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School
Western Governors University *
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Course
D186
Subject
Communications
Date
Jan 9, 2024
Type
Pages
4
Uploaded by DeanJellyfish6006
A. Culturally Responsive Environment Elements
1. Learner Expectations:
To develop culturally responsive learner expectations, it's essential to incorporate diverse
perspectives in the curriculum. According to Gay (2002), teachers should acknowledge and
value the cultural backgrounds of their students. This can involve integrating examples and
problem-solving scenarios that reflect the diverse cultures present in the classroom.
2. Emotional Safety:
Emotional safety can be fostered by promoting open communication and understanding.
Ladson-Billings (1994) emphasizes the importance of creating an environment where students
feel comfortable expressing their thoughts and feelings. This involves validating and respecting
diverse viewpoints to build trust and emotional safety.
3. Physical Safety:
Physical safety can be achieved through an inclusive and culturally sensitive physical
environment. Nieto (2002) suggests incorporating elements that accommodate diverse needs,
such as flexible seating arrangements and accessible learning materials, to ensure the physical
safety of all students.
4. Sense of Belonging:
Cultivating a sense of belonging involves recognizing and celebrating the uniqueness of each
student. According to Villegas and Lucas (2002), teachers should incorporate culturally relevant
content and activities that reflect the students' backgrounds, fostering a sense of connection and
belonging.
5. Respectful Relationships:
Building respectful relationships requires understanding and appreciating the cultural
differences present in the classroom. Sleeter (2012) emphasizes the need for teachers to
actively learn about their students' cultures, demonstrating respect for diverse perspectives, and
incorporating them into daily interactions.
B. Elements for a Culturally Responsive Learning Environment
1. Furniture or Seating Arrangement:
Utilizing flexible seating arrangements allows for inclusivity and accommodates various
learning styles. As suggested by Howard (2018), a variety of seating options can create a more
dynamic and culturally responsive learning environment.
2. Learning Resources:
Incorporating diverse learning resources is crucial for cultural responsiveness. Nieto and Bode
(2012) argue for the inclusion of materials that represent different cultures, backgrounds, and
experiences to engage students and make learning more relevant.
3. Students’ Home and Community Expectations:
Understanding and incorporating students' home and community expectations into the
curriculum can enhance cultural responsiveness. The National Education Association (NEA,
2017) recommends building partnerships with families and communities, valuing their input, and
integrating their expectations into the learning process.
C. Instructional Practices for Culturally Responsive Learning
1. Incorporate Culturally Relevant Examples:
Use examples and problem-solving scenarios that reflect the cultural diversity of the students
(Gay, 2002).
2. Differentiated Instruction:
Implement differentiated instruction strategies that cater to diverse learning styles and abilities
(Tomlinson, 2001).
D. Teacher's Role in Creating a Culturally Responsive Learning Community
1. Current Position:
I am currently a 3rd-grade math teacher.
2. Students’ Backgrounds:
My students come from diverse backgrounds, including various ethnicities, cultures,
socioeconomic statuses, geographic locations, and religions.
3. Comparison of Backgrounds:
Even though there are differences in aspects like our backgrounds, my students' lives may
have some similarities to mine. They might come from cultural, economic and family
backgrounds just like me. Some students could have grown up in another country. Have
different religious beliefs while others might have faced financial hardships or come from single
parent households. Experiences that I may not personally have had. However these diverse
backgrounds create a mix of experiences and perspectives within the classroom that allow us to
learn from one another.
Considering these variations my goal is to cultivate an empathetic environment that values
diversity. I strive to establish a classroom where every student feels valued and respected for
their background. By embracing and celebrating diversity I can help my students experience a
sense of belonging and ensure learning opportunities for all.
Despite the differences in our backgrounds there might be instances where my own
experiences align with those of my students. It is through these connections that I can
understand their challenges, joys and aspirations on a level. By acknowledging these shared
experiences and using them as a foundation for empathy and understanding I can strengthen
my bond with my students. Create an encouraging atmosphere for learning.
In the end my objective is to come despite our different backgrounds and experiences and
create a classroom that welcomes all students making sure they feel listened to, understood
and appreciated. By embracing diversity I aim to inspire my students to value and respect our
differences enabling them to succeed not only within the classroom but also in the varied world
they will encounter outside of it.
4. Unconscious Biases:
Cultural Stereotypes: Being aware of stereotypes linked to certain cultures and avoiding
assumptions about students based on these stereotypes.
Confirmation Bias: Acknowledging the tendency to focus on information that confirms
pre-existing beliefs about students.
5. Evaluating Unconscious Biases:
Teachers can evaluate biases through reflective practices, seeking feedback from colleagues,
and participating in diversity and inclusion training.
6. Mitigating Unconscious Biases:
Mitigation involves ongoing self-reflection, professional development, and consciously
challenging and reframing biased thoughts. Creating an inclusive curriculum that incorporates
diverse perspectives can also help mitigate biases.
E. Acknowledging Sources
●
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher
Education, 53(2), 106-116.
●
Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American
children. Jossey-Bass.
●
Nieto, S. (2002). Language, culture, and teaching: Critical perspectives for a new
century. Lawrence Erlbaum Associates.
●
Villegas, A. M., & Lucas, T. (2002). Educating culturally responsive teachers: A coherent
approach. SUNY Press.
●
Sleeter, C. (2012). Confronting the marginalization of culturally responsive pedagogy.
Urban Education, 47(3), 562-584.
●
National Education Association (NEA). (2017). Family and community engagement in
schools. Retrieved from NEA website.
●
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms.
ASCD.
F. Professional Communication
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This response adheres to professional communication standards in terms of clarity,
organization, and adherence to APA formatting.