1. Creating Culturally Responsive Classrooms
Del Valle ISD

2. DVISD

3. Objectives Understand the impact of culture on individuals and systems
Recognize why culture and language matter
Develop an understanding of how teachers become culturally responsive
Develop an understanding of what cultural and linguistic responsiveness looks like in practice
Adapted from NCCREST “Module 1: Understanding Culture and Cultural Responsiveness: Academy 1: Appreciating Culture and Cultural Responsiveness” (2005).

4. Dimensions of Culture

5. What Does it Mean to be Culturally Responsive?
“Cultural responsiveness is the ability to learn from and relate respectfully with people of your own culture as well as those from other cultures. It includes adjusting your own and your organization’s behaviors based on what you learn. Cultural responsiveness is not something you master once and then forget… cultural
responsiveness is not about trying to change others to be more like you. It is about cultivating an open attitude and new skills in yourself. Cultural responsiveness involves exploring and honoring your own culture, while at the same time learning about and honoring other people’s cultures.”
(Excerpted from Empowering Skills for Family Workers: The Comprehensive
Curriculum of the New York State Family Development Credential (1996).
Christiann Dean. New York: Cornell Empowering Families Project.)

6. Dimensions of Culture Language Space and Proximity Time Gender Roles
Family Roles
Family Ties
Education
Culture is the system of shared beliefs, values, customs, behaviors, and artifacts with which the members of society understand their world and one another. Sociologists and anthropologists have identified many basic elements that are present in our cultural interactions. These elements interact with each other and result
in patterns of behavior that are shared. Because these elements intersect with the experiences, the histories and the psychological makeup of each individual, no one person can be pigeon holed by their
“race,” ethnicity, sexual preference or any other single feature. It is in the mix of these features that individuality and group belonging are forged in unexpected ways by each person. Further, cultural, historical, experiential and psychological characteristics react with the contexts in which an individual finds themselves, further complicating our attempts to put people into specific boxes or categories. By understanding each of the following characteristics, we hope that you will have a richer understanding of how each element plays out in
everyday life.
Language. Language includes not only spoken and written words, but also non-verbal communication forms such as the use of eyes, hands, and body. In the United States, English is the predominant language. However, many members of our society speak a language other than English. Additionally, we all use different styles of language in our everyday interactions. Language can be formal, technical, or informal dependent upon the situation and people we are involved with. One might use formal English when speaking publicly, use technical language at work, and speak informally to friends and families. Other differences in language may include using slang language or dialects in place of formal language. Different cultures may be distinguished by the rules used while speaking. For example, in some cultures each party in a conversation must wait their turn, and that turn will be signified by a pause in the conversation on the part of the current speaker. In other cultures, parties to a
conversation do not wait for their “turn” to speak, but insert support or verbal explanations and questions throughout.
Hand gestures, body language, and eye contact are influential in our understandings of language and culture. In some cultures, eye contact is seen as disrespectful; in others, it signifies honesty. Some cultures keep their hands close to their bodies while speaking; others use hand gestures to punctuate their conversation. Another important element of language and culture is in the method of telling stories. Some cultures tell events in very linear fashion, while others proceed in a more circular manner, interspersing details with interesting observations or comparisons.
Have you ever noticed?
Watch how people talk to each other. See how many different ways that people use their hands when they are talking. How do you feel when someone doesn’t make eye contact with you? Or sustains eye contact over a long period of time? What assumptions do you make about that person?
That some stories have a clearly defined beginning, middle, and end, but others don’t? What assumptions do you make about someone based on their style of story telling? Space/proximity. Accepted distances between individuals within the culture, appropriateness of physical contact. Shaking hands is seen by some as a very personal action, not to be shared by strangers; others may see it as a customary and appropriate way of greeting. Similarly, in some groups, hugging and kissing upon meeting are standard forms of greetings; other people may be extremely uncomfortable with this level of contact. Rules for physical contact may be based upon gender or upon the relationship between the people involved. Rules also govern how closely people stand when conversing. In some cultures, people stand very closely together; in others it is considered rude to invade a person’s private space, so they stand further apart. Attitudes towards time. Being early, on-time, or late. Orientation towards time is very different across different cultural groups. For some, schedules and appointments are priority; for others, what is happening at the moment matters more than future events. Likewise, some cultures stress punctuality; lateness is a sign of disrespect. Other cultures don’t mind when people are late, and the norm is that a set meeting time is only an approximation How do you feel about being late for appointments? What if someone else is late for an appointment with you?
Taken from NCCREST “Module 1: Understanding Culture and Cultural Responsiveness: Academy 1: Appreciating Culture and Cultural Responsiveness” (2005).

7. Body Mapping
Personal: Historical, political, cultural self (What informs your way of knowing and being)
Educator Self: Ideally what is the educator self that you could be.
Given the information that you have written about, think about how one informs the other.
This activity requires that we examine ourselves and document Two individuals joined together and how the personal self informs the educational self

8. How might teacher self-awareness promote students’ opportunities to learn?
Reflect on the body mapping activity and write out a few ideas about how what you’ve mapped out about self impacts how you respond to and promote students’ opportunities to learn.

