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.
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
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
