Addressing diversity in schools: culturally responsive pedagogy

Specific Activities for culturally responsive instruction 

1.Acknowledge students differences as well as their commonalities

While it is important for teachers to note the shared values and practices of their students, it is equally incumbent that teachers recognize the individual differences of students. Certainly, culture and language may contribute to behaviors and attitudes exhibited by students. For example, some cultures forbid children to engage in direct eye contact with adults; thus, when these children refuse to look at the teacher, they are not being defiant but practicing their culture. However, for teachers to ascribe particular characteristics to a student solely because of his/her ethnic or racial group demonstrates just as much prejudice as expecting all students to conform to mainstream cultural practices. Moreover, because each student is unique, learning needs will be different. Recognizing these distinctions enhances the ability of the teacher to address the individual needs of the students. The key is to respond to each student based on his/her identified strengths and weaknesses, and not on preconceived notions about the student’s group affiliation

2.Validate students cultural identity in classroom practices and instructional materials

Teachers should, to the extent possible, use textbooks, design bulletin boards, and implement classroom activities culturally supportive of their students. When the school assigned textbooks and other instructional materials perpetuate stereotypes (e.g., African Americans portrayed as athletes) or fail to adequately represent diverse groups (e.g., books containing no images or perspectives of Native Americans, Latinos(as), and other non-Anglo), teachers must supplement instruction with resources rich in diversity and sensitive in portrayal of individuals from different backgrounds. By utilizing images and practices familiar to students, teachers can capitalize on the strengths students bring to school. The more students experience familiar practices in instruction and are allowed to think differently, the greater the feeling of inclusion and the higher the probability of success. For example in some communities, members work together in a supportive manner to accomplish many tasks in their daily lives. Reflecting these home practices in instructional approach, such as the use of cooperative learning (Putnam, 1998), increases the likelihood of success for these students.

 3.Educate students about the diversity of the world around them

As the “village” in which students live becomes more global, they are challenged to interact with people from various backgrounds. When students are ignorant about the differences of other groups, there is a greater probability of conflicts. Particularly in the classroom where student diversity is increasing, students need the skills to relate to each other positively, regardless of cultural and linguistic differences. Teachers need to provide students with learning opportunities (e.g., have students interview individuals from other cultures; link students to email pals from other communities and cultures) so that they might become more culturally knowledgeable and competent when encountering others who are different. Furthermore, students will develop an appreciation for other groups when they learn of the contributions of different peoples to the advancement of the human race. A word of caution, this requires active research and planning by teachers so that cultural stereotypes are not inadvertently reinforced.

 

4.Promote equity and mutual respect among students

In a classroom of diverse cultures, languages, and abilities, it is imperative that all students feel fairly treated and respected. When students are subjected to unfair discrimination because of their differences, the results can be feelings of unworthiness, frustration, or anger, often resulting in low achievement. Teachers need to establish and maintain standards of behavior that require respectful treatment of all in the classroom. Teachers can be role models, demonstrating fairness and reminding students that difference is normal. Further, teachers need to monitor what types of behaviors and communication styles are rewarded and praised. Oftentimes these behaviors and ways of communicating are aligned with cultural practices. Care must be taken so as not to penalize a student’s behavior just because of a cultural difference.

5.Assess students ability and achievement validly

The assessment of students’ abilities and achievement must be as accurate and complete as possible if effective instructional programming is to occur. This can only be accomplished when the assessment instruments and procedures are valid for the population being assessed. In today’s schools students possess differences in culture and language that might predispose them to different communication practices and even different test-taking skills. Hence, assessment instruments should be varied and suited to the population being tested. When this does not occur, invalid judgments about students’ abilities or achievement are likely to result. Further, tests that are not sensitive to students’ cultural and linguistic background will often merely indicate what the students don’t know (about the mainstream culture and language) and very little about what they do. Thus, the opportunity to build on what students do know is lost.

6. Foster a positive interrelationship among students, their families, the comunity and the school

When students come to school they bring knowledge shaped by their families and community; they return home with new knowledge fostered by the school and its practitioners. Students’ performance in school will likely be affected by the ability of the teacher to negotiate this home-community-school relationship effectively. When teachers tap into the resources of the community by inviting parents and other community members into the classroom as respected partners in the teaching-learning process, this interrelationship is positively reinforced. To further strengthen their bond with the students and their community, teachers might even participate in community events where possible. Moreover, everyone benefits when there is evidence of mutual respect and value for the contributions all can make to educating the whole student.

7. Motivate students to become active participants in their learning 

Teachers must encourage students to become active learners who regulate their own learning through reflection and evaluation. Students who are actively engaged in their learning ask questions rather than accept information uncritically. They self-regulate the development of their knowledge by setting goals, evaluating their performance, utilizing feedback, and tailoring their strategies. For example, by examining his or her learning patterns, a student may come to realize that reviewing materials with visual aids enhances retention, or that studying with a partner helps to process the information better. It is important, therefore, that teachers structure a classroom environment conducive to inquiry-based learning, one that allows students to pose questions to themselves, to each other, and to the teacher.

8.Encourage the students to think critically

A major goal of teaching is to help students become independent thinkers so that they might learn to make responsible decisions. Critical thinking requires students toanalyze (i.e., examine constituent parts or elements) and synthesize (i.e., collect and summarize) information, and to view situations from multiple perspectives. When teachers provide opportunities for students to engage in this kind of reasoning, students learn how to think “outside the box.” More important, these students learn to think for themselves. These students are less likely to accept stereotypes and to formulate opinions based on ignorance. To foster these skills, teachers might devise “what if” scenarios, requiring students to think about specific situations from different viewpoints.

9. Change students to strive for excellent as defined by their potential

All students have the potential to learn, regardless of their cultural or linguistic background, ability or disability. Many students often stop trying because of a history of failure. Others, disenchanted with a low-level or irrelevant curriculum, work just enough to get by. Teachers have a responsibility to continually motivate all students by reminding them that they are capable and by providing them with a challenging and meaningful curriculum. Low teacher expectations will yield low student performance. It is important to engage students in activities that demonstrate how much they can learn when provided with appropriate assistance. As students progress, teachers need to continually “raise the bar,” giving students just the right amount of assistance to take them one step higher, thereby helping students to strive for their potential. 

10. Assist students in becoming socially and politically conscious

Teachers must prepare students to participate meaningfully and responsibly not only in the classroom but also in society. Meaningful and responsible participation requires everyone to critically examine societal policies and practices, and to work to correct injustices that exist. Students must be taught that if the world is to be a better place where everyone is treated fairly, then they have to work to make it so. This is their responsibility as citizens of their country and inhabitants of the earth. To foster this consciousness, teachers might have students write group or individual letters to politicians and newspaper editors voicing their concerns about specific social issues; or students might participate in food or clothing drives to help people less fortunate. students provides teachers with a unique opportunity to either further the status quo or make a difference that will impact not only the achievement but also the lives of their students. Indeed, teachers must recognize their “power” and use it wisely in teaching other people’s children (Delpit, 1988). Although the curriculum may be dictated by the school system, teachers teach it. Where the curriculum falls short in addressing the needs of all students, teachers must provide a bridge; where the system reflects cultural and linguistic insensitivity, teachers must demonstrate understanding and support. In short, teachers must be culturally responsive, utilizing materials and examples, engaging in practices, and demonstrating values that include rather than exclude students from different backgrounds. By so doing, teachers fulfill their responsibility to all their students.

http://www.nccrest.org/Briefs/Diversity_Brief.pdf