9. Shaped by our background knowledge and life experiences
Teacher Perceptions…
Shaped by our background knowledge and life experiences
Family history
Tradition
Education
Work

10. Teacher Perceptions

11. Danger of a single story by Chimamanda Adichie
of_a_single_story?language=en

12. reflect
Take 2 minutes and free write what comes to mind after listening to The Danger of a Single Story

13. Get into a group and share…
Talking Points:
Share some of the points in your free write.
Talk about a time when you have bought into a single story.
How do you see Adichi’s words relevant in our schools today?

14. Features of Culturally Responsive Pedagogy

15. What Does it Mean to be Culturally Responsive?
Using an assets based approach when working with students and families
Communicating high expectations
Learning about the cultures represented in your classrooms and translating that knowledge into instructional practice
Positive perspectives on parents and families of culturally and linguistically diverse students
Adapted from NCCREST “Practitioner Brief: Culturally Responsive Literacy Instruction ” (2006).

16. Students bring funds of knowledge to their learning communities, and recognizing this, teachers and teacher educators must incorporate this knowledge and experience into the classroom.
A fund of knowledge is a gold mine, a reservoir, of knowledge unique to you. Why is it important? Because when we come to any experience we arrive with something of worth to offer. Each of us always has something to contribute.
Being aware of students cultural background and uniqueness will give us the insight that we need to handle our students with care by incorporating this knowledge and their experiences into the classroom.
Students do not come to school as empty vessels waiting to be filled with knowledge. Rather, they bring with them rich and varied language and cultural experiences. All too often, these experiences remain unrecognized or undervalued as dominant mainstream discourses suppress students’ cultural capital (Bourdieu, 1990)

17. Activity: Getting to know students
Reflect and discuss with your partner: What specific activities can I apply in order to get to know the assets students bring into my classroom? What types of data can I consult regularly that will inform me of my students’ cultural and linguistic identities?

18. Becoming Culturally and Linguistically Responsive
What does it look like in action?

19. Culturally Responsive Classrooms: What it is…
English learners communicating in their native language with children from similar cultural and linguistic backgrounds
Calling on all students frequently, giving ample feedback and praising
Implementing a challenging curriculum
Providing intensive time on task
Genuine respect for students and belief in student capability
Students seeing themselves reflected in the stories being read to teach critical concepts
Utilizing families’ funds of knowledge
The Education Alliance at Brown University
THE PRACTICE: Communication of High Expectations - There are consistent messages, from both the teacher and the whole school, that students will succeed, based upon genuine respect for students and belief in student capability.
What is it?
High expectations influence teacher-student relations and affect student performance, motivation, and self-concept. Positive measures on the part of teachers and schools reflect the attitudinal prerequisites for effective teaching in a multicultural society.
Examples of positive measures for
teachers are: calling on students frequently, giving ample feedback, and praising.
schools are: de-tracking, offering challenging curriculum, and providing intensive time on task.
Teachers understand student behavior in light of the norms of the communities in which they are raised and respect all students as learners with knowledge and experience.
Questions to Think About
Do teachers or schools send subtle messages to students that convey low expectations?
How can schools test themselves to make sure they are communicating high expectations?
How do we create an environment of academic discourse?

20. Culturally Responsive Classrooms: What it is NOT…
Teaching one lesson on MLK during Black History Month
Celebrating Cinco de Mayo or other holidays with dance and special foods
Only having books of prominent cultural leaders (MLK, Cesar Chavez), etc.
Believing that children are empty vessels ready to be filled with knowledge…
Beyond heroes and holidays, it is about understanding students’ home life, their language, music, dress, behavior, jokes, ideas about success, the role of religion and community in their lives, and more. It is bringing the experiences of their 24-hour day into the seven-hour school day to give them information in a familiar context.- Cynthia Kopkowski

21. Culturally Responsive Classrooms: Where do I begin?
Ask yourself questions:
Have I made a conscious effort to get to know the cultural background of each of my students?
Do I integrate literature and resources from the cultures of my students into my lessons?
Do I begin my lessons with what my students already know from home, community, and school?
Do I understand the differences between academic language and my students’ social language, and do I find ways to bridge the two?
Adapted from: Kopkowski, C. (2006) “Sounds great, but how do I do it?” NEA Today Magazine.
Ask yourself questions:
Don’t Just Guess or Fall Back on Old Assumptions
Instead, let students talk about elements of their culture, both positive and negative, removing the burden from you to speculate or ask questions that you fear might be too probing. You can start with an assignment that asks students to discuss their life outside of school. For instance, in NEA’s educator guide Culture, Abilities, Resilience, Effort: Strategies for Closing the Achievement Gaps, teachers are urged to have students describe what they enjoy doing outside of school, with whom they spend most of their time, and whom they admire. Having children elaborate on their culture provides a shortcut to learn more about them, while they practice writing skills.
In one activity, students write about their culture’s celebrations, greeting styles, beliefs about hospitality, the role of family, and attitudes about personal space and privacy. Another has them pen short descriptions of the languages they speak, the music they listen to, the foods they eat at home, what is considered polite and rude in their family, what manners they have been taught, what they wear on special occasions, and what role extended family plays in their life. Imagine how much of an icebreaker such an activity could be. 

