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Teachers create opportunities that require the students to critically think and investigate real, open-ended problems, formulate questions, and develop solutions to real world challenges. This allows for a more complex and higher level of thinking while also allowing for multicultural learning to take place. Questions based on the cultural and linguistic issues for improvement of daily life or cultural issues through history, literature, science, math lessons can help to broaden and amplify the educational experience. These questions can be turned into group projects that draw on the students ability to make real change in their community (Aceves & Orosco, 2014).

Example of problem solving teaching method given by the ceedar center was a teacher gave her students the question on investigating zoning laws using math and reading skills to reduce liquor stores and their associated problems. This I assume was a big cultural and community issue in the area, but with the students research the were able to close down two liquor stores near the school and many citations given as well (Aceves & Orosco, 2014).

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Understanding that as a teacher your students often hold the keys to success in implementing a culturally responsive classroom. Teachers should develop diverse cultural learning opportunities based on student-generated ideas, background knowledge, values, communication styles, and preferences (Aceves & Orosco, 2014).

Instructional conversations, a form of child-centered practices, allows for students to engage in conversations on an academic level while also connecting personal, cultural, family, and community knowledge (Aceves & Orosco, 2014).

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Teachers must adopt a teaching method that demands high expectations for their students. It is the ability to communicate with others in a clear and specific way that outlines the expectations of students and what they should eb able to do. This helps to promote a classroom environment that is based on genuine respect of all students cultural diversity and learning capabilities (Aceves & Orosco, 2014).

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Language is a wonderful way to celebrate the cultural diversity within any given classroom. Allowing for the students that speak other languages to come up and teach the class on their other language and some simple expressions and greetings such as hello, numbers 1 to 20, months and seasons, family members, and colors can provide them with an opportunity to celebrate their differences while also gaining confidence in presenting and teaching their fellow classmates (11 creative ways, 2024).

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Teachers can set up a large calendar in the classroom that will identify the different major holidays celebrated around the world. Emphasis should be given to the diverse holidays celebrated by students within the classroom. When a holiday comes up that is celebrated by a student within the classroom it will provide the opportunity for the class to make relevant crafts, serve treats from that culture, and read literature associated with the holiday (11 creative ways, 2024).

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Comprises the instructional methods of cooperative learning, differentiated instruction, peer teaching, and reciprocal teaching. This method of teaching requires individual accountability, positive interdependence, and strong interpersonal skills between the teacher and students. This method of teaching allows participants to share and learn form a collective class experience and challenges (Aceves & Orosco, 2014).

Research has shown that this method of instruction has helped to improve student literacy engagement and motivation. Teacher will give a common introduction to lesson where they will then separate the students into groups. It is at this point where students will draw on their knowledge of the subject while also relating the topic to their own cultural background (Aceves & Orosco, 2014).

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Challenge students to expand their knowledge, learning, and thinking patterns beyond the classroom and their own culture. This helps the students to break through the barriers of cross cultural incompetence and recognize the differences among cultures. This thinking-beyond approach helps students to learn about other cultures, how they think, see life, how the cope, and what they view as important. It creates and understanding and tolerance for the ways not their own and increases the ability for individuals to form friendships with many different diverse individuals (Chen & Yang, 2017).

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Outside of the greeting of the day the classroom and its decor is one of the first things that a student comes in contact with and that which has a memorable impression ont he way forward for the student through the school year. The way in which a classroom is set up and decorated can have a powerful message of inclusivity if done right. Decorations such as posters, artwork, and literature that has a complete representation of the different cultures, ethnicities, and backgrounds can ensure that any student feels safe and acknowledged (Books, 2024).

A helpful hint to make this even more effective is when conducting group projects or holiday observe activities, the art created buy the students should be hung up showing that student its importance (Books, 2024).

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Not all students learn the same way, so teachers need to ensure that assessments on curriculum and lesson planning is being conducted while also evaluating student performance to see best means learning per individual. Students that need more time to master a particular lesson may be given the opportunity for more individual instruction, while those who already master the topic can be given additional activities or move to a new concept (Daniel, n.d.).

Extreme importance needs to be taken on the part f the teacher to ensure that this form of instruction and adaptation of teaching style for student doesn't take a negative spin. Students should never feel as if they are being excluded or thought of as lesser because of the accommodation, but should be reassured of the ultimate goal (Daniel, n.d.).

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The shared power and collaborative decision making in the education of their children will ensure a partnership that extends the education of the student outside of the school to the home (Okrand, 2024).

Key ways to ensure this happens:

1. Involvement - open dialogue between educators and families. This can be done through parent teacher conferences. Ensure these meeting can be conducted virtually as well through Zoom or applications like Classdojo (Okrand, 2024).

