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Hi! My name is Lily Shearon, and I currently live in Douglas County, Colorado.  I am a former fourth-grade teacher licensed in both elementary and special education.  I left the teaching profession more than 10 years ago when my first child was born, and I am now looking to return to the classroom as my children have gotten older.

Because I am not currently teaching, I am approaching this topic from the perspective of a parent and community member, informed by my children’s experiences in school.  The article by Rudine Sims Bishop entitled “Mirrors, Windows, and Sliding Glass Doors” was particularly impactful because it presented an important concept through an easy-to-understand metaphor.

Books serve many purposes.  They can affirm our feelings and experiences, helping us feel seen, understood, and validated.  They can also challenge our perspectives, encourage us to think more deeply, and help us learn something new about ourselves and the world around us. Both types of reading experiences are important for all people.  We all need books that serve as both “mirrors” and “windows.”

The populations in my neighborhood and at my children’s school are not particularly diverse.  Many students are white, come from affluent or upper-middle-class families, and are raised with conservative Christian values.  As a result, many children in these communities are surrounded by “mirrors,” meaning they regularly encounter people whose backgrounds, beliefs, and experiences are similar to their own.  In communities like these, it is especially important to provide children with opportunities to look through “windows” into perspectives, ideas, cultures, and experiences different from their own.

One challenge in a community where many families share similar backgrounds, beliefs, and experiences is that students, families, and educators do not always recognize the need for CLR strategies because their own experiences are so widely reflected around them. Some may also feel uncomfortable when books introduce identities, beliefs, or experiences that are unfamiliar to them or challenge their current ways of thinking.  As I return to teaching, I can address this challenge by being intentional about the books and media I select for my classroom.  I will choose authentic, inclusive materials that incorporate culturally and linguistically diverse perspectives while fostering a safe, respectful environment in which students can ask questions and discuss what they see through these different “windows.”  In a community where children encounter many “mirrors,” it is even more important to ensure they also have meaningful opportunities to learn through “windows” into the lives, languages, cultures, and experiences of others.

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Hi everyone! My name is Kimberly Crozier, and I teach at Springs School in East Hampton, New York. I have been teaching at Springs since 2015 and currently teach second grade. I am also TESOL & Special Ed. certified, so supporting students from a variety of linguistic backgrounds has been an important part of my experience as an educator. Our school currently serves about a 60-70% Hispanic population.

Culturally and Linguistically Responsive (CLR) strategies are especially important because our students come to school with different cultures, languages, experiences, and ways of communicating and learning. I think it is important that students see themselves and their experiences represented in the classroom while also being exposed to perspectives that may be different from their own. CLR strategies can help students feel that they belong, strengthen relationships, and make learning more accessible and meaningful. In second grade especially, creating that sense of belonging can have a major impact on a child's confidence and willingness to participate.

One challenge is making sure CLR practices are truly incorporated into everyday teaching rather than becoming something we only focus on during a particular lesson, holiday, or cultural celebration. Teachers also need the time, resources, and professional development to understand their students' backgrounds and choose strategies that are authentic rather than making assumptions about students based on culture or language. I think continuing to learn from our students, their families, and one another is an important part of becoming more culturally and linguistically responsive educators.

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Module #1

1. Stephanie Rodriguez - High School Social Studies Teacher, Boulder Valley School District (BVSD)

This is my twelfth year of teaching. It is my ninth year of teaching in BVSD. I have taught at the same high

school during these nine years.

2. Many of my students are Culturally and Linguistically Diverse (CLD). My rosters include both non-English proficient (NEP) or limited-English proficient (LEP). Courses I have taught include World History, AP Psychology, and U.S. History. The core of my practices revolve around Culturally and Linguistically Responsive Teaching (CLR). It is my responsibility to ensure all students are provided with a safe and sound learning environment. For them to feel they have not only a chance to learn, but also to challenge themselves through the creation of their own personal goals. With this in mind, each learner’s experience is unique and different. Their educational journey has to be tailored to their own strengths as well as challenges. They should know it is ok to try and fail sometimes. However with a failure, realize it is the perfect opportunity to learn and excel. In order for students to feel this is possible, it is my responsibility to be patient and open-minded. For there to be the mindset to always adapt and overcome everchanging circumstances.

3. The following podcast was quite powerful.

Speaking of Psychology: How the need to belong drives human behavior, with Geoffrey L. Cohen, PhD Psychology.

The information presented here highlighted several core components within not only psychology, but life itself. The main factor of learning is experience. Our experiences help to shape who we are. We are deeply connected to them as they have an inevitable effect on our own personality. It is within these experiences where you carve your own trail in life.

One of the main themes in this podcast is the need to belong. This applies to all students of all different backgrounds. When focusing on CLD students, this is a topic that hits home for them. There are so many challenges that are thrown their way. They are trying to navigate a world that is constantly changing and trying to find their place in it. With all of the events that are occurring, it is my responsibility to guide students with instruction that is scaffolded to their unique, individual needs. By doing so, we are creating goals that lead to independence inside and outside of the classroom.

Two of the biggest challenges faced by CLD students revolve around attendance and being present in the classroom (physically, emotionally, and psychologically). Students have to know they can come to school and be in a safe environment. To know they have peers they can rely on and relate to. Once they are in the classroom, it is important students feel they can access the content according to their own unique strengths and challenges. If students feel content is accessible, they will in turn know they are seen and belong.

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Hello, my name is Brad Cronk. I teach at Grand Junction High School, in Western Colorado, where I teach social studies.

Culturally and linguistically responsive strategies are important because we live and teach in a world with students from a variety of cultures, languages, and backgrounds. When we use instructional strategies that incorporate CLR teaching we can better connect with and teach students. These strategies work for all students, but specifically they are shown to make a significant difference for diverse students. It is important to understand that there is not one single story that applies to all students from a particular culture. We need to look for ways to appreciate the diversity of backgrounds while also striving to connect to our shared similarities.

