# data[].attributes.body
Biblical Perspective:
"For just as the body is one and has many members, and all the members of the body, though many, are one body, so it is with Christ" (1 Corinthians 12:12). From a biblical perspective, diversity is the vast group of people created by Him, a part of the identity of the body of Christ. God created a diverse population that has the potential to create a beautiful human experience. Every person is unique and special, created by Him. "So God created man in his own image, in the image of God created he him; male and female he created them" (Genesis 1:27 ). There are many different cultures that make up the body of Christ, and every person should be loved and cared for.

Educational Perspective:
From an educational perspective, diversity is considered one of the greatest assets of the educational experience. It consists of the unique aspects of the lives of families, students, teachers, the community, and the world. These differences are invaluable to education. Embracing diversity, while also acknowledging similarity is the educational approach to differences in the classroom. Educators acknowledge that "difference and similarity balance each other- the yin and yang of human existence" (Robins et al., 2012, p. 118). Educators focus on creating the best possible learning environment for diverse students.  While embracing diversity, educators "respect the learners and (to) encourage them to show respect to one another" (Robbins et al., p. 122). Due to the fact that diversity is part of the educational experience, culturally responsive educators have great respect for it.

# data[].attributes.body
Articles. DSC_3808 |. (n.d.). Retrieved April 26, 2022, from https://www.responsiveclassroom.org/welcoming-families-of-different-cultures/dsc_3808/

Bible gateway passage: 1 corinthians 12:12 - new international version. Bible Gateway. (n.d.). Retrieved April 25, 2022, from https://www.biblegateway.com/passage/?search=1+Corinthians+12%3A12&version=NIV

Collins, B. R. (2018, August 29). Talking to students about grief. Edutopia. Retrieved April 25, 2022, from https://www.edutopia.org/article/talking-students-about-grief

Google. (2008). Child_trauma_toolkit_educators.PDF. Google Drive. Retrieved April 25, 2022, from https://drive.google.com/file/d/1glZrsFem5nf0tpdzikrvp6C2M6wPsPyS/view?usp=sharing

Google. (n.d.). Google Images. Retrieved April 26, 2022, from bigstock-Pretty-teacher-helping-pupils-89907803.jpg (900×600) (languagecastle.com)

Hollie, S.  (2017).  Culturally and linguistic responsive teaching and learning:  Classroom practices for student success (2nd edition).  Huntington Beach, CA:  Shell Education.

Nuri-Robins, K. J., Lindsey, D. B., Lindsey R. B., & Terrell, R. D. (2012). Culturally proficient instruction: A guide for people who teach (3rd ed.). Thousand Oaks, CA: Sage.

7 tips to perfect your classroom management for ells: Continental. Continental Educational Publisher. (2021, October 28). Retrieved April 26, 2022, from https://www.continentalpress.com/blog/classroom-management-ells/

# data[].attributes.body
1. "Assess Culture" (Robins et al., 2012, p. 36): In the classroom, educators should be aware of their own culture, and should make an effort to learn about the cultures of their students and colleagues. By helping students understand the aspects of culture: ethnicity, orientation, nationality, socioeconomic status, religion, gender, and age, educators prepare students for success in a diverse world (Hollie, 2017). Classroom discussions are held about respecting and appreciating the cultures of others. Additionally, educators take the time to discover the learning styles of their students and provide them with opportunities to learn in ways that are beneficial for them (Robins et al., 2012).
2. "Value Diversity" (Robins et al., 2012, p. 36): Culturally responsive educators "welcome a diverse group of learners" (Robins et al., 2012, p. 36). Students feel safe and comfortable sharing about their own cultures and experiences and are provided opportunities to do so. The classroom environment is positive and engaging to the diverse group of students. Educators take every possible opportunity to learn about the diverse needs of students.
3. "Manage the Dynamic of difference" (Robins et al., 2012, p. 36): Anticipating potential interactions, discussions, and conflicts that may occur is crucial when assessing culture (Robins et al., 2012). Educators develop classroom management skills that allow them to successfully navigate conflict related to cultural differences. They "help the learners to understand that what may appear to be clashes in personalities may in fact be conflicts in culture" (Robins et al., 2012, p. 36). Students learn the value of a diverse learning experience.
4. "Adapt to Diversity" (Robins et al., 2012, p. 36): Educators are flexible in their routines and course design, allowing them to "deal with the issues caused by differences" (Robins et al., 2012, p. 36). In the classroom, educators make changes and students learn about the diverse needs of their peers, making the environment culturally responsive. Students with disabilities, who have experienced trauma, and have unique needs are provided with the support needed. Additionally, educators work closely with English second language (ESL) specialists, speech pathologists, school counselors, and special education teachers to ensure the success of their students.
5. "Institutionalize Cultural Knowledge" (Robins et al., 2012, p. 36): Educators work to ensure that every year, students are learning about culture and diversity. Their classrooms are colorful, accessible for students with disabilities, and have visual appreciation for culture, such as posters and artwork. They "influence the culture" (Robins et al., 2012, p. 36) of their environment in a positive way and make an effort to educate those around them about cultural responsiveness.

