A culturally responsive classroom environment:
Values and celebrates diversity |
Sets high expectations for all students |
Embraces student's family and community as assets |
Facilitates cultural connections throughout instruction |
In order to create a classroom environment that promotes and values differences and helps students in maintaining positive cultural identity, Gay (2013) argues that, “Culture and difference are natural attributes of humanity, and therefore, should be normative features of teaching and learning” (p. 53). Instead of embracing the notion that all students are equal, educators should embrace their differences and display them as a filter for learning experiences (Gay, 2013). By learning from each student’s unique cultural voice, the learning environment is made more relevant for all learners. When they have the freedom to express their own voices in a classroom, students from disenfranchised cultures, who often feel powerless and disconnected in the classroom, are empowered (Sampson & Garrison-Wade, 2010; Garza, 2008).
Ways that I cultivate positive classroom culture:
Beginning of the year family questionnaire
Providing this questionnaire at the beginning of the school year afforded me the opportunity to gain more insight about my students and their families. I was able to get a deeper understanding of their perspectives related to education as a whole. This questionnaire also provides great starting points for parent-teacher communication throughout the year. Another great tool that I use to learn more about my students as readers is a reading attitude survey, which can also be converted into a parent reading attitude survey!
Providing this questionnaire at the beginning of the school year afforded me the opportunity to gain more insight about my students and their families. I was able to get a deeper understanding of their perspectives related to education as a whole. This questionnaire also provides great starting points for parent-teacher communication throughout the year. Another great tool that I use to learn more about my students as readers is a reading attitude survey, which can also be converted into a parent reading attitude survey!
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Self-Assessment Rubrics
Self assessments are tools that I incorporate on a regular basis because feedback plays a major role in cultivating a positive classroom culture. When students have a clear idea of what is expected of them, they have the opportunity to rise to the occasion. Self assessments allow learners on all levels to be reflective and find both "grows and glows" in their work, which leads to much more meaningful student-led conferences. Students are able to determine the discussion topics and lead the writing conferences, allowing teachers to simply facilitate. During this process students take ownership of their learning, are more engaged, and even more motivated to complete quality work.
The following rubrics were created during my WRAP I & II lesson for Teachers As Writers, students were learning about personal narrative writing.
The following rubrics were created during my WRAP I & II lesson for Teachers As Writers, students were learning about personal narrative writing.
References:
Garza, R. (2008). Latino and White high school students’ perceptions of caring behaviors: Are we culturally responsive to our students? Urban Education 44, 297- 321.
Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry 43(1), 48-70.
Sampson, D. & Garrison-Wade, D. (2010). Cultural vibrancy: Exploring the preferences of African American children toward culturally relevant and non-culturally relevant lessons. The Urban Review, 43(2), 279-309.
Garza, R. (2008). Latino and White high school students’ perceptions of caring behaviors: Are we culturally responsive to our students? Urban Education 44, 297- 321.
Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry 43(1), 48-70.
Sampson, D. & Garrison-Wade, D. (2010). Cultural vibrancy: Exploring the preferences of African American children toward culturally relevant and non-culturally relevant lessons. The Urban Review, 43(2), 279-309.