CRC SPRING 2021 DQ II
Discussion Questions - Section II
Answer the following questions by responding below. Please be precise in your answers and respond to 2 other participants. You will screenshot your responses and include them in your LRP.
- What did you learn from these articles and videos?
- What do you do to make your students feel comfortable in your classroom?
- How important is creating a culturally responsive classroom for you?
- How have these articles and videos influenced your view/teaching pedagogy in culturally responsive classrooms?
- Do you think culturally responsive classrooms can benefit you as a teacher and the school as a whole? If so, how? If not, why?
The articles and videos highlighted the importance of culturally responsive strategies in the classroom and outlined some of the background behind why these strategies need to be utilized in all classrooms today. I found the historical context interesting and informative for setting the stage as to why these practices are essential today.
ReplyDeleteCurrently, to make my students feel comfortable in our classroom, I work to develop individual relationships with each student. I learn about their family, their interests, their likes and dislikes etc. I try to remember specific information they share with me and revisit it with them. I strive to ensure that they know that I listen to them and care about them. I believe that relationships are at the heart of the classroom and have the greatest impact on learning and behavior at school. I also try to incorporate their families into the classroom as much as possible. They have monthly family homework activities in which they can share the people in their family, things they like to do with their family, and traditions they may have as a family etc. I also try to fill our classroom with books and literature that is diverse in authors, stories and pictures as well as incorporate SEL strategies and techniques throughout our routines.
Creating a culturally responsive classroom is extremely important to me. I want every student to feel valued and seen in my classroom. These ideals need to be modeled and taught beginning at an early age. I hope that in doing so in my classroom, I help to support my students in becoming open, engaged, and tolerant of all others they encounter as well as allow them to feel comfortable and confident in their own culture and beliefs.
One area that I really enjoyed learning about from these sources was the role of race-related teaching practiced in the classroom and the different categories of these practiced. It made me think deeper about the race-related teaching practices I currently use and those I strive to incorporate. I feel it has been a relatively easy step to be “color-aware” and teach in that way in the classroom. I strive, however, to teach with a social justice approach but have felt discomfort and uncertainty in doing so thus far. I have feared response from parents and/or administrators who may be uncomfortable confronting racial inequities in society. I have also felt uncomfortable as a white person teaching students that have largely been racially diverse how they should confront racial inequalities. I know that these fears and discomforts come from a place of privilege; that I have the option to gloss over these issues rather than confront them. I want to do better. I need to do better for my students.
I absolutely think that culturally responsive strategies will benefit the school as a whole in all situations. They will create an atmosphere in which students feel supported and accepted not only in their classroom but by their school community as a whole. They will empower more teachers to teach in a culturally responsive manner as they know that they are supported in doing so. They will facilitate a more inclusive and compassionate school community and graduates.
Overall I can feel your eagerness and responsibility to your students to ensure that they have a safe place to be comfortable with you they are and where they come from. I think that the simple efforts of just taking the time to get know students and having those "talk story" opportunities that is not class topic related helps to build those relationships and make everyone feel more comfortable. I love the fact that you incorporate monthly family assignments. How does that work? Is it assignment that they have to work with their family on, or just something about their family they have input into that particular assignment? Those family assignments is effective in continue the relationship with both students and families.
DeleteI also spend a lot of time getting to know my students at the beginning of the year. This includes getting to know their interests, family dynamic, etc. I believe that by developing a relationship with students and showing them that you care and respect them you will be able to help that child feel comfortable in the classroom which will then in turn allow them to grow academically. I think that all teachers and staff would benefit from a PD about CRC. Sometimes I think we forget about what others go through and about how to be compassionate. Now, more than ever, it's extremely important that we spend time getting to know students and understand how we can better support them during the time we have them at school.
DeleteI enjoyed reading about how you want your students to feel valued and seen in your classroom. Building a culturally responsive classroom and environment represents a part of a student's self identity that sometimes isn't expressed. I agree that we do forget to be compassionate about a student's journey because most students think they walk that road alone. Educators should know that the more people involved in a student's life and with little support and understanding, will help increase the student's chance of success inside and outside the classroom.
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DeleteTowards the end of you answers, you stated, "I absolutely think that culturally responsive strategies will benefit the school as a whole in all situations". I completely agree with you on this statement. If we continue to strengthen and implement a culturally responsive strategies within our own classroom it will bleed into our system as a whole wide school. Learning about families likes/dislikes, interests, and their families in general is a great way to begin in having a culturally responsive classroom. If we know more about our students, then we are likely to fill those gaps where the lines get drawn.
