Culturally Responsive Teaching : Assignment
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Added on 2021-01-11
Culturally Responsive Teaching : Assignment
Added on 2021-01-11
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1Language Learning ExperiencesName of StudentLecture NameInstitutional AffiliationDate
2Culturally Responsive TeachingIn today's society, public classrooms are incredibly diverse and constantly changing on a day to day basis across the United States. Students come from various backgrounds who have had different experiences than their peers and teachers. In some cases, many teachers are unprepared for the challenges that come with a diverse classroom. The United States Departmentof Education (USDE) predicates that over 50% of marginalized subgroups will form a classroom by 2025 (Fuqua 2018). Consequently, educators and learning institutions must be ready to change with time. Teachers are aware that learners have differentiated needs and, thus, the demand for scaffolder, differentiated, and personalized instruction to address every learner's needs. However, educators have identified gaps in their abilities to implement the Culturally Responsive Teaching in academic programs (Fuqua 2018). Therefore, there is a need to invest resources, curriculum, and more structured support custom-made to support CRT implementation.Moreover, teachers should ensure they maintain constant communication with parents if they desire to be effective in a multicultural classroom. Banks and Banks, (2019) notes that parents are the first teachers and role models to their children, and they are important partners forboth teacher and students. Therefore, teachers should have constructive engagement with parentsas earlier as possible about their children’s hope and goal to educate them on how they can effectively participate in their children education process. Besides, educators will have to explainthat despite that they must do everything at their disposal to provide students with the best education, they must explain their limitations and request parents to get involved in their childreneducation (Banks & Banks, 2019). Parent involvement in their children education is not limited
3to participating in school functions but extends to communicating their children’s pride, expectations and interests in their academic journey.Regardless of the countryside one comes from, a teacher must be culturally able to satisfythe needs of different learners. Despite many instructional approaches that can increase language comprehension, educators should establish means that ensure students are natured, proud of theirschool, and feel secure (Fuqua 2018). Holistic teaching and continual engagement are the best ways of relating to all learners. Engagement is only achievable via Culturally Responsive Teaching. According to Hollins and Oliver (2017), CRT entails the ability to involve and appeal to all students from different backgrounds in one classroom. It goes dipper than just comprehending every students’ backgrounds, culturally responsive teaching should create a successful learning environment where learners can thrive since they come from multicultural world. Moreover, the CRT philosophy should integrate into the curriculum applicable characteristics of learners’ daily lives. This will push learning facilities to ensure they offer to incorporate prior knowledge, language, and extracurricular activities in their instructions.Culturally responsive teaching attempts to promote equity in education provision regardless of gender, race, culture, or national origin. Students' lives are shaped by both the society and school (Hollins & Oliver, 2017). Therefore, to ensure success, multicultural education must involves creation of more equitable schools and involvement of both teachers and learners in creating a more just society. The simplest way for an educator to evaluate teaching culturally responsive practices is when the ELL immigrant or colored student is involved in learning. Further, summative and formative tests and informal observations are tools teachers can apply to assess students' learning. The instructional processes may need to be more culturally responsive, where students are not growing academically.
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