It can be a challenge for teachers working to connect with CLD students to give effective feedback for students. As Geoffrey L. Cohen, Ph.D., shares in the podcast Speaking of Psychology, students can appreciate the critical feedback provided by teachers that comes with high expectations. Knowing their teachers have high expectations helps to build belonging for students from different backgrounds. This feedback shows a belief that the student can learn and improve their skills just like other students do. This coincides with Geneva Gay's writing in Culturally Responsive Teaching. Constructive feedback can help students to see their challenges in learning potentially become cognitive assets.

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Hello, my name is Matt Horan. I am a science teacher at Grandview High School in the Cherry Creek School District. I am a coach at the school and am involved in other activities as well. I have been in education for 19 years and have witnessed the different changes in teaching methods over that time. Building trust with the students is the first step to delivering the content.

CLR strategies are a way of building that trust the with students. I have changed over time creating lesson plans to incorporate current events from all over the world and connect it to the chemistry topic that is being discussed. Audrey Kim writes about including culturally responsive sources when delivering content. Some of those sources may engage the students with different cultural backgrounds than my own, and can also inspire the students that have a similar background as myself. Providing a reading about a particular scenario that is localized along with a reading about the same scenario in another part of the world can connect students and further engage their learning.

There are challenges to incorporating CLR in the science classroom. Lack of professional development is a major obstacle to making the connections more meaningful and not so surface culture. In my area of content it is also important to not reduce the rigor of the curriculum for the relationships of the students. Holding all students to a high standard is the goal of each unit. CLR strategies can be used as a "hook" to gain students' interest in the material before the more in depth instruction begins.

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Hello, I'm Brian Libbey. I teach English 10 and Concurrent/Duel Enrollment for Psychology. I've been teaching a Chatfield Senior High (Jeffco Schools) in Littleton, CO for 25 years. Prior to education, I was a child mental health therapist for about 7 years.

Geneva Gay's thoughts about CRT are anchored in the valuing of cultural differences, not seeing them as obstacles. In general terms, CLR strategies are important because inclusivity is important to anyone's life or learning experience. We all are open to more from the world when we feel valued, so as teachers, it's important to maximize interest in each person's individuality as it is what we all have in common. We grow from this. Gay talks about  bridging the gap between students’ everyday experiences and school curriculum. This is such a strong way to build neural connections that we can access later, by linking the new learning to things that are already established in the brain. Albert Jones & John Shindler's study supports this, finding school climate strongly related to school performance.

Identifying the value of CRT is important, but there are numerous challenges, including Eurocentric curricula, limited training for teachers, and unexamined bias on teachers' part. Even if we all are well-intentioned, it's a steep hill to climb...and at the risk of sounding pessimistic, I don't know that everyone is well-intentioned. Though I never shy away from advocating for inclusivity, it's no secret that a large portion of our country sees inclusivity as a political idea for the liberals. I find the topic of implicit bias fascinating in its stubbornness, even in people who work hard to decouple it from our assumptions (and sometimes, behaviors). Despite the challenges, Manuel Caingcoy's overview on the research around CRT establishes a clear value in it and lays out recommendations for implementing CRT practices.

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Hello. My name is Sam Bennett and I am a professional development Partner of Secondary Literacy in the Cherry Creek School District in Colorado. CLD strategies are central to my job in every way.

Our district priorities this year revolve around backwards designing engaging units of study that provide multiple reasons for students to read, write, and talk. We must know students deeply and plan with them in the forefront of our mind -- to design units with compelling topics, tasks, learning targets and a variety of texts to impact their motivation to learn as well as their emotional and cognitive needs. And, we need to use daily time in the classroom in innovative ways, with two-thirds of every class period dedicated to student read, write, and talk time, which allows teachers to confer with students one-to-one to learn their stories -- and ensure they get the just right texts in front of each student, in topic and accessibility level, to help students build background knowledge and skill to make meaning and make change. We need to listen to teach more than we talk to teach, to understand what each student knows, is able to do, and needs next to grow.

I was so inspired by the description of SF Unified School District's ethnic studies class for high school freshman described in Audrey Kim's "flypaper" and hope to create a cohort of humanities teachers across our district to design a similar course. As Audrey Kim writes, "Curriculum rarely succeeded in getting me to question, reflect, and engage with the material I was learning on a deep level." I want to ensure that is not true in CCSD by using the world to inspire compelling topics and tasks. There are so many authentic purposes and audiences in the world right now that need the writing and the voices of 11-18 year olds. In order to change the world, they need access to background knowledge through a wide variety of texts from multiple perspectives -- stories, charts, graphs, data, primary and secondary documents, poems, photographs, and diagrams. This type of planning with the venn diagram of student engagement and standards in mind takes time -- committed time for teacher teams to plan together, do their own assignments to make sure they actually connect to learning goals, and find a variety of texts --as we know choice drives engagement -- using standards to light and direct the path all along the way.

Engagement in each classroom is a key factor to ensuring the needs of culturally and linguistically diverse learners are met, but as researchers Shindler, Jones, et al. (2016) write, overall school climate is also determined by interactions and relationships in every hallway, event, activity, and with families and the community. They write, "...the quality of the climate appears to be the single most predictive factor in any school's capacity to promote student achievement." I'm excited to spend time in the thirteen middle schools and eight high schools in my district and study the components of culture beyond the general "vibe" in hallways and classrooms. I plan to shadow teachers and leaders at each site, and am looking forward to talking to staff, students, and families to learn more about faculty relations, student interactions, leadership decision making, the discipline environment and school-community relations to build a full picture of what is working well and where there is opportunity for growth.

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Module 1 Reflection

Hello, my name is Donald Nestigen. I am a multi-discipline science teacher at Chatfield Senior High School in Jeffco and will be teaching freshman biology, sophomore earth science, and junior/senior geology this year. I am also the sprint coach for our track team, game manager for winter sports, and PLC lead for Earth Science. I love being involved in our school in as many ways as possible. I have taught for 19 years, with 16 of those being in the upper elementary grades and 13 years at the elementary school around the corner from the high school.