The videos and articles gives us a brief overview of the reasonings and evidence of transitioning a traditional classroom into a culturally responsive classroom. The main takeaway for me, is directing CRT towards different ethnicities with low SES, that may also be ELLs. A teacher should approach CRT with a sense of multicultural knowledge, student centered based curriculum, critical pedagogy, and building rapport with students.
ReplyDeleteFor students to feel comfortable in my classroom, rules have been set since the first day of class such as a “no bullying tolerance” policy, team building exercises, problem solving scenarios, team over me attitude, and an occasional joke or two in my lessons.
Creating a CRC has it’s benefits so far. Although I don't fully understand or know most of the multicultural backgrounds of every student, I have prior knowledge of most backgrounds, which students start to open up when it’s something they connect with. For example, a quiet student in my classroom started to talk about his experiences with fishing when I was teaching about the Ahupua’a system.
The articles and videos have given the reader positive evidence to try something that's out of their comfort zone. Currently, I’m in this process of using CRC with a different pedagogical mindset. We must remember that this is a process that focuses on distinct techniques rather than quick results.
CRC can benefit the teacher if the whole school is on board, but that's just my theory. My thinking is, how can a student thrive in a CRC for only one year? Can you imagine the results if every teacher implements CRC? I also wonder how or what we can learn from Hawaiian emergent schools too. I feel they have a strong base of a cultural environment that we can learn from, especially if it involves a CRC.
I agree that having clear and precise rules set in each classroom and that is reviewed and discussed at the very beginning helps to establish that "comfortable" setting for students and the teacher. Definitely ensuring that items within assignments give variety and relevance to students cultures will help students feel a "Sense of Belonging" which is a component of Nā Hopena A`o. It truly does take a village to implement CRC to get school wide results, but we can definitely start small within our own classrooms and spaces to provide that safe space. It would be a great resource to create PD opportunities cross the Hawaiian Immersion schools. I believe that would be a great implementation.
DeleteI find myself asking those same questions! I wonder what it must be like to have a teacher who never gets to know your interest or someone who does not use CRC strategies in the classroom. We seem to have a similar teaching style. I also spend time completing team building activities, asking lots of questions about their family units, and just spending time getting to know them. I have traveled quite a bit and love to use what I know in my classroom. I love going with my students to Hawaiian studies and learning about the Hawaii culture along with my students. Even though the school I work at is not a Hawaii emergent school, I can skill learn a lot from the Hawaiian studies teachers and I try to apply the vocabulary my students learn to classroom activities.
DeleteI liked your connection about having those set rules to allow your students to feel comfortable. Do you create your classroom rules together or do you tell them what the rules are? This could also be an area to further their feelings of belonging in you create the classroom rules together as a class. This might allow them to feel a sense of ownership and responsibility to these class rules - or rather a class agreement. Either way, I agree in that it helps to set the stage for a save and secure environment which will hopefully provide them with the space and comfort to open up and learn more!
DeleteI really appreciate your perspective of culturally responsive teaching as an ongoing process and not a quick fix. Since such a large part of our job as teachers is connecting to students, we might want to use CRT to immediately engage or excite a student in a particular lesson. While this can be beneficial, your philosophy of CRT as a process can actually help us yield better results from students because they grow to see their own culture and identities as inherently connected to their schooling. In this way, we can build academic aspirations in our students that will last much longer than the connectedness to just a single lesson.
DeleteI loved watching these videos and reading the articles you posted. In the article, “Reading Your Way to a Culturally Responsive Classroom” it reminded me of how important literature is to teaching about being culturally responsive. I love finding books and teaching a lesson, but it’s not only about the lesson that is being taught, it needs to be about the discussion that is had after. In the article, it states “Children’s literature offers an engaging vehicle for generating these conversations.” In the video Culturally Responsive Teaching, I loved when Dr. Newell stated “Students must come to us with an invitation and they must feel open to discuss their values and beliefs.” She then goes on to explain how important it is for parents to be involved so that we can bridge student and home culture, but the initiative should come from the teacher.
ReplyDeleteIn my classroom I try very hard to bring in children’s literature involving many different cultures. I love reading a book and then having a discussion about the book as a group. This really helps students see what others think and helps them to understand that though we are all human we all come from different cultures and socioeconomic backgrounds and how we can respect those differences but still work together.
