Article Review: Culturally Responsive Teaching

Here is a link to the article reviewed: https://www-proquest-com.ezproxy.liberty.edu/docview/1008666052/fulltext/35F71EA642744513PQ/1?_ga=2.53484576.947033017.1614292009-81269064.1597691630&accountid=12085

Summary

This article presents a true story that confirms the importance of culturally responsive teaching. Linda, a white teacher in a predominately colored school community, realized she and her co-teacher were pushing the academic rigor without providing any meaning (Christensen, 2012). Both teachers testify to trying their best to build relationships with the students, but it did not work. The students still struggled to focus during class and complete their work. They even tried an academic intervention with a student contract. The students rebelled at such high expectations and seemingly ridiculous behavioral changes that made no sense to them. In hindsight, the teachers learned that without motivation to first learn, they had no reason to make a commitment to learn the teachers’ way (Christensen, 2012).

The article addresses losing the class during tense situations. The teachers in this article recommend handling the situation within the classroom instead of referring students to the principal (Christensen, 2012). Minority students, those in areas with higher crime rates and students with a low socioeconomic status are used to disappointment and failure. If they see school as just one more area of their lives that has no impact on their lives that will bring disappointment and failure, then they will continually revolt against a teacher’s high expectations (Christensen, 2012).

These teachers in the article saw firsthand that choosing novels, examples and activities that reflect the students’ culture help them become engaged in their learning. The students can still learn the material and complete the necessary assessments that meet standards and expectations; only this way, students will succeed better in these assessments because they have been engaged in their learning (Christensen, 2012).

Analysis

Creating curriculum that reflects student culture without compromising expectations and standards is the key to success. The teachers in this article chose a novel for the students to read with characters that reflected the students. Whenever a student sees themselves in a story, they are instantly more engaged (Christensen, 2012). Then, allowing them to connect with the story in their assignment furthers their engagement and leads to success on the assignment. Providing example poems that supported the issues faced in the novel and then requiring the students to write their own poems certainly helped these students make an emotional connection that enhanced their overall learning experience. Most of the time, the best way to reach students is not with firm discipline and threats but with love and compassion. Showing the students that their culture has a place in their learning shows them that they matter (Christensen, 2012).

Reflection

I should carefully consider my curriculum. As an English teacher, especially, I need to guard against choosing stories from one cultural perspective, whether ethnic or geographic. Along with my curriculum, I also need to consider different assessments that might be more appropriate to accurately reflect the culture of the material or the specific students in my classroom. I believe that if I show my students from the beginning that their culture matters and has a place in our learning, they will be more engaged and enjoy their learning more and most likely succeed more. Therefore, it is critical that I consider my curriculum, strategies, and assessments in order to be a culturally responsive teacher.

References

Christensen, L. (2012). The classroom to prison pipeline. The Education Digest 77(8), pp. 38-41.