Using Culturally Responsive Teaching in the Classroom

Culturally responsive teaching (CRT) involves including students' cultural backgrounds in their learning. It helps make education more relevant and effective for students from different cultures. Recognizing and valuing students' cultural experiences can create a more inclusive and engaging classroom environment.

Why Culturally Responsive Teaching?

Culturally responsive teaching uses cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective. It involves not just teaching content but also restructuring the way instruction is delivered to meet the cultural contexts of students. Studies by Demmert and Towner (2003) suggest that students taught through culturally responsive methods often exhibit higher academic performance. This is because CRT connects learning to students' cultural contexts, making it more relevant and easier to grasp. Teachers can bridge gaps between home and school experiences by using cultural references familiar to students, enhancing comprehension and retention.

Culturally responsive teaching also increases student engagement and motivation. When students see their cultures reflected in the curriculum, they are more likely to participate actively and be interested in their studies. This engagement is necessary for sustained academic effort and success. CRT not only benefits students academically but also helps them develop cultural competence. As noted by Villegas and Lucas (2002), CRT helps students learn to appreciate and respect diverse cultures, which prepares them for a multicultural society. This competence becomes the foundation for personal development and future interactions in diverse environments.

Studies by Irvine (2003) indicate that culturally responsive teaching improves relationships between teachers and students. Demonstrating an understanding of students' cultural backgrounds helps teachers nurture trust and respect. These positive relationships are vital for creating a supportive and effective learning environment (Irvine, 2003). Culturally responsive teachers are reflective and responsive to the cultural contexts of their students. Howard (2003) points out that effective CRT requires teachers to develop a deep understanding of their own cultural biases and how these may affect their teaching.

Culturally Responsive Teaching in a Math Class

In Mr. Nguyen's math class, the focus for the week is on geometry and spatial relationships. To kick off the lesson, Mr. Nguyen asks students to think about how geometric shapes are used in their own cultures. He encourages them to share examples of traditional patterns, architectural designs, or artworks from their heritage. Fatima, a student with Moroccan heritage, shows images of intricate geometric patterns from Islamic art, while Miguel talks about the use of geometric shapes in Aztec designs. Mr. Nguyen explains how these cultural examples will help them see geometry not just as abstract concepts, but as practical and artistic elements used in everyday life.

Mr. Nguyen uses these cultural references as a foundation to teach basic geometric principles. He integrates examples from different cultures into his teaching materials, showing how various societies have utilized geometric shapes in architecture, art, and design. He explains the mathematical concepts behind the patterns Fatima and Miguel shared, demonstrating how symmetry, tessellation, and spatial relationships are fundamental in creating these designs. To make the lesson more engaging, he provides students with graph paper and encourages them to create their geometric patterns, drawing inspiration from the cultural examples discussed in class.

The students are tasked with a project where they explore the use of geometry in their own cultures or another culture they are interested in. They research traditional designs and create a presentation showing how geometric principles are applied to these designs. Mr. Nguyen encourages them to reflect on how these cultural applications of geometry enhance their understanding of the subject. As students present their projects, they not only demonstrate their grasp of geometric concepts but also develop a deeper appreciation for the diverse ways in which different cultures use mathematics.

References

• Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32(3), 465-491.
• Howard, T. C. (2003). Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection. Theory Into Practice, 42(3), 195-202.
• Banks, J. A. (2004). Multicultural Education: Characteristics and Goals. Multicultural Education: Issues and Perspectives, 3-30.
• Sleeter, C. E. (2012). Confronting the Marginalization of Culturally Responsive Pedagogy. Urban Education, 47(3), 562-584.
• Ladson-Billings, G. (2006). From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools. Educational Researcher, 35(7), 3-12.
• Nieto, S. (2010). The Light in Their Eyes: Creating Multicultural Learning Communities. Teachers College Press.
• Gay, G. (2002). Preparing for Culturally Responsive Teaching. Journal of Teacher Education, 53(2), 106-116.
• Villegas, A. M., & Lucas, T. (2002). Preparing Culturally Responsive Teachers: Rethinking the Curriculum. Journal of Teacher Education, 53(1), 20-32.
• Demmert, W. G., & Towner, J. C. (2003). A Review of the Research Literature on the Influences of Culturally Based Education on the Academic Performance of Native American Students. Journal of American Indian Education, 42(1), 1-23.
• Irvine, J. J. (2003). Educating Teachers for Diversity: Seeing with a Cultural Eye. Teachers College Press.