivotal in the development of cultural awareness. Along with connections, teachers can prompt discussion between students. These conversations give students a chance to learn more about themselves and others. Another way for students to become more culturally aware is through reading about cultures. Traditional and generic children's books although helpful show an underrepresentation of minorities. When books in the classroom show equal representation it gives students the tools they need to become more culturally diverse, learning about other cultures through literature.
When teaching mathematics, teachers are able to manipulate lessons with a cultural lens to activate the prior knowledge the student brings with them into the classroom. When teachers create connections between students' prior knowledge to new material, it is a way to counterattack any math-rooted anxiety in students. This can be done by integrating cultural aspects into math concepts. For example, instead of using a generic manipulative a teacher can replace that manipulative with an artifact from a culture, promoting conversation and a discussion about this artifact. Even though the student is only using it as a manipulative it introduces a new aspect of culture but does not change the lesson. In mathematics, culturally responsive teaching is implemented but does not have to be explicitly stated.
Making science a relatable feature in the lives of culturally diverse students involves integrating culturally relevant elements into daily instruction. In the classroom teachers can implement culturally responsive techniques non-explicitly just as in mathematics but teachers also have the opportunity to address the representation of minorities and people of color in the field. Thus, students can see themselves in areas such as STEM surprising them. As educators, teachers have the ability to manipulative how the subject matter is conveyed. Through this process, teachers can use it to their advantage by integrating cultural concepts and aspects into lessons.
When educating students about social studies is crucial to include all cultures, ethnicities, and races as each has its individual history each group has its role. Traditional history, whitewashed history, has been a white center often leaving out minorities and marginalized communities. Therefore, the first step teachers need to take is to educate themselves. Teachers need to address and teach the history of forgotten or neglected groups throughout history. The cultural preparation put into historical content allows students to gain and understand others' perspectives and accounts that add to history as a whole further developing students' historical knowledge. Culturally responsive educated teachers can teach history through a cultural lens that identifies and addresses all of history rather than chosen segmented sections. With inclusive classrooms,s discussions can be held between students that further develop their cultural competence and awareness.