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Culturally Responsive Teaching (Relationships & Communication…
Culturally Responsive Teaching
Discursive Classrooms
Students need to participate in a rich community of discussion to rigorously approach the true complexity of high-level content. Additionally, encouraging students to actively participate in discussion allows teachers and other members of the classroom community to better understand the norms and habits of discussion that those students practice at home (Education Alliance Brown University, n.d.)
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Active Classroom Practices
Teacher as Facilitator
Many students from diverse backgrounds, and many students who do not thrive in banking-style education systems, will be able to more confidently engage with rigorous concepts and content if they allowed to engage directly with the content in small group instruction (Education Alliance Brown University, n.d.; Davis, 2012, p. 61-62).
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Student Centered Instruction
Shifting instruction to be centered on students cooperatively solving problems rather than teachers distributing knowledge to "empty vessels" has the effect of sharing the responsibility for learning and building an academic community in the classroom (Education Alliance Brown University, n.d.)
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Messages to Communicate
High Expectations
Having high expectations of student performance is a key step in encouraging rigorous instruction to a diverse group of learners which will affect student performance (Education Alliance Brown University, 2008) Additionally, communicating those expectations with families and asking for their help in meeting them will be an effective way to build relationships with students and engage stakeholders in their education.
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Importance of Family Involvement
Partnering with families in the instruction of all youths is an impactful step in the formation of a culturally responsive teaching practice. To be effective, educators should not limit their efforts to involve family members to simply updating those family members on the status of their student. Educators should also strive to make families aware of the services that a school district may provide, and gain an understanding of that family's hopes and concerns for their child (Education Alliance Brown University, n.d.) This is a particularly crucial step when working with families that may historically have been ignored or maltreated by traditional education systems.
Relationships & Communication
Nonverbal Cues
Knowing what nonverbal cues your students may used to communicate understanding, disagreement, or confusion can go a long way towards clearing any misunderstandings before they occur. For example, it is beneficial to know that Puerto Rican students may wrinkle their noses when confused (Davis, 2012, p. 61)
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Knowledge of Students
Educators should recognize that "children whose language and culture correspond more closely to that of the school have an advantage in the learning process" (Education Alliance Brown University, 2008). Because of this, it is advantageous for teachers to not only understand the cultures being represented in their classrooms, but also the individual traits and characteristics of their students.
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Cultural Mediation
Understanding the different circumstances, beliefs, and attitudes that students come into the classroom with is one step in leveraging relationships and knowledge of students. Another is to provide instruction that allows for students from diverse backgrounds to demonstrate understanding in diverse ways. This shift in instruction involves allowing students to approach the true complexity of rigorous tasks that have multiple answers. Additionally, in allowing students to engage with content ways that are meaningful to them, teachers may reduce incidence of misbehavior (Education Alliance Brown University, n.d.)
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