I am very motivated to create a culturally responsive classroom. I feel as if now more than ever it is important for students to understand that differences are not to be seen as a threat, but as a way to embrace and learn new things from each other. The articles and videos that we watched/read really solidified for me how important it is to be vigilant about being culturally responsive in the classroom. I know at times I feel pressured to “fit in” curriculum, but I really want to try and take a step back and see how I can bring in guest speakers, books, etc. to enrich the conversation in my classroom about cultural diversity. When students feel accepted and heard they are more open to learning from their teacher and each other. In this video, Dr. Newell states that this all begins day one in the classroom. She goes on to say that the way the classroom is set-up and how other cultures are represented in the classroom helps students feel comfortable and more willing to share about their own culture. As a teacher, this is very beneficial because it allows students to feel valued and comfortable sharing their ideas in the classroom which leads to wonderful discussion and learning for others.
I really agree with your comments on the incorporation of reading in a culturally responsive classroom. There are so many ways that books can provide an opportunity for this! I have always thought about it in the terms of younger students and providing opportunities for them to be exposed to a diversity of books with board topics and pictures but I had not thought about your point about how it also allows them to discuss different view points with their peers. Since my focus is younger students, I have not lead those types of discussions but I think it is important to start them early and now would like to try to find ways to allow my students to discuss different view points using books as an anchor for those dicussions.
DeleteThe application of communication is misunderstood because many students (and adults) are left alone to interpret these new ideas and differences as threats rather than a way of self expression. I like how you mention about group discussions, especially about a book, because it shows students that other people have different opinions and teaches them how to respond to those opinions. Once students understand this concept, it allows them to feel empowered, valued, and comfortable in your CRC.
DeleteI resonated a lot with your focus on culturally responsive teaching as a method for creating comfortability among students in the classroom. By creating classrooms in which students feel seen and comfortable enough to embrace all parts of themselves, we are opening up space for students to bring more of themselves to their learning and their class community. Creating the type of environment where students are open to sharing, collaborating, and learning from their mistakes is incredibly beneficial for academic discussion, student social and personal development, and meaningful learning overall.
DeleteI do find this statement quite interesting: "How important it is for parents to be involved so that we can bridge student and home culture, but the initiative should come from the teacher." This could not be more true. In order for student and home culture to begin, we need to look at how this is being established. Families in our community rarely take the initiative to take these initiatives. It will normally take an opinionated parent or a news influence to begin these initiatives. "Fitting in" the curriculum is what saddens my heart a bit as well. We are practically teaching by the book at our school with barely any time to waste. However, with some practice and integration I feel that we have space for anything if it is that important to us.
DeleteI learned that culturally responsive teaching is crucial for students to feel valued in the classroom and to reach their learning potential. Kamehameha Schools’s Hawaiian Cultural Influences in Education study found that students’ educational aspirations are positively affected of culture-based approaches to education. This shows us that culturally responsive teaching is not just a preference, but a must in order to be maximally effective in your teaching practice. In addition, it is important that culturally responsive teaching is an integrated part of the classroom and not something extra.
ReplyDeleteTo make students feel comfortable in my classroom, I have rituals and routines in place to establish a friendly and welcoming environment. These include class guidelines that my students and I co-created, temperature checks at the beginning of class, and consistent opportunities for students to share about themselves with their peers, such as discussing highs and lows of the weekend on Mondays or practiced norms for meaningful, supportive discussion.
Creating a culturally responsive classroom is extremely important to me. The education system was not designed with many of my students in mind, so if I do not intentionally create a culturally responsive environment where students can connect to the curriculum and feel valued in all parts of their identity, they will not feel safe and comfortable enough to reach their academic potential.
These resources have influenced my pedagogy because they helped me realize that cultural responsiveness must be completely engrained in my planning and practice. To plan lessons and then consider how to make them culturally responsive is not the ideal; instead, creating culturally responsive lessons should be at the forefront of my mind in all stages of the planning and execution of my teaching practice.
I believe culturally responsive classrooms can benefit both me and my school because of the results they yield for students. When students can personally connect to their classes and feel a sense of belonging in the classroom, they will be more engaged and better able to learn. This makes teachers’ jobs easier and more rewarding, plus boosts the morale of the school when students feel like they are part of active learning communities.