Building culturally responsive teaching and inclusive classroom practices are necessary if there is to be high social and academic achievement in schools. The road to get there is tight, and both the students and teachers alike need to develop a habit of creating a new action and thought because there will be immeasurable rewards for them if they do so. For one to do this though, an ideal classroom culture needs to be built to see the change happen. And to bring this idea to fruition, a safe and caring environment that is essential to teaching and learning should be cultivated.
The first way to go about bringing this is by getting to know the students (Bickmore 24). By developing the desire to adapt the teaching practice one has come up with at the start of a term or semester, one often goes a long way in making the students to feel appreciated. One does this by handing out questionnaires to learn their interests, doing surveys to find out which learning style the students prefer being incorporated into their teaching. Last but not least, holding class discussions to know what the students enjoyed their past classes and what they looked forward to in their future class (Bickmore 32).
The next step in bringing the cultural responsive teaching closer to reality is by getting to know the students better. And what better way to do this by conducting interviews with each one of them (Guido 132). By getting to know their hobbies, what they enjoy most in a class, what their favorite exercise for improving in class and remembering, one gets an idea about the student preferences and therefore structures their teaching closer to their wants
The third step is by integrating word problems into one’s education. For example, by giving out samples of the world problems around society when one is teaching equations, the students will be able to relate better and see that math is not so far edged that they will begin to take an interest in it. There was research done in 2015 by the Canadian Centre of Science and Education that showed there was a 44% increase in test scores when contextual learning strategies were implemented in schools (Tilney 16). By doing this, the students are drawn in more into learning, and it becomes not only fun for the students but also for the teacher as well.
The next step is by using student concept in delivering relatable content in classrooms. This is when you use the student’s vocabulary to explain any point on any subject before you finally move on to the academic diction about the matter (Bickmore 57). For example, you observe that a large percentage of students in the class are basketball fans, you can use basketball metaphors as examples when teaching about certain things. By using this manner of social cultural-responsive language, one can engage students while at the same time presenting challenging concepts and skills.
The fifth step is by bringing in guest speakers in during unique lessons. These guest speakers often bring in with them passion and context, and this usually captures students’ interests. For example, when talking about the war during a history class, a war veteran who gives their experience firsthand will draw in the students into the topic. Alternatively, a mountaineer recounting their striking scaling of the Alps will help the answer many questions the teacher would not be able to handle (Guido 141).
Conclusion
To fully incorporate culturally responsive teaching one needs to know their students’ interests, use relevant word problems, deliver relevant content, and lastly not to forget the importance of foreign guests in supplementing ones teaching to know what will augur well with the students when teaching. Truth be told, adapting this kind of techniques into making teaching culturally responsive will not help one engage their students but will also help one connect with their teaching content.
Works Cited
Bickmore, Kathy. “Incorporating Peace-Building Citizenship Dialogue in Classroom Curricula.” Building Democracy through Education on Diversity, 2015, pp. 17–69. doi:10.1007/978-94-6300-259-2_2.
Guido, Marcus. “15 Culturally-Responsive Teaching Strategies | Prodigy.” Prodigy Blog, 13 Sept. 2017, www.prodigygame.com/blog/culturally-responsive-teaching/.
Tilney, Philip. “Increase In Enrolment In Canadian Universities And Colleges.” Higher Education in Europe, vol. 2, no. 1, 2017, pp. 15–16., doi:10.1080/0379772770020109.