CLR strategies are important for the success of all students. It is important that students of all backgrounds, upbringings, cultures, and experiences can find success in their academic journeys. As I watched The Danger of a Single Story, I heard Chimamanda Ngozi Adichie how she began writing her stories in a way that she was exposed to literature which was reflective of European or Western Culture and not of what she knew of the world, because she thought this is what all stories should be written about, due to the stories in books she was exposed to at a young age. It was ironic that when she began writing about what she knew from her own experiences, her professor told her that she was not capturing the true African characters in her stories because they did not fit a certain stereotype of Africa. I could see this creating a conflict within a person who learned that what was presented in early stories does not reflect all people; however, when you write from your perspective, you are told it is incorrect based on someone else’s stereotypical understanding of others.

Audrey Kim also addressed the idea of stereotyping in the article, A Culturally Rich Curriculum Can Improve Minority Student Achievement. In the article, Audrey addresses the idea of “stereotype threat,” which she states is a “self-enforcing stigma” that creates an inferiority in academics based on one's own belief about how they should perform due to cultural and racial stereotypes. She continues to state that “culturally responsive curricula would work to intervene and directly address issues tied to race.” The idea is to go deeper than the traditional “multiculturalism” presented in very brief and simple ways, such as Black History Month. This could allow students to research “themes of social justice, discrimination, stereotypes, and social movements from U.S. history” as they did in the San Fransico Unified School District.

I believe that using CLR strategies gives the students a more realistic expectation of who they may be and the idea that they can be successful in their education no matter what their background.

Some of the struggles I have encountered in my area include the limited number of widely diverse groups of students in our area. We have supports for ESL students who speak Spanish, but beyond that, we are limited in support for other diverse groups. I took Spanish in high school but only know a few words and can create a limited dialogue with students who speak Spanish. I have used tools provided by our district to create bilingual resources for these students, but it often takes a lot of time, which is already limited. Our school does have an ESL teacher and PARAs on staff, but this is also a limited resource in a school with over 1,500 students and an ever-growing  ESL population. Two years ago, one of the students in my class expressed to me that she felt very out of place and often targeted by other students for being a student whose primary language is Spanish and struggling to speak English. She felt she didn’t have many opportunities to make friends and engage with many students due to the language barrier and being Latina. This was hard for me as a teacher because I could help with translations of many things in class, but didn’t always know how to support her with the social aspect of student life. She and I created a strong teacher-student rapport, and she knew that I was a safe place to come and share her concerns, and I would do my best to help her navigate stressful situations, but I know I am limited in my knowledge to be a stronger supporter.

I am excited to continue with this training to hopefully give me some tools and a better understanding of my limited perspective on the world and the students in my classroom. I have always seen myself as a person who likes to see all sides of things, but also know that I have a limited perspective based on my life experiences and growing up in predominantly white environments.

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My name is Lacey Rykhus and I am a kindergarten teacher at Meeker Elementary school in Meeker, Colorado. This will be my 14th year in education, having taught preschool for one year, second grade for 6 years and going into my 7th year of kindergarten. I have been at my current school for 12 of those years.

I typically have anywhere between 15-20 students in my classroom each year and although that may seem small in numbers, it’s important to remember that each number is a child with their own background, personality, and needs. One of the greatest challenges I face as an educator is consistently and successfully meeting each of those children's needs and providing them with enough love and support to empower them to be resilient and believe in themselves. As a kindergarten teacher, not only am I trying to grow readers, writers, scientists, and mathematicians, but also kind friends, problem solvers, critical thinkers, and students who have a love of learning. Thinking about the lasting impact we can make as teachers, I made a strong connection to The Danger of a Single Story. What really resonated with me while watching was how vulnerable and impressionable we are at a young age. Something I notice in my classroom a lot, especially with English Learners, is how they often just want to copy me and my models and examples. If we are doing art, they want their picture to look like mine, if we are writing a story, they want to use my same idea, if we are discussing a book and our opinion of it, they want to share my same opinion. There may be several reasons for this, and it’s of course something I gently address as they build their own confidence, but copying and mimicking others can, at times, just feel safe and easy. This is why I see it as our job to help instill curiosity and questioning into our classrooms to help students develop into independent thinkers. A single story can easily be accepted if we aren’t intentional about exposing ourselves and our students to different perspectives and experiences. As teachers, our mannerisms, behaviors, attitudes and abilities are constantly being observed. Children watch us and learn and grow from us. It’s important that we are intentional with exposing our classrooms to many different cultures, perspectives and experiences and using our leadership role to build meaningful relationships and accepting classroom communities. I believe that being a kindergarten teacher is one of the greatest gifts I have been given and that I am very lucky to be able to have a powerful and positive impact on the future generation.

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McCall Pace, School Counselor at CCHS in CCSD

At my school of 4,000 students, we’ve got just about every culture and language you can think of under one roof. It’s a mix that keeps things interesting to me—and also makes it really clear why Culturally and Linguistically Responsive strategies matter, and are something I’m particularly passionate about. I work with students every day who are still learning English (or come from homes where another language is spoken), and that shapes how they navigate school, college applications, and even just asking for help. As a school counselor, recognizing that their backgrounds are a huge part of who they are and what they need to succeed is imperative in helping them find academic, social-emotional, and future financial success.

For me, CLR can often be boiled down to making sure I’m actually meeting students where they are, and recognizing their unique challenges. Like Sharrokay Hollie mentioned in our module intro, it’s about being in the pool with them instead of just throwing them in and walking away (this metaphor is super on-point!). That might mean having resources in multiple languages, or taking the time to really listen when a student explains what they’re dealing with. I LOVE and used to teach every year Chimamanda Ngozi Adichie’s “The Danger of a Single Story”--it’s a good reminder that every student has a story that’s way more complex than what I or others might assume at first glance.

That being said, the challenges are real. Resource gaps, language barriers, and the sheer time it takes to tailor support my caseload of nearly 350 unique students can often feel overwhelming. But the alternative of ignoring those differences isn’t something I can stomach. In my perfect world, I’m not just counseling students, but working towards building a positive school culture for all students.

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My name is Caitlin (Glennon) Prout. I currently run my own tutoring business in Thornton, Colorado. This is my 11th year teaching. Before owning my own company I worked with middle schoolers teaching math and science. I also sometimes volunteer at the local schools to help with students struggling with Math.

