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I agree, however...
I respectfully disagree...
Have you considered...
I support everything you said, and I would like to add...

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I see that the author posed three crucial starting point questions to forming culturally responsive pedagodgy:
Are my class rules and expectations culturally empowering to my students?
Am I teaching in a way that my students learn best?
Am I being a cultural ally to my students in support of their academic success?

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I see that this article provided an example of a school in Hawai'i that focused on culturally responsive teaching. This allowed the students to learn in ways that empowered them culturally. The article stated how various content areas embedded the Hawaiian culture into their classroom lessons.

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Culturally responsive teaching is not a quick fix, nor is it a simple strategy to add into your lessons. It takes reflection upon your and your students’ cultural lenses. It takes an inquiry stance and an audit of practices that may be limiting student access to your curriculum

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These few sentences really identify the efforts of CRT as an educator: "Culturally responsive teaching is not a quick fix, nor is it a simple strategy to add into your lessons. It takes reflection upon your and your students’ cultural lenses. It takes an inquiry stance and an audit of practices that may be limiting student access to your curriculum"

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I noticed that there are several authors talking about their own experiences with culturally responsive teaching and how it cant be used as a quick fix to students needs to express themselves culturally.

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I think that Dr. Amanda Branscombe modeled a really crucial aspect of being culturally responsive: Story sharing. This activity gives student's a voice to express their experiences and allows them to be heard. Not only would it strengthen classroom community but you, as the teacher, will get a clearer image of their backgrounds and preferences

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I see the word "empowered" appearing a lot in the beginning.

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I see culturally responsive strategies and tips for lesson planning

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I see a picture of the author, the words culturally responsive a lot, multiple educational ads,  and also I see there is a question of the week.

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I see that the author gained the most knowledge about culturally responsive teaching from teaching at a charter school in Hawaii.

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I see that the author mentioned that culturally responsive teaching is neither a quick fix nor easy, but rather requires a deep connection to your students and their families.

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I think that the dissonance between educators and students have emphasized the divide between our educational system and student accomodations. It seems our current educational system is coerced and designed to entrap students into the models of society that we envision, ignoring their sense of individualism.

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The author uses bolded letters to highlight important points and also incorporates the use of bullet points to expand on ideas.

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I think that it is great the teacher recognized that there was a disconnection between her and her students. This is the first step in creating a classroom environment that everyone feels comfortable in.

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I think in order to be a teacher that is united with his/her students, it is essential to find the stories behind each student in a means of storytelling, narrative writing, and personal video documentaries. With this, once you know about your students, you can then apply your knowledge to your classroom/lessons in order to enhance relevance and engagement along with content.

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I see that culturally responsive teaching is not something that can be accomplished through a single strategy or lesson and can't be done quickly. CRT happens over time and through getting to know the cultural lens' of the students.

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I see that the author witness no matter where you go or what type of students you have, they will always be eager to share.

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I see that the author explains that culturally responsive teaching is extremely complex and includes a variety of factors such as: reflection upon students’ cultural lenses, an inquiry stance and an audit of practices that may be limiting student access to curriculum, and a deep connection with students and their families. It also takes a major commitment to support their cultural needs, even if what is required is for the teacher to get outside of his/her cultural comfort zone to relate to the students.

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I think that the reaction and emotion that the educator in the article had with respect to feeling disconnected from other cultures is valid. I think it is important to feel uncomfortable in a given situation to grow as an educator.

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From the article, I see that culturally responsive teaching goes beyond engaging strategies and relevant lessons. Culturally responsive teaching involves empowering our BIPOC students, becoming a culturally ally for our students, and incorporating teaching practices that help students learn.

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I see that "Culturally-Responsive" is included in the title.

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I see a lot of effective strategies to incorporate culturally responsive teaching into our classrooms.

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I think that I think that the author makes a great point in stating that cultlurally relevant pedagogy is very important and complex. In addition, the author makes a good point in explaining how the classroom environment is one of the most important areas a teacher must address. It sets the tone for the time students will spend together and it should be one that it is supportive to all. This is important because the students need to feel represented in the classroom and should be able to learn in an welcoming environment.

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I think that teachers should be inclusive of all cultural backgrounds in their lesson plans.

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It is important we not only consider how we learn something but to also consider how different our students learning may be from our own. While it may not be our preferred way of learning we should not force our students to learn the same way we do.

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One thing that really stood out to me/I noticed was how the author talked about his biggest realization; a quick fix to CRT was not effective; rather he had to make a lifetime commitment to teaching curriculum that included his students' home cultures into the classroom.

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I wonder how, in addition to including culturally relevant books in the classroom, the teacher can create a physically culturally relevant classroom environment for the students?

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I have a question regarding whether non-history teachers can successfully implement cultural responsive pedagogy; if so, should teacher training courses adopt extensive cultural training?