# data[].attributes.headline
Characteristics of a Culturally Responsive Learning Environment:

# data[].attributes.subject
Characteristics of a Culturally Responsive Learning Environment:

# data[].attributes.body
1. Safe- Students feel comfortable and loved in a culturally responsive learning environment (Hollie, 2017). They express themselves, share things about their cultures, and have their classroom needs met.
2. Structured- Culturally responsive learning environments have clear expectations for behavior, assignments, and classroom activities. Oftentimes, a daily or weekly routine is incorporated (Hollie, 2017). This also allows students who may not have structure at home to have stability at school (2008).
3. Flexible- The stability of the classroom expectations and routine allows for students to enjoy small, infrequent changes to the schedule. Fire drills, outside activities, and games are still managed and enjoyable for the educator and students.
4. Diverse- Culturally responsive classrooms embrace the differences that make students and educators unique. Students are encouraged to share about their culture and learn how to ask respectful questions about the cultures of others (Robins et al., 2012). The diverse needs of students are met, and all students feel included and important.
5. Honest- Educators engage in grade- level- appropriate discussions about racism, prejudice, and privilege. Students learn the truth about how the world views certain cultures, as well as racism throughout history.
6. Positive- Educators are reassuring and helpful, setting an example of positive behavior for their students. They do not allow the behavior of the students to negatively affect their demeanor (Hollie, 2017).
7. Engaging- Students are encouraged to participate in class discussions and activities. Educators create lessons that are appropriately paced, allowing students enough time to understand subjects without becoming disinterested.
8. Fun- At the appropriate times, students play games, have free time, and engage in casual conversations with educators. Enjoyable activities are incorporated into daily lessons that help students facilitate a love for learning.
9. Motivating- Educators devote themselves to excellent work, setting an example of commitment to education for their students. Students feel supported by educators, pushing them to complete work and learn as much as they can.
10. Collaborative- Students and educators work together for the improvement of their academic life. In the classroom, students help one another and work in groups. Educators work as a team to facilitate the best learning environment possible (Robins et al., 2012).

# data[].attributes.body
1. Create a Stable Environment: In order to be responsive to students who have experienced trauma, educators can create a stable environment. This can be done by maintaining classroom routines and setting clear expectations (Google, 2008). Educators can carry this out by posting the expectations and routine on the board and around the room, allowing students to view them at any time.
2. Create a Safe Environment: Another step trauma-informed educators can take is to make their classrooms safe environments for students. Educators can "set aside a designated time and place for sharing to help the child know it is okay to talk about what happened" (Google, 2008). Educators should be aware that traumatic experiences can cause students to act in abnormal or different ways. Sudden changes or actions may startle students who have experienced trauma, so it is also important that educators announce these things before they happen (Google, 2008).
3. Listen and Provide Support: Students who experience trauma may feel, "severe feelings of anger, guilt, shame, or punishment attributed to a higher power" (Google, 2008). Educators may be able to answer questions that students have about their feelings and experience. However, in order to provide students with the best help and guidance, educators should "refer the child to appropriate support" when deemed necessary (Google, 2008).
4. Make Changes: When assigning work to their class, educators can make exceptions for students who have experienced trauma. These exceptions may include providing extra time or class time to complete assignments, shortening assignments, and allowing the student to "leave class to go to a designated adult" (Google, 2008).

# data[].attributes.body
1. Contrastive Analysis: Educators are constantly, "comparing and contrasting the linguistic structure of two languages" (Hollie, 2017, p. 175). This practice, referred to as language codeswitching, helps the student learn about the difference between their home language and the academic language that is spoken in school. In the classroom, students are provided with material that allows them to easily compare the grammatical and structural differences between the two languages.
2. References are Provided: Students are given assignments, directions, and tests in both their home language and in English (Hollie, 2017). Additionally, students can choose alternative ways of demonstrating their knowledge of a subject. They may be asked to answer questions verbally in their home language or have work read to them aloud. In the classroom, educators have classroom rules, routines, and posters in both English and the home language of their students.
3. The Classroom is Structured Effectively: Students are provided with clear instructions that are repeated often. Discipline is consistent, holding every student to the standard of following directions and respecting others. Routines are also consistent, and students have weekly and daily responsibilities. In the classroom, the seating chart is created in a way that helpful English speakers near students who are ESL speakers (2021).
4. Social Skills are Emphasized: Educators provide students with the opportunity to "learn American social and cultural norms" (2021). Appropriate behaviors are modeled and explained in class as a part of the curriculum. When cultural differences arise, educators are equipped to recognize them and address them in the classroom. As students learn the norms, they will better understand what is appropriate in the classroom (2021).

# data[].attributes.headline
Characteristics of a Culturally Responsive Educator:

# data[].attributes.subject
Characteristics of a Culturally Responsive Educator:

# data[].attributes.body
1. Culturally Responsive Educators are conscientious, constantly making an effort to be as culturally responsive as possible. "Each time you walk into your classroom or training room, you remind yourself of your intention to be culturally proficient" (Robins et al., 2012, p. 119). It is the responsibility of educators to speak, listen, and respond with the mindset of being culturally responsive.
2. Culturally Responsive Educators are self-aware. They acknowledge their own privilege, things they do not understand, and any bias that they may have (Robins et al., 2012). By working to understand diversity, culturally responsive educators commit themselves to removing their own bias and learning about their privilege.
3. Culturally Responsive Educators are inquisitive. They respectfully seek to learn more about the cultures of their students and colleagues. Thier knowledge of the cultures of those around them allows them to be great communicators. Educators also seek to know "how others- both inside and outside the organization- perceive the organization" (Robins et al., 2012, p. 112). In order to improve, they want to learn how to improve the way their school is perceived in regard to cultural responsiveness.
4. Culturally Responsive Educators are accepting. It is important that educators accept their students for who they are and value their uniqueness. They view diversity as a valuable asset to student learning, as well as their own. When teaching, they have, "the intention of valuing diversity" (Robins et al., 2012, p. 119).
5. Culturally Responsive Educators are empathetic. Educators will encounter students who have experienced trauma, are learning English as a second language, and come from diverse cultural backgrounds. It is important to culturally responsive educators that students feel heard and loved. Even if they cannot relate to the experiences of their students, they will do their best to provide a safe space for them to learn in (Google, 2008).