CLR strategies are so important and help to honor and respect the background and needs of all students. As a math teacher I never thought much of students not seeing themselves in literature or stories. I loved what Chimamanda Ngozi described in "The Danger of a Single Story." When she talks about reading stories from British and American literature and not seeing herself in them and then being exposed to books with characters like her it was so moving. I know as a child I have red hair and so reading the story Anne of Green Gables was so fun for me because I could see myself in the character. I truly enjoyed reading that book and got so much more out of it because I could relate to the character. I am inspired by her talk to use lots of different literature with my tutoring students. Many of the students I help are struggling to read. I can diversify my reading passages and storie. Building relationships with students finding what speaks to them could help them connect to the stories and fall in love with literature because they see themselves in the characters.

Some of the challenges I face with my own students are using the curriculum the school is using to help them read. I could definitely make what I use more diverse which would help to increase academic achievement.

I also loved the talk by Gregory Cohen talking about the need to belong. So many students I work with struggle academically and do not feel like they are good at school. So much of my work is building relationships so that I can encourage them even after they may not know how to complete a math problem or really struggle with reading. I think I have a unique opportunity to focus one on one with a student who struggles and help to build their confidence so they feel like they belong.

I am excited to find diverse reading passages to better support the students I work with. I also am going to examine my own biases. In "The Danger of a single story" It was fascinating how her roommate didn't understand why she would be able to use the stove. I think very often we have preconceived notions about others and we can fix this by taking the time to get to know who they are and where they come from.

During the pandemic I was teaching at a school. When we went online there was a student in my class who wasn't completing any work. Many of the other teachers were frustrated by her apparent lack of effort thinking she was just being lazy. I reached out to her family asking how I could help. The student spent several hours on zoom with me completing all of her work. In supporting her and helping her get caught up she shared with me that she had to help watch her siblings during the day so her parents could go to work and could not get her work done. Most of the time during the year the student did not have her homework completed either. I always assumed she didn't want to do it. She explained that in her culture the oldest girl was responsible for helping her mom with the younger siblings. This was so eye opening for me to not just assume a student doesn't want to do their work but that there are things going on behind the scenes.

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My name is Andrea Prose. I am a teacher working as a paraprofessional in Lewis-Palmer school district at Bear Creek Elementary school. This is my 14th year in education and I have been a classroom teacher in 3rd, 4th, 6th, PE and a special education teacher.

CLR strategies help educators meet the diverse needs of students from different socio-economics as well as differing language abilities. CLR strategies create inclusivity and a respectful learning environment. CLR improves student engagement and participation. It also supports academic success by connecting to student experiences. CLR builds positive relationships between teachers students, and families, and, promotes equity by ensuring students all have opportunities for achieving success.

CLR challenges include: language barriers, limited teacher training, lack of culturally diverse teaching and learning materials, potential bias, time constraints, and difficulty addressing the needs of all students in large classrooms.

The strategies are essential to help students feel valued and supported.

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Hello! My name is Dustin Flesher. I work at Janitell Junior High School in Widefield School District 3. I am the school librarian at Janitell, and I also teach two sections of journalism to the 7th and 8th grade students.

CLR strategies are important for every student. They engage students where they live: in their own background knowledge, culture and language -- and in the relationship that we build with those students. All students have a rich array of background knowledge that they can bring to bear on learning. They all have rich cultures and languages that can be leveraged into their learning. And when we build strong relationships with our students, those relationships increase engagement with learning.

There are many challenges. Accessing students' background knowledge, culture, and lannguage requires us to have good questioning strategies that are integrated with our units. We also must seek out and integrate culturally diverse texts. Regarding relationships, we must be comfortable with sharing parts of our lives and in talking with kids about their lives.

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My name is Mariesa Ubowski. I teach 2nd grade at St. Thomas More Catholic School in Centennial Colorado. I spent 10 years teaching kinder and am now entering my third year teaching second grade.

The school I teach in does not have an extremely diverse population. I have often feared that our students, my own children as well- who attend the school, are missing an opportunity to experience the multicultural nature of the world because they spend most of their time with children, and teachers who look the same, talk the same, and come from the same background, as themselves. I worry that they, as Chimamanda Ngozi Adichie beautifully explains in her talk "The Danger of a Single Story", are experiencing a very singular view of the world and will feel lost or uncomfortable when they eventually face the reality of the many-faceted cultural sides of the world. I don't want my students to be shocked by difference when they encounter it, but to be able to joyfully, and respectfully, embrace it and learn from it.

So, I think it is important that I, as an educator, provide opportunities for my students to get a window into the world through rich literature, as Rudine Sims Bishop descreibes in "Mirrors, Windows, and Sliding Glass Doors". Because my students lack the authentic opportunities to experience cultures and races different from their own, I seek to give them those opportunities through the literature and materials we share together throughout the year.

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My name is Sydney Woods. I currently work at Akron High school as a mathematics teacher. I also coach volleyball, basketball, and track for high school and help in the same sports for Jr. high. I have been on a lot of committees and strive to do my best in whatever I am evolved in.

CLR strategies are important because they improve academic outcomes. When our instruction connects to students cultural knowledge, background, and language they can access that content easier rather than having to be in a decode mode with an unfamiliar cultural framework. It helps reduce cognitive load as Hollie implied. By building on existing language and culture the student will thrive and engage more because they feel belonging and aren't sinking/swimming around in unfamiliar territory. These strategies address real gaps in opportunity.

When I first started off teaching I was in a school where Spanish was predominate. I didn't have enough background to speak it but I understood a few words. I always tried to make sure my students felt supported even though we were both struggling. Math is a universal language and I had one student who could pick it up relatively well without being able to speak English. He really wanted to progress and I learned he wanted to be a doctor. I tried to adapt my lessons and make them get progressively more challenging to figure out where he was. I was constantly trying to figure out if it was a language barrier or if he just needed more help in that area. Students in that class that could speak Spanish were such a help in this area. It was the first time in my career I felt a little overwhelmed because I didn't feel I was meeting him at his level and had no idea exactly how to approach this area. As time went on and I got better at scaffolding I started to see a lot of improvement. I had talked to our ELL director who helped me find resources. I used this through out the classes even if students could speak English. I saw a lot of improvement and more understanding. I was very thankful for the ones who were more versed than myself in these areas. I felt like my biggest challenge was that all materials I was using was made for one type of student and didn't account for others who just needed help unlocking the information.