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I see that culturally responsive teaching takes on new meanings in different areas. Teachers need to incorporate different strategies depending on where they are teaching and the variety of their students.

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I think it is important to get to know your students first before planning your approach to be culturally responsive. Your students may be hesitant to talk about their cultures and others may not be. So I think we should make sure that our students are first and foremost comfortable in our classrooms and support their cultural needs.

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I see points that are listed that describe who culturally responsive and sustaining teachers are.

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I think the article points out great practical ways to make lessons culturally responsive. As educators we have to relate to students to enhance engagement and it can be hard sometimes but there are easy ways such as just playing different types of music in the classroom when students work silently.

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I think that in order to gain a "deep connection with students and their families" there needs to be time emphasized to getting to know the students as well as giving the students the opportunity to get to know each other and their cultural similarities and differences.

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I think the descriptions of culturally responsive and sustaining teachers are meant to prompt educators to reflect on consistently in order to provide rigorous, relevant, and effective instruction.

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I see that the author was comparing two different teaching experiences to understand culturally responsive teaching better.

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I see that after trial and error, the author realized that the quick fix was not the most effective. He had to make a commitment to teaching that would embed students’ home cultures into my whole curriculum, while guiding students toward academic success.

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I think I had a level of appreciation for the author since she touched on a very important point that there is a level of cultural dissonance between teachers and students. We must educate ourselves on our students cultures.

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I wonder how to promote cultural responsiveness in my students interactions not solely during instruction but in conversation.

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I think that culturally responsive teaching is also not a "quick fix." Instead, it is an ongoing process that requires constant thought and revision after it's implemented in the curriculum so that it can be as thorough and effective as possible.

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The question is can a teacher actually be completely culturally responsive to all students? Sure, all students are the same age, in the same era, in similar neighborhoods, but are you targeting each student in entirity?

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I think this article is helpful so we can be more conscious of being culturally responsive educators. I think it's important we all "check our biases" before creating a lesson

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I wonder if there is a recommended practice for teachers that have a plethora of cultures within one classroom? How do you cater to all?

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I think that the author makes a great point stating that as a teacher, you might have to go out of your comfort zone in order to properly execute culturally responsive teaching

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Meaningful and purposeful culturally responsive teaching takes time to develop and implements. It is an on-going process of self-reflection and learning about oneself and students.

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I think that the author makes an important point when addressing the way students learn. We need to understand our own culture and way of learning can be different from the way our students learn. This realization can help us design more effective instruction.

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How does a teacher know if she is being culturally responsive to each and everyone of her students? Is it even possible?

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I wonder about what are some effective ways to be culturally responsive when making lesson plans for math.

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I think the quote that the author wrote is absolutely right "Culturally responsive teaching is not a quick fix, nor is it a simple strategy to add to your lesson".

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I see a multitude of reflective practices and whether the educator is serving as an effective platform for students to confide in. There are also various strategies for continuous improvement for the teacher to build a culturally responsive classroom.

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I wonder how many teachers deny the need for culturally responsive teaching.

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I wonder how easy it is to put paper to practice. How do all teachers (new and old) collectively contribute to a culturally responsive school environment?

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I wonder what specific strategies the author used to develop truly culturally responsive teaching in her new classroom.

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How can we change the negative narrative associated with contacting parents? How do we build positive and deep connection with students and their families, while not crossing any professional boundaries?

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I wonder how I can get to know all my students and their cultural backgrounds? What if some students aren't engaged?

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I wonder how many older teachers actually employ these techniques in their pedagogy.

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I wonder when we will finally reach the point when all schools around the world implement culturally responsive teaching. I've noticed in many instances from completing my observation hours and fieldwork, culturally responsive teaching was severely lacking.

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I think that the authors commitment to teaching that would embed students’ home cultures into my whole curriculum would be of best interest for the students. His use of reflective questions to consider the ways his teaching was addressing, or failing, my students’ cultural needs as learners was very optimal.

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I see strategies for implementing and sustaining culturally responsive teaching, like planning lessons with student culture in mind and providing multiple methods and means for students to learn.

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I think that the author brought up and made a really valid point when he said that he himself is included in the equation with his students; he has to look at and reflect on his own cultural lenses and biases in order to be an effective and good teacher.

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I wonder how why not many teachers employ these strategies

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I wonder why some older teachers

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I wonder if there any preparation you can do before meeting your students, to be culturally responsive.

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I think that it is important to address your own biases and cultural assumptions as an educator, as well as get to know your students and their families, in order to be culturally responsive. It is also important for teachers to remain flexible and always open to change.

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I wonder how can we focus on being culturally responsive within the content rather than how we convey the content?

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I appreciate that the author emphasizes time to reflect upon our own classroom practices.

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I wonder how we can specifically use data analysis in a way that is culturally responsive.

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I wonder why older teachers are not as receptive to allowing culturally relevant curriculum in their classroom.