Running head: Reflection 1

Reflection

Joanna Aviles-Jawhari

OTL 565 – Cultural Responsiveness in Differentiated Classroom

Colorado State University – Global Campus

Dr. Adam Hile

November 4, 2019
Reflection 2

Reflection

Over the course of 8-weeks, I have learned the importance of being aware of the different

learning needs of students; to recognize the diverse ethnic and language backgrounds, and how

their socio-economic status and home life can affect their learning. It is vital to take into

consideration all factors when planning engaging lessons that will fit all learning needs while

creating a safe learning environment, where students are free to share background knowledge,

ideas and opinions.

New York University published that, “A helpful step for all teachers is to explore and

reflect upon where their assumptions, attitudes and biases come from and to understand that how

they view the world can lead them to misinterpretation of behaviors and inequitable treatment of

culturally different students” (Weinstein, TomlinsonClarke, Curran, 2004).

Research based strategies should be implemented in classrooms to accommodate a

diverse classroom of students; to create a culturally responsive classroom environment.

Educators that implement research based techniques and strategies; it stands as having been

proven to have positive results.

A teacher that is culturally responsive is socio-culturally conscientious - has an attitude

that accepts students from culturally diverse backgrounds; has the commitment and skill to adapt

to change and is able to deal with conflicts and difficulties along with creating an environment of

collaboration between peers; constructivist views requires the teacher to teach students to solve

problems, critically think and provides a platform for students to have an understanding and

perspective of different points of view; knows information and the experiences of the student
Reflection 3

within school and outside of schools to develop a trusting relationship; culturally responsive to

facilitate knowledge and provide feedback for improvement and growth (Krasnoff, 2016).

A culturally responsive teacher provides a positive and safe learning environment for all

students. Well prepared teachers that provide the proper cultural values, attitude, and behaviors

in the classroom has a deep impact on the student’s learning process (Krasnoff, 2016).

I have been enlightened with the knowledge to become a culturally responsive teacher, so

that my students can reach their full academic potential.

Reflection 4

References

Krasnoff, B. (2016). Culturally responsive teaching. A guide to evidence-based practices

for teaching all students equitably. [PDF file]. Retrieved from

https://educationnorthwest.org/sites/default/files/resources/culturally-responsive-
teaching.pdf

New York University. (2008). Culturally responsive classroom management strategies.

[PDF file]. Retrieved from

https://research.steinhardt.nyu.edu/scmsAdmin/uploads/005/121/Culturally%20Responsi
ve%20Classroom%20Mgmt%20Strat2.pdf