I think it is important to adapt to your classroom. Our students are constantly having to do this for us. We all wear a lot of hats but ultimately at the end of the day our goal is make our students successful. If we can pinpoint our areas of weakness while taking our areas of strength into consideration then we can also learn to overcome challenges that our students are facing too. I hope that I can gain more insight and become more effective at the end of the day.

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My name is Amanda Redfield, and I am an elementary instructional coach with Cherry Creek Schools in Aurora and Englewood, CO. Prior to my current role, I was a classroom teacher for 13 years in a Title I school, teaching 1st - 5th grade, with the majority of my years being spent with 3rd graders.

As an instructional coach in my second year, I see the importance of CLR practices from a different perspective than I did as a classroom teacher. Having previously taught for 13 years in a Title 1 school, where intentionally building relationships, honoring students' cultural backgrounds, and providing equitable access to learning were essential parts of everyday instruction. Now that I support teachers at two high-performing schools, I recognize that the need for these strategies has not disappeared, even though the student populations differ. One of my schools is more culturally diverse than the other, but both benefit when teachers intentionally create inclusive learning environments that help every student feel valued and represented.

In the article, Mirrors, Windows, and Sliding Glass Doors, by Rudine Sims Bishop, she reinforces the importance of providing students with diverse books that serve as both mirrors and windows. When students see themselves reflected in the characters they read about, they develop a stronger sense of belonging and validation. At the same time, reading about people and experiences that differ from their own helps students develop empathy, respect, and a broader understanding of the world. As an instructional coach, my challenge is not convincing teachers that diverse books belong in every classroom; I believe they already value that. Instead, I am thinking about how I can best support teachers in using those texts authentically to deepen discussions and enrich instruction in ways that feel purposeful and naturally embedded in learning, rather than something added to simply check a box.

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My name is Scott Harris. I teach elementary school PE in DPS. Before PE, I worked in the classroom, mainly in the intermediate grades.

I've always worked in schools that have had very diverse populations: ethnically, culturally, socioeconomically.

There was a time when I thought that being culturally responsive was something only inner-city teachers needed to take into account. With the continued influx of greater and greater immigrants into our country, and their spread into more parts of our society it now seems to me that all teachers, in even the most remote corners can benefit from CLR practices.

Of course we see the most cultures in metropolitan areas, but even smaller communities around the country are seeing their diversity grow. Towns with meat packing plants, agricultural communities with itinerate workers, and even resort oriented mountain towns draw on immigrant labor.

My school is a minority majority, with around 10% of the students being white. Because most of the teachers are white it means that we need to make the extra effort to acknowledge their cultural backgrounds and continually be aware of how we are validating them as we instruct.

By acknowledging and validating our these different cultures and languages, their very identities, students will increase their engagement and improve their academic performance. In this more equitable environment we can create more inclusivity and a sense of belonging.

A challenge we face at my school is the sheer volume of different cultures. We've over 20 languages spoken, with kids haling from dozens of countries. Creating a welcoming environment is a teacher's job, but it can be difficult when you are trying to account for so much diversity within a classroom. We have some very caring classroom teachers and a very talented ELD staff that continually advocate for our ELLs, so I know we are up to the challenge.

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I'm Mary Hopper, a retired elementary school teacher of 28 years. My entire career was in Falcon District 49 just east of Colorado Springs. Most of my years were in Kindergarten, then a few in 1st and 2nd, and the last five were in K-5 Project-Based Learning. After retiring in 2022, and a three-year hiatus from being in school, I subbed for a year and now have accepted a part-time math tutor position in one of the schools in my district. I didn't envision returning to teaching, and yet I'm very excited about stepping into this new role.

As with so many teachers posting here, I've seen many changes to education in my time in the classroom--some good, some bad, some fleeting, and others more lasting. One of the best changes over that time in my mind is the greater diversity in the schools in my district: racial, ethnic, cultural, linguistic, and socioeconomic. At its inception, Falcon 49 was rural, small, and white; simply a reflection of the community. As the town has grown over many decades into a much more suburban area, and the school district includes the eastern edge of Colorado Springs, the community has grown and evolved with it. Even though CS as a whole is still predominantly white, I believe our classrooms now reflect more of the diverse population at large and it is beautiful!

My fear as a white female teacher is that my own privilege and specific life experiences keep me from connecting with students of other races and cultures in the deepest and most meaningful ways; from providing the best instruction for every student. In her article "A Culturally Rich Curriculum Can Improve Minority Student Achievement" (2016), Audrey Kim talks about stereotypes. All too often, (presumably white) teachers' "expectations can reinforce the notion that white and Asian students will outperform their black and Hispanic classmates." Do I hold these stereotypes, and do I allow them to infiltrate my instruction? If so, what steps can I take to eliminate these stereotypes and teach ALL students in a way that honors their families' cultures and languages and communication styles?

I'm grateful for the article by Elizabeth Kozleski, "Culturally Responsive Teaching Matters" (2010), because of the explicit strategies she outlines for connecting with and teaching multicultural and multilingual students. In her abstract, she cites Professor Geneva Gay's work (2000) and says that culturally responsive teaching "requires that teachers transcend their own cultural biases and preferences to establish and develop patterns for learning and communicating that engage and sustain student participation and achievement." This is an important reminder for me that it is MY responsibility to lead the way in forming those critical connections with kids; it does not rest on their small shoulders to tell me what they need.

Kozleski puts forth fifteen strategies as key features of culturally responsive teaching for teachers to implement. What's interesting to me is that more than half of them have to do with educating myself about races and cultures beyond my own, and reaching out to students' families in their neighborhoods and simply getting to know them on a personal level. I believe these are the best ways to support all students socially, emotionally, and academically.

