Reflection On Becoming A Culturally Responsive Teacher

Becoming a Culturally Responsive Teacher Today, more than ever, teachers are challenged to create a culturally responsive classroom where students desire and dare to achieve because their nature (culture) is nurtured through esteem, empathy, and equity (The Culturally Competent Teacher PowerPoint, slide 4). Being in a classroom with Kindergarteners for over ten years as well as one from a “different’ background and culture of my Anglo and African-American students, I have always brought a cultural appreciation and awareness to the classroom and my pedagogy. My class theme has always been: “A Universe of Stars” where each student is encouraged and supported to be the best they can shine and glow each day in the learning environment. From
For starters, to promote Positive Perspectives on Parents and Families, it is essential to communicate with parents that their involvement is needed (p. 1). During the mandatory classroom meeting that occurs in the first two weeks of school, I go over my expectations from of parents and the students but have not really “seek to understand parent’s hopes, concerns, and suggestions”; hence I would like to include a survey and needs assessment of parent’s expectation of their child, the class/teacher, and the school (p. 2). For those students from unfamiliar cultural backgrounds, I would not only continue to do research and communicate with parents to learn more about the students’ families, but also invite parents to the class so that students may “interview [the] parents about how and what students learn from them in the aspect of their child’s learning habits and preferences by playing a Trivia game (p.3). Sample interview questions: how does Johnny like to interact with books: does he prefer to read by himself, with others in small group, or be read to one on one? Does Lan prefer to speak/read/write more in English or Vietnamese at home? Does Juan prefer to sing or dance, draw, write, or tell stories (multiple intelligences)? Why did they come to America to
5). Show and share on Fridays will best support this principle. For example, after learning about sea creatures in the 4 different ocean zones, they may choose to do a presentation on a specific sea creature in a twilight zone that fascinates them. Also, students are encouraged to select and bring their own reading material from home (a favorite book, encyclopedia, or magazine) to read during quiet time. To practice being a teacher as facilitator, I will “develop integrated units around universal themes” such as sleeping habits and bedding materials, eating and cooking utensils, celebrating Christmas or New Year, and other cultural themes students can connect, have experienced to share (p.