2. Engagement - Parents take the things discussed during these meetings and implement them in the home setting through small lessons or at-home learning in activities (Okrand, 2024).

3. Empowerment and Leadership - Allow the parents send feedback, suggestions, and an open forum to feel heard and respected. Also allowing the parents to serve in a leadership role within the school on a parental advisory board that helps in the approval of decisions before they are made (Okrand, 2024).

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Community Connections can unlock a myriad of opportunities for schools and students (Okrand, 2024).

1. Guest Speakers and Mentors: the use of an influential member of an organization or expert in an area of study can move mountains in a students life and advancement of knowledge. This also provides an opportunity for a STEM mentorship program for the science fields as well as local young business owners to come in and share their journey, success, and failures for an up and coming generation (Okrand, 2024).

2. Cultural Celebrations: Schools can have an open showcase of the diverse backgrounds through heritage celebrations for families and communities to partake in (Okrand, 2024).

3. Local Organizations: can help school in providing the resources needed for equitable education. These resources may include technology, internships, and funding for educational initiatives. The library can work with the schools to provide reading programs, e-books, and potentially tutoring sessions (Okrand, 2024).

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This allows for students and community organizations to work in unison meeting both organizational needs and educational needs of the student.

Benefits for Students:

Enrich their roles for their local community

Build leadership skills

cement learning objectives as real and important skills

help develop relationships and increase social emotional learning

(What is Community Based Learning?, n.d.)

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Back-to-School Nights and Orientation Events: This is the first opportunity in which a parent can get to know the teacher of their child. important questions can be asked and answered to help in the understanding and efforts needed by both parties for the success of the student. This also is another great way to meet other parents whose child will be in the same class, forming the bonds and relationships necessary to have a safe and inclusive classroom (Pontz, 2024).

Attending School Events: going to games and concerts, student exhibitions, and awards whether your child is involved helps to show them that support and teamwork within the school and community (Pontz, 2024).

Volunteer in the School: schools allow for parents to chaperone trips or dances, help in classrooms, and run school trips (Pontz, 2024).

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So much that defines us as people and the way we learn is through the literature and music of the past and present. Literature from different cultures and backgrounds allows students to grow and understand the different perspectives, experiences, and values of individuals (Incorporating multicultural perspectives, n.d.).

1. ensuring that proper texts and materials are available in the school and classroom. These resources need to be meaningful and have application to the lesson while also have a proper representation of the diversity and complexity of the diverse cultures of the world (Incorporating multicultural perspectives, n.d.).

2. when conducting any assignment, if applicable, the students can use a classroom library, bulletin board, or display that shows the different multicultural literature and resources available, while also allowing the students to post their work and reflections on the subject and reading material (Incorporating multicultural perspectives, n.d.).

3. If you were to conduct a history lesson on any given topic, you could assign reading materials to various students that capture the views of the different parties directly impacted by the event. Once complete the student can post their finding on this board allowing other students to read and learn from every perspective (Incorporating multicultural perspectives, n.d.).

Art and music can be used in the same to incorporate a multicultural perspective. Music and art from different cultures can be seen as a form of literature expressions that showcases the views from the artists standpoint on the current culture and norms of a society (Incorporating multicultural perspectives, n.d.).

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Addition of concepts, content, themes, and perspectives to curriculum without changing the basic structure of the lesson. This allows for the teacher to put ethnic content into curriculum without restructuring the whole lesson. When teaching a lesson on the Westward Movement in history class the teacher can add content from the perspective of the Lakota (Sioux) Indians. This method for incorporating multicultural perspectives often is accomplished by the addition of a book, unit, or course to the curriculum (Banks, n.d.).

Some examples of the additive approach are the adding of the book, The Color Purple, to a lesson on the twentieth century in english class, the film Miss Jane Pittman on a unit for the 1960s, and the Rabbit in the Moon a videotape on the internment of Japanese Americans during World War II (Banks, n.d.).

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The use of guest speakers from different cultural backgrounds can help to drive home a particular lesson plan for the student as they can take what was learned through a text book and now can relate it to a particular individual (The importance of multicultural education, n.d.). This will also provide the opportunity for the guest speaker to elaborate on the content in a way that the textbook didn't and in a way that may be more relatable to the students.

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Ensure that as teachers we are using real-world examples and case studies in our curriculum that can be related to students communities and culture. This can provide a motivation to learn the material as it is relevant to the student and could be an opportunity for them to make a difference or understand their community and culture at a deeper level (Celebrating diversity, n.d.).

Current events that can be discussed in a group setting or be conducted as a project that will be presented is culture, discrimination and immigration (Celebrating diversity, n.d.).