Module 1 has already challenged me to think even more beyond myself and to prioritize cultural connection in my role as a math tutor. I know that strengthening those relationships with students through understanding will lead to greater academic outcomes in the long run. And I want my students to know that they are seen and heard! Their voices are imperative. The most impactful statement for me from all the readings is in Geneva Gay's "Culture and Communication in the Classroom" (ch. 4). She states that "Voice is the literal expression of one's identity, the echoing of the self. If you can't talk about what you believe in a way that feels natural, you can become alienated from your inner self. You're no longer able to express who you truly are" (p. 98). I need to hear every voice in my classroom and respond in a way that shows respect and dignity. That would be my greatest achievement!

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My name is Greg Clarkson and I am currently the IT Director, AD, 6th -12th math and college teacher here at Akron Public Schools in Akron CO. I have been teaching for 35 years and with that I have seen major changes in Colorado's education needs. Culturally and Linguistically Responsive (CLR) strategies are important because they help create learning environments where every student feels respected, valued, and capable of succeeding. CLR recognizes that students come to school with unique cultural backgrounds, languages, experiences, and ways of learning that should be viewed as strengths rather than barriers. When teachers incorporate students' cultures and languages into instruction, students are more engaged, develop a stronger sense of belonging, and are more likely to achieve academically. Research by scholars such as Geneva Gay, Rudine Sims Bishop, Geoffrey Cohen, and others shows that students who see themselves reflected in the curriculum, experience positive relationships with teachers, and feel included are more motivated to participate, take academic risks, and persist through challenges. CLR also benefits all students by promoting empathy, reducing stereotypes, and preparing them to live and work in an increasingly diverse society. I have found implementing these CLR strategies, however, presents several challenges. Teachers may have limited training in culturally responsive practices or may be unsure how to adapt instruction while still meeting rigorous academic standards. I know I was lost with these strategies at the beginning of my career. Implicit biases and reliance on a "single story," as Chimamanda Ngozi Adichie describes, can unintentionally influence expectations for students. Schools may also lack diverse instructional materials, have limited time for collaboration and professional development, or face language barriers when communicating with multilingual students and their families. Additionally, balancing standardized curriculum requirements with culturally relevant instruction can be difficult. Successfully implementing CLR requires ongoing professional learning, self-reflection, collaboration with families and communities, and a commitment from the entire school to build an inclusive climate where every student's identity and experiences are valued.

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My name is Angela Cowans and I was recently hired as a special education teacher with KIPP Colorado in Denver, CO. Prior to this, I was a special education teacher and an educational diagnostician with Columbia Public School in Columbia, MO, for twelve years. I started my teaching career in Aurora Public Schools in Aurora, CO, as a special education teacher and taught in this district for six years.

As a special educator, I have always valued differentiated instruction because my classrooms consistently included students with widely varying learning needs. Meeting each student's specific needs within a single classroom wasn't just important, it was paramount. Each of my students brought a unique learning profile of strengths and challenges and it was my responsibility to provide instruction that honored these differences. But it wasn't always an easy task as a teacher.

For me, professional development opportunities have played a significant role in strengthening my capabilities as a special educator. I was lucky enough to be able to participate in equity training in both school districts I taught in. When I taught in Columbia Public Schools, one of the books the staff was required to read as part of our equity training was titled "Culturally Responsive Teaching & The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students" by Zaretta Hammond. The framework outlined in this book helped me understand how culturally relevant instruction activates neuroplasticity in the brain, allowing students to build stronger connections to their learning.

In my most recent position as an educational diagnostician, I approached student learning from a psycho-educational perspective, focusing on comprehensive evaluation and the implementation of academic, social and emotional interventions. In this position, I developed an understanding of how students learned, why they struggled and what targeted supports helped them progress with their learning. As I head back into the classroom, I am looking forward to utilizing my knowledge base, combining my psycho-educational expertise with culturally responsive practices. I hope to help students make meaningful, lasting connections to their own learning through their culture and through an appreciation of others' cultures.

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My name is Brice Bettner, and my teaching career began in Brush, CO, where I taught 4th-grade for five years. After that, I taught elementary special education in Fort Morgan, CO for a couple of years. This year I will be teaching 5th-grade at an elementary school in Lochbuie, CO.

In the schools where I have worked, 50-65% of student body are classified as English Learners (ELs). While many of these ELs migrated from Mexico as native Spanish speakers, other students migrated from other parts of the world, bringing with them their cultures and native languages.

Culturally and linguistically responsive teaching is especially important given the demographically diverse populations found in our schools. If teachers don't respond appropriately and effectively to the needs of these diverse populations, the achievement gap will continue to widen. When academic needs aren't met, it puts those students at risk, financially and socially later in life. That outcome is not conducive for maintaining a healthy and equitable society.

In the schools where I have worked, one of my roles was to work closely with the ELD teachers. These teachers shared information related to students' language acquisition, family background (culture), and strategies for student engagement. For example, providing all students with hold-up cards so that all students can participate in the lesson with, even if their language skills are limited.

Even when I employ research-based strategies, it doesn't always work as intended. Students may still demonstrate misunderstandings of lesson content or fail to meet behavioral expectations. Despite these challenges, my guiding principle has always been to continue adjusting instruction to better meet the needs of my students from all backgrounds.

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My name is Laurel Algoe and I currently teach 4th and 5th graders at an elementary school with a focus on literacy. I will be starting my 20th year of teaching and I have taught in all types of environments: a GT center school in a blue-collar neighborhood, a highly impacted school with a FRL percentage of 85%, and now a mostly white privileged school with a portion of the school following the tenets of Montessori education. My current school is always struggling to maintain balance between the white, wealthy majority (mostly contained in the Montessori classrooms) and the lower income and diverse neighborhood students (mostly attending the traditional classrooms). In light of that, we recently read the book Dignity by Donna Hicks as a staff. It helped solidify for me that no matter what the makeup of the school I teach in, no matter what the makeup of the class I'm spending time with, I want each child to feel a sense of belonging and dignity while in my care.

In the article Mirrors, Windows, and Sliding Glass Doors, by Rudine Sims Bishop, she explains that much of our literature in the classroom acts as a mirror for our white, middle class students, but is only a window for any other student. We need to curate a library of diverse books in which all students have a chance to see themselves in a character or situation. "When children cannot find themselves reflected in the books they read...they learn a powerful lesson about how they are devalued in the society of which they are a part." As a literacy instructor, I find it valuable to immerse my students in stories about all types of people. This isn't just "good" for all students and follows best practices, it's life-changing and powerful for our students that might identify in a way different from the norm.

