CULTURALLY RESPONSIVE TEACHING 1

Culturally Responsive Teaching

Amanda Brown

Dominican University of California

There are a lot of different aspects that go into teaching. However, one of the most

important things that teachers should try to incorporate into their classrooms is Culturally

Responsive Teaching (or CRT) practices. Culturally responsive teaching is defined by the

“Being Culturally Responsive” article on the Teaching Tolerance website as, “recognizes the

importance of including students' cultural references in all aspects of learning, enriching

classroom experiences and keeping students engaged” (Tolerance.org, 2018). This practice

involves bringing students’ backgrounds and experiences into the classroom rather than having

students walk into a class and leaving all aspects of their home and cultural life outside. Joshua

Block speaks more about this inclusion in his article “Letting Students Succeed as Themselves”.

Block (2017) talks about students needing to create and feel a connection between themselves

and their school. The major points that he states include, “prioritize student voices” and

“emphasize relationships rather than compliance”. Both of these points Block explores further as

he states that prioritizing student’s voices includes having a teacher shift the role and “encourage

students to be the primary thinkers in the classroom, the dynamics of learning change and center

on the responses and ideas of the students” (Block, 2017). Secondly, when discussing his idea

about emphasizing relationships, he suggests that, “when students know that they are valued as

people and that their teachers care about their well-being and not just their grade, the dynamics

of the classroom shift”. This is a very important practice to me in that I believe this is the

absolute center of Culturally Responsive Teaching. CRT is quite important as it can create and

maintain a safe learning environment for students. Block’s article discusses numerous ways in
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which teachers can practice CRT. Many of the tools included in the article include shifting the

focus from strictly the curriculum only based classroom, to creating a curriculum in which

students can use that curriculum to draw from and create connections to larger topics. Further, in

the journal article “Perspectives in Understanding the Schooling and Achievement of Students

from Culturally and Linguistically Diverse Backgrounds”, Szu-Yin Chu (2011), discusses the

need for implementing CRT practices into the classroom. Chu (2011) states, “CRT uses the

child's culture to build a bridge to success in school achievement. Building a bridge requires a

degree of cultural literacy often absent in many classrooms” (Chu, 2011). The bridge that is

trying to be created is important, however, while Chu believes that CRT practices will help, he

hasn’t seen it at its potential yet. Chu (2011) addresses that the United States is slowly becoming

more diverse and therefore he stresses the need for teachers to be adaptable in their teaching

practices. Overall, there is supportive research that outlines the need for CRT practices in

classrooms however teachers unfortunately are not as adaptable towards the practice as teachers

could be. I believe a CRT classroom offers the ability to create a positive learning environment

in which students can become more involved and build upon their enjoyment in schools. CRT

atmospheres can offer an opportunity for students and teachers to become partners in learning,

and create more of an understanding and acceptance amongst each other.

In exploring the topic of Culturally Responsive Teaching, I reflected upon numerous

sources, which have helped me understand where and when CRT is used and being applied. I

used the sources of my personal/professional process journal, the Common Beliefs survey,

fieldwork experiences, and Civic and Community Engagement Value Rubric to look further into

Culturally Responsive Teaching.

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First, I’ve I used my process journal as a way of focusing the things that I have read, and

experienced (both personally and academically) and topics addressed in my classes. Specifically,

after learning about the topic of CRT, I explored more of my personal feelings behind it, and

applied it to numerous aspects of my life. In my opinion, it is important for students to be able to

come into a classroom with their past and current experiences, as it makes them who they are. In

my own elementary/middle school years, I felt as though my teachers weren’t as culturally

responsive. My experience came through as my teachers saw who I was academically as a

student, and knew my personality at school. However, when we were given an assignment to

write a poem about ourselves, and how we see ourselves, it wasn’t until my teacher was reading

it that she commented how little she knew about me. The comments my teacher left included

things along the lines of “I never knew that about you” or “I wouldn’t have thought that about

you”. These comments have stuck with me as I realized that my teachers didn’t really know who

I was, as the only side they saw was my grades. This I think often occurs in classrooms as it can

be quite easy for a teacher to get caught up in the curriculum and things that the students need to

know and accomplish that year. However, creating a CRT strategy can encourage student growth

while also staying on target academically. Again, I found Block’s article useful in that he stresses

the partnership needed to create safe places for students. He states, “Students need tools to

navigate a range of spaces throughout their lives, and demanding that they conform to one

standard silences them and sets the stage for endless struggles over compliance. Whether this

happens by design or by default, the result is that many students experience school learning as

something external to who they are and what matters to them” (Block, 2017). Again, teachers

have an important role and responsibility in helping to inform young minds. Block (2017)

addresses numerous things that are very important in creating a classroom environment in which
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students can be themselves and feel good about bringing their lives into the classroom.

Something I feel strongly about is trying to maintain relationships with students so that they

don’t feel that their learning in school is separate from who they are. I want students to be able to

fully express themselves as I believe it can open up opportunities for more engaged learning.

In addition, I explored the topic of CRT when answering the Common Belief Survey

questions. These questions created by “Teaching Tolerance” speak to the different beliefs and by

answering each question, one can start to understand their view on these beliefs. To both read

some of the background information on these common beliefs as well as discuss with fellow

classmates was interesting and offered different perspectives. After answering these questions,

we discussed in small groups some of what has influenced our position, and why we think the

way we do. This was effective in understanding that to create a CRT environment, I need to be

aware of my beliefs. Also that I need to acknowledge these beliefs in a way that would help

students understand as well that my beliefs do not and should not be their beliefs. One of the

Common Beliefs statements that were given included, “With all the pressures to raise student

achievement, finding and using examples for the cultural, historic and everyday lived

experiences of my students takes away (or could take away) valuable time from teaching and

learning what matters most”. After reading this question, without a second thought, I realized

that my position is that I strongly disagree with this statement. Involving students’ personal life

experiences and knowledge into the classroom can help students create more of a passion for

learning which has the possibility of improving individual student achievement rates. A report

from the Department of Education also produced a document, “Culturally Responsive

Teaching”, that states, “While implementing these practices, teachers must consciously make

connections to students’ cultures, languages, and everyday experiences in order for students to
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experience academic achievement while preserving their cultural and linguistic identities”.

