Culturally Responsive Teaching

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In her book Culturally Responsive Teaching and the Brain, Zaretta Thompson combinesbrain based learning and culturally responsive teaching to construct a framework for activating the brain’s schema and cultural knowledge to allow for increased learning and discovery by students. She divides the book into three parts: 1) building awareness and knowledge, 2) Building learning partnerships, and 3) building intellective capacity. Throughout each of these sections she incorporates classroom practices as well as self-reflective practices that encourageteachers to understand themselves and their students and to develop the ability to think andunderstand outside themselves. Thompson’s work challenges teachers to go beyond simplistic tropes for addressing …show more content…
Asking the teacher to go through the process of recognizing their own cultural reference points allows the teacher to recognize how they makecritical decisions and judgements based on the values that she grew up with. Through recognizing the ways culture influences us, we can begin to make intentional decisions in the classroom that room for other cultures. Beyond just recognizing the role we play as teachers, Thompson also points to the imperative of recognizing the sociopolitical context. I think this is so often trivialized when it comes to education and education reform. However, Thompson conveys the importance of recognizing the biases and structural racism that affects students in classrooms. Culturally responsive teaching is the response to these chronic injustices.Part II pushed me to think beyond the framework of culturally responsive teaching into what it looks like in practice. Through identifying the student-teacher relationship as one of alearning partnership both parties are given

Culturally Responsive Teaching

When I think of culturally responsive teaching, I think of a classroom designed specifically with the student in mind. I personally believe that culturally responsive teaching is having the ability to relate the content to the cultural backgrounds of the students, knowing which language and communication styles work best for the class, determining which form of assessments to use, and honoring the students interest in the classroom. If educators can establish this within the classroom, the teacher…

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Culturally Responsive Teaching

The major differences between “good teaching” strategies and “culturally-responsive teaching” are a few. For example, good teaching does not take into consideration the background of the students in the classroom. A teacher may not understand that the students have prior knowledge that they are able to contribute to the whole learning environment. The teacher may also have misunderstandings that they are not aware of and this can impact teaching in negative ways. Finally, a good teacher may not understand…

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Culturally Responsive Teaching

Billings, in 2015 “Culturally and linguistically responsive teaching: Part I” in relation to the understanding of learning, and linguistic style differences of diverse group of nursing students, and trained nurses by the nursing educators in creation of learning environment. We could acknowledge the equality in changing demographic set up of patients to whom the student nurses and nurses are involved in caring in the community. Nursing educators could gain some tips for teaching and evaluating learning…

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Culturally Responsive Teaching: Article Analysis

The article, Culturally Responsive Teaching, introduced culturally responsive teaching and underlined its importance. Culturally responsive teaching refers to a pedagogical theory of teaching in which it classifies culture as the basis of learning and instruction (Billings, 2013). In order for teachers to adopt this teaching method, teachers must adjust their teaching techniques and classroom management, keeping students’ communication and learning styles in mind (Billings, 2013). Unfortunately,…

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Essay on Sociology: Culture and Students

Gloria Ladson-Billings and Brian Favors, answer the following questions: What is culture? Why does culture matter? Why is culture important in classrooms? What is culturally responsive teaching? Give examples from the book, from Brian's talk, and/or from your own life of a) culturally responsive teaching and b) assimilationist teaching. Cite heavily from the book. (This is different from quoting heavily). Culture is an aspect that plays a huge role in everyone’s lives that consists of the beliefs…

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Culturally Diverse Classroom Analysis

participants. Such classrooms are inclusive in their emphasis on high standards and outcomes for all students, including culturally and linguistically diverse learners.” When teaching these kinds of students, instructors should be using effective methods and…

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Urban Education Inequalities

Darling-Hammond (2007) lays out how students in urban school districts lack qualified teachers. Inexperienced teachers lack confidence and expertise because often times they are teaching outside of their qualifications and in classrooms with a large number of students. Many urban school districts cannot afford to hire highly qualified teachers. Urban school districts need to invest in highly qualified teachers. They can do this by…

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Urban Education

Throughout the United States, the student population in urban schools is becoming culturally and linguistically diverse. According to the U.S. Department of Education, “between fall 2003 and fall 2013, the number of Hispanic students in public elementary and secondary schools increased from 19 to 25 percent, while the number of White students decreased from 59 to 50 percent.” As a result of this diverse population in race, culture, ethnicity, language, and socioeconomic status of each student, the…

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The Impact Of Cultural Biases On African American Students

low-income African American students. Journal of Education of Students Placed At-Risk, 11(2),161–173. Brown, D. F. (2004). Urban teachers' professed classroom management strategies: Reflections of culturally responsive teaching. Urban Education, 39(3), 266–289. Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press. Howard, G. R. (1999). We can't teach what we don't know: White teachers, multiracial schools. New York: Teachers College Press.…

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Rhetorical Analysis

pedagogy and culturally responsive teaching, illuminate pathways toward equity, inclusion, and social justice. This essay contends that their advocacy not only emphasizes the foundational principles of democratic education, but also champions transformative practices that empower students to become engaged and active citizens. By delving into their arguments and integrating direct quotes from their articles, this essay aims to elucidate the profound implications of their advocacy for teaching practice…

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