22. Scenario Activity

23. Scenario #1
A second-grade teacher scolded a Vietnamese girl for low motivation and falling back on her first language. The teacher didn’t understand that the child was confused and uncertain about the assignments, and she didn’t know the girl was saying, in her language, “I am politely listening to you.”
Allow a participant to read this scenario out loud.
Ask the questions:
What happened? Describe your reaction and those of others.
Why did it happen? If you didn’t react, why not?
What might the impact have been for what happened?
What was done/could have been done to change what happened?
What could have been done differently?
What did this teachers reaction accomplish?
Is there a conflict between your own beliefs and those of other adults or families of children involved?
Is the response respectful of the different beliefs involved?

24. Scenario #2
A third-grade teacher informed Mexican immigrants their daughter was “insecure and overly dependent.” The teacher didn’t realize the parents taught their little girl to be quiet and obedient and to seek approval while working on her assignments.
Allow a participant to read this scenario out loud.
Ask the questions:
What happened? Describe your reaction and those of others.
Why did it happen? If you didn’t react, why not?
What might the impact have been for what happened?
What was done/could have been done to change what happened?
What could have been done differently?
What did this teachers reaction accomplish?
Is there a conflict between your own beliefs and those of other adults or families of children involved?
Is the response respectful of the different beliefs involved?

25. Scenario #3
A teacher viewed the Pacific Islander children in her classroom as “lazy and non-compliant.” The teacher didn’t understand why these students, raised to value peaceful interpersonal relationships, were reluctant to participate in spelling bees and other classroom competitions.
Allow a participant to read this scenario out loud.
Ask the questions:
What happened? Describe your reaction and those of others.
Why did it happen? If you didn’t react, why not?
What might the impact have been for what happened?
What was done/could have been done to change what happened?
What could have been done differently?
What did this teachers reaction accomplish?
Is there a conflict between your own beliefs and those of other adults or families of children involved?
Is the response respectful of the different beliefs involved?

26. Scenario # 4
A teacher was angry with a Southeast Asian student who, she said, “smirked disrespectfully” when she disciplined him. The teacher didn’t understand that in the boy’s culture, a smile was an admission to guilt and also conveyed “no hard feelings.”
Allow a participant to read this scenario out loud.
Ask the questions:
What happened? Describe your reaction and those of others.
Why did it happen? If you didn’t react, why not?
What might the impact have been for what happened?
What was done/could have been done to change what happened?
What could have been done differently?
What did this teachers reaction accomplish?
Is there a conflict between your own beliefs and those of other adults or families of children involved?
Is the response respectful of the different beliefs involved?

27. Classroom Vignettes Vignette: Mrs. Arbenz Vignette: Mr. Yusuf
Activity: In groups, participants will read over the vignettes and discuss culturally responsive practices. Once finished, small groups will share their thoughts with the whole group. (10-12 minutes)
Adapted from NCCREST “Module 6: Culturally Responsive Response to Intervention: Academy 1: Overview of Culturally Responsive Response to Intervention Models” (2005).

28. Reframing the Question
Why are students failing?
How are the learning experiences provided by our district, school or my classroom failing our students?

29. Activity: What do you already do?
Part 1: Complete worksheet.
Describe what it would look like to be culturally responsive and list things you personally do or observe in your school that are culturally responsive.
Part 2: Pair, share.
Discuss your ideas with group members.
Be prepared to share with the whole group

30. Cultural Responsiveness
A process which includes cultivating an open attitude and acquiring new skills
Having the capacity to function effectively in cultural contexts that differ from your own
Developing the ability to be culturally responsive is an ongoing process
Cultural responsivity is a developmental process. It is the ability to learn from and relate respectfully to people of your own culture as well as those from other cultures. It includes adjusting your own and your
organization’s behaviors based on what you learn. Cultural responsiveness involves exploring and honoring your own culture, while at the same time learning about and honoring other people’s cultures.
Cultural responsivity is not something that you master all at once and then forget. It is about cultivating an open attitude and acquiring new skills, and it involves exploring and honoring your own culture while learning about and honoring other people’s cultures.
Cultural responsivity is a set of congruent behaviors, attitudes and policies that come together in a system, agency or among professionals to work effectively in crosscultural
situations.
Cultural responsivity is having the capacity to function effectively in cultural contexts that differ from your own.
Developing the ability to be culturally responsive is a life-long journey that is both
enriching and rewarding.
Principles
• There is no checklist of behaviors or beliefs that describes a particular culture
• Every student should be understood from his/her unique frame of reference
• All students are a dynamic blend of multiple roles and identified cultural
groups
Taken from NCCREST “Module 1: Understanding Culture and Cultural Responsiveness: Academy 1: Appreciating Culture and Cultural Responsiveness” (2005).

31. “The first step toward cultural responsively is building self- awareness and developing a sense of one's own cultural identity” - Lynch & Hanson “Cultural identity is fluid and highly nuanced, so that no two families may share the same values or levels of acculturation” - Jim Banks