Aspect, again, is the biggest part of Culturally Responsive Teaching, as the key factor is to bring

students together.. Similar to before, including students’ personal experiences in the classroom

can help them create a greater interest in the curriculum, and actually boost achievement. If

students are to come into the classroom without their other experiences, we’re asking them to not

bring who they are into the school.

Coincidentally, the statement from the Department of Education report, was

demonstrated in a few different ways in my fieldwork experience this semester. During my

fieldwork, there were numerous times in which the teacher would be teaching a lesson, and then

make a connection to the students’ personal lives. For example, there were numerous times in

which the conversation had strayed away from the actual academic topic. Although the teacher

did this by making connections to incorporate the students’ experiences into the lesson. Some of

the connections made involved a student who had been working hard in horseback riding, and

another connection was about a student who played and practiced that sport. Each of these

factors were brought up at different times and always because of a different reason and topic.

The teacher knew about the students on a personal level therefore she was able to ask them

questions and include these experiences in the lesson. Each time the conversation strayed from

the focus topic, the discussion would continue as the teacher made sure that students were able to

add what they wanted to. In each of these situations, I saw the students become more engaged as

they were making these connections of personal to school life. In the article, “Getting to Know

Students Deeply”, Shane Safir (2017) offers ways in which teachers can connect with students to

create a CRT classroom. One option Safir gives is to, “Interview a student to understand the root

causes of learning or behavioral challenges…tell the student that your purpose is to listen and get
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to know him or her better so that you can be a better teacher or leader” (Safir, 2017). While the

word “interview” seems like it could be misconstrued, the idea of making time to connect with

students who are struggling, or even just any student, helps to create a strong meaningful

relationship between teacher and student. In my fieldwork, the teacher I observed also made time

to create these types of connections with students. There were a few students that were having

behavioral issues and while the teacher had to maintain a strong and strict front, she made sure to

check in with each student about their personal lives. After situations would happen, the teacher

made it a point to have students come talk to her and check in to figure out what was happening.

These meetings with students were helpful in maintaining a relationship with the student.

Lastly, the Civic and Community Engagement Rubric offers up an opportunity for

individuals to assess how they maintained to incorporate and accomplish these factors in their

lives. These factors that are incorporated in the rubric, are important in maintaining how one can

encourage these factors in their CRT classrooms. Overall, the first factor of the rubric that works

with “diversity of communities and cultures”, is the most prevalent in CRT. In this section, the

statements include things such as “exhibit curiosity about what you can learn from other

cultures”, “show willingness to adjust your attitudes and beliefs because of your work with

diverse cultures”, and “promote others’ engagement with diversity”. Each of these factors

individually and collectively work together in helping promote an environment of cultural

responsivity. If teachers consider these factors and also encourage curiosity among their students,

it can encourage students to become civically-engaged and to be active participants in their own

communities. The overall engagement as well comes from a teacher’s ability to use knowledge

of their student’s background and incorporate students’ backgrounds and interests when creating

meaningful civic and community engagement opportunities. Part of teaching is giving students
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the ability to work with these factors and have them learn to make connections for themselves,

rather than telling students what they should get out of it.

Overall, I believe that Joshua Block’s statement is key in understanding Culturally

Responsive Teaching. He states, that “school would be a different experience for these young

people if they felt a connection to learning. School would be less about fulfilling external

requirements and more about investing in a process that would be central to one’s current and

future identity” (Block, 2017). Culturally Responsive Teaching should in my opinion be

implemented in all classrooms. I believe that it gives students and teachers an opportunity to be

themselves without needing to feel as though they are not in a mutually safe place. The

partnerships that can be created from having both teachers and students express themselves in a

personal way can create a positive learning environment for all involved. Culturally Responsive

Teaching may help create a safe learning environment for all students. More importantly, I

believe it can model for students—helping them learn how to be accepting and understanding of

other people. When a teacher shows their students that they genuinely care about them it can be a

huge factor in students succeeding in school. This success is, of course, what teachers should

want for all students.

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Works Cited

Aceves, T. C., & Orosco, M. J. (2014). Culturally responsive teaching (Document No. IC-2).

Retrieved from University of Florida, Collaboration for Effective Educator,

Development, Accountability, and Reform Center website:

http://ceedar.education.ufl.edu/tools/innovation-configurations/

Being Culturally Responsive. (2017, July 14). Retrieved April 06, 2018, from

https://www.tolerance.org/professional-development/being-culturally-responsive

Block, J. (2017, July 20). Letting Students Succeed as Themselves. Retrieved April 06, 2018,

from https://www.edutopia.org/blog/letting-students-succeed-themselves-joshua-block

Chu, S. (2011). Perspectives in Understanding the Schooling and Achievement of Students from

Culturally and Linguistically Diverse Backgrounds. Journal Of Instructional Psychology,

38(3/4), 201-209.

Safir, S. (2017, August 01). Getting to Know Students Deeply. Retrieved April 06, 2018, from

https://www.edutopia.org/blog/getting-know-students-deeply-shane-safir