Furthermore, when I read Culturally Responsive Teaching Matters!, by Elizabeth B. Kozleski, I realized that beyond providing materials that are culturally diverse for my students, I need to be considering culturally diverse facilitation of instruction, routines and rituals. By giving my students more ownership over our classroom, I find ways to bring their own backgrounds into our daily learning. For example, last year one of my students came up with an idea for when we have extra time lining up as we wait for the students that needed more time to be ready. She developed a question jar that anyone could add a question to. It could be about a specific topic (like volcanoes) or a silly "Would you rather...?" question. By allowing all students access to this activity, we learning so much about what is on a student's mind and what is important to them. One of my students always asked fascinating history questions about Mexico and Central America, another wrote funny joke-like questions, while others asked advice-column-esque questions that other students could debate. I learned so much from this activity and it took no extra time up!

All in all, despite the challenges in my own building and those across America, we owe it as educators to pave the way for opportunities to feel belonging, to be seen and heard, to bring value to ourselves and others and to learn and grow alongside each other.

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Hello fellow educators. My name is Monita Lusk. I live in Colorado Springs. I have taught elementary grades first-fifth in District 11 many years ago. Home schooling my eight children has delightfully occupied my life for the last twenty-five years. We have graduated six out of the eight. Currently I have two students in tenth and eighth grade. We live in District 20.

I may be working with home school groups in a cooperative setting this year. There are many adopted children a part of that group and several come from different countries, but the students all speak English as their first language. Some of the students still have a national tie to their homeland while others have only experientially known the United States. Utilizing the information from this module will be helpful in the area of “belonging” as referenced in the interview with Dr. Geoffrey L. Cohen and also from the article on School Climate and Student Achievement Connection under POS (psychology of success). When people feel like they belong, Dr. Cohen said it motivates a human’s ability to learn, work together and solve problems. This would be critical in any type of educational setting. As an educator I am thrilled when my students fully participate and work together. With my two students in particular, ages 13 and 16, they are trying to figure out their place in the world. Dr. Cohen mentioned that big predictors that inform us if they feel they belong are a sense of connection at school and at home. Motivating my students is easier when this sense of belonging is firmly secure in their minds.

We have been able to take our students to other countries such as Peru, Ireland and Scotland. While in either of these countries we were all faced with language barriers, even in the English speaking countries. Observing closely the local people as to what was acceptable behavior, language, even gestures helped us tremendously. Our sons dove right in and attempted to speak the little Spanish they did know in Peru and the local people were very willing to correct them with grace. Continuing to expose our sons to new cultural experiences will be the challenge. Literature is one way we have done this and will continue to do this. I was challenged and reminded by E.B. Kozleski’s article Culturally Responsive Teaching Matters when she mentioned that “teachers cease being knowledge brokers and take on a facilitator role.” That requires purposed effort and engagement which I aspire to improve this next school year.

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Hello! My name is Lindsey Walsh and I teach second grade in Colorado Springs School District 11.

I believe culturally and linguistically responsive teaching is important because every student deserves to feel like they belong in the classroom. After watching The Danger of a Single Story, I was reminded how important it is to avoid making assumptions and to take the time to learn each student's unique story. In second grade, students are developing not only academically but also socially, so creating an environment where they feel respected, valued, and comfortable sharing their ideas helps them build confidence and take risks in their learning. When students see themselves reflected in what they're learning and have opportunities to connect new concepts to their own experiences, they are often more engaged, motivated, and invested in their learning. I try to get to know my students as individuals, learn about their interests and backgrounds, and create opportunities for every child to see themselves reflected in our classroom while also learning about others.

One challenge is that every student comes with different experiences, learning needs, and perspectives. It takes time to build meaningful relationships, learn about each student's background and experiences, and intentionally plan lessons that are engaging and inclusive for everyone. Another challenge is finding authentic ways to incorporate culturally and linguistically diverse perspectives while still meeting curriculum expectations. It is also important to approach those topics thoughtfully by using accurate, respectful resources and being mindful of our own biases so we don't unintentionally reinforce stereotypes or misconceptions. Even with those challenges, I believe culturally and linguistically responsive teaching creates a stronger classroom community and helps all students feel supported and successful.

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Hi Michelle Barnes,

I was looking for another World Language teacher to reply to, and I found one! I'm Nina Endler and I teach ASL at Broomfield High School. I agree with you that "It is essential for students to see themselves in what they are studying, while also getting a glimpse into experiences that differ from their own."

One of the things I enjoy about teaching a World Language is by sharing about themselves in a language they are learning, students also learn about each other, make connections with each other and develop a sense of belonging. Probably one of my favorite classroom occurrences is when someone signs, "Me too!"

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Hi, my name is Nina Endler and I teach American Sign Language (ASL) as a World Language at Broomfield High School. I teach freshmen through seniors, ASL 1 - 4.

Every year, our school community becomes more diverse. It's great to witness and be part of this.

I enjoyed watching "The Danger of a Single Story" by Chimamanda Ngozi Adichie. Adiche's way of presenting her experiences and her use of humor makes this the most informative TED talk I've seen in a while, and I've watched plenty of TED talks. One part that stuck with me was her use of the word "and" as in "Poor and hardworking." Not only should it not be a single story, it should also not be a single word.

Another resource that appealed to me was "Speaking of Psychology: How the need to belong drives human behavior" with Geoffrey L. Cohen, PhD. Every student in the classroom wants to feel like they belong, and a feeling of belonging leads to taking the risks needed to learn. Here is my takeaway from the interview - "One of the things we found that works really well, a good wise intervention, is to say that this criticism that I’m giving you is a sign of my high standards. And I’m giving it because I have high standards and because I believe in your potential to reach them." I will aim to use this during the upcoming school year.

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Hello everyone, my name is Amy Flanagan and I am a kindergarten teacher in Littleton Public Schools. After engaging with "The Dangers of a Single Story," I found it fascinating how easily people can adopt a single narrative, which ultimately forms stereotypes. Relying on just one story leaves it incomplete and robs individuals of their true identity. I particularly loved the discussion on literature and storytelling. As a kindergarten teacher, this is a deep passion of mine and one of the absolute best parts of my job: teaching children how to read and write, and helping them find joy and excitement in that journey. Whenever I read a story or introduce a new topic, I love watching the children listen with pure excitement, eager to learn more. This curiosity starts early; they might connect with a specific author and then immediately want to read or listen to more of their work or explore informational texts.

In our classroom, we teach that children are never defined by a single story—there is so much more to who they are. From the very first moment they walk through my door, our goal is to understand each individual, learning what makes them happy or upset, and discovering how we can grow together as a class to support them in every part of their day. Reading "How the need to belong drives human behavior" really hit home for me. Cultivating a sense of belonging is vital, and it is something we actively work on from day one in kindergarten. My hope is for every child, as well as their parents, to feel trusted, safe, valued, and recognized as a true contributor to our classroom community.

This sense of community develops as we share and learn about one another. Nobody wants to feel isolated or left out, which is why we guide children on how to be a good friend: by listening to each other, practicing kindness, offering help, and playing together. What truly matters is that the children know I care about them, hold high expectations, and genuinely believe in them. Because they feel valued and safe, they gain the confidence to know they can succeed. They learn that it is perfectly okay to make mistakes; we all do, and those moments simply shape who we are and build "our story". Exploring these materials has truly confirmed the importance of teaching children to listen to one another, get to know each person deeply without judgment, and make everyone feel like they belong. Kindergarten serves as the very first step in this journey, and while it may look quite different here than it does in high school, we are all ultimately working toward the same meaningful outcome.

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My name is Talya Miranda, and I live in Broomfield, Colorado.  My current role as an educator is that I home school my almost 8 year old, and in the upcoming school year I will be teaching history and writing to 2nd - 6th graders part time at a homeschool enrichment program through the Jefferson County school district.  My teaching experience has been quite eclectic, however.  I first taught elementary school in Washington state, and then moved to Hawaii and taught various elementary grades for 8 years.  Hawaii is a true melting pot and the population is very culturally and linguistically diverse.  There is also a shortage of local educators, so many educators come from the mainland and need extensive support and training to begin to be culturally and linguistically responsive.  It was an eye opening experience, and I often wondered in my time there why I was not taught anything about CLR in my teacher preparation coursework.  I then relocated to Colorado and taught at Adams 12 here in Broomfield for 4 years, working as a Gifted and Talented Advocate at a Title 1 School.  These experiences exposed me to working with students from many different cultures, and allowed me to practice strategies to meet them culturally and linguistically, in order to help them academically.

Most recently, I taught a small group of homeschool students in southeast Colorado, and I’ll

use that role to reflect on, since I have not started my new position at this time. In this role, the challenges, and importance of CLD strategies became apparent immediately to me, even though I hadn’t anticipated this as being the case. Language wasn’t a barrier, but having only 5 students with minimal diversity was. I first perceived it as being close minded, but then I realized they simply hadn’t been exposed to varying perspectives on topics, or been challenged to consider different opinions, or to put themselves in the shoes of someone else. To label that as being close minded would have been the same as creating one story about them. Instead, much as Chimamanda Ngozi Adichie did with her roommate, I needed to understand the perspective of others, why they think the way they do, and then seek to educate. Adichie understood why her roommate had the perception that she did of her, and chose to understand it instead of to dislike her for that.

The TED talk by Chimamanda Ngozi Adichie resonated with me, because she put into words what I experienced. These students in the rural area I was teaching in probably only had one story presented to them about people from culturally diverse backgrounds. It wasn’t because they lacked the ability to have empathy, or understand different perspectives, they just hadn’t been exposed to it before.

I did my best to be respectful of this though - and find ways to challenge their thinking and show them different “stories”, through books, discussions, videos, ect. We worked to highlight and celebrate similarities when we found them. I also worked to meet them on their level and find what interested them to engage them - they like to build and experiment so for science, they often recreated and tested hypothesis long after the lesson was completed, but since they like bringing tools to school and comparing designs, I figured out how to use that to connect with them.

I think that CLR strategies are so important to incorporate, no matter what educational setting you are in, so that each student recognizes the value and worth of other students, and can try to understand and empathize more. When students feel that they are valued, heard, and seen, then they can truly learn.

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My name is Larry Troesh and I am a teacher and administrator at Calhan High School and Calhan Middle School. I have been involved in education for over 35 years, mostly as a teacher, and I am the author of the book "The Changing Landscape of American Education". When I taught in Houston, Texas, our student population was very diverse and I found that CLR was important in the classroom. This holds true as well in my administrative role. The lecture on The Danger of a Single Story was spot on when dealing with students. Just last year I had a Native American student who was extremely quiet and seldom raised her head when I asked her a question. My thinking was that it was passive aggressive but I realized it was really just her culture. Other teachers saw the same thing but once we figured it out, she did quite well in the classroom.

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Hello everyone, nice to meet all of you.

I am Kandace Wilkins and I am a K-12 School Counselor who currently works with a non profit called Denver Kids in Denver Public Schools. I have been with Denver Kids for two years working as the Youth Pathways Advisor. I oversee the Youth postsecondary pathways program (YP3) and support our students on their diverse pathways after high school (college, career, military, planned time off, etc).

As I reflect on the terminology and the video, I have come to understand that Culturally and Linguistically Responsive (CLR) teaching is about far more than instruction. It is about guiding, relating, and understanding our students . These components become the water that allows the seeds of knowledge in all students to grow. CLR teaching requires educators to meet students where they are, understand them as a whole individual, and take a holistic approach to supporting their growth.

I watched Chimamanda Ngozi Adichie's TED Talk, The Danger of a Single Story. At first, the phrase "single story" does not sound dangerous. However, it becomes dangerous when that one story becomes the voice of all; when it replaces listening with assumptions and becomes the only perspective to which we understand others. In education, relying on a single story limits our ability to genuinely support students.

Adichie says:  "The problem with stereotypes is not that they are untrue, but that they are incomplete."

In many ways, it is better to stay inquisitive rather than living with only a single story. It encourages educators to seek multiple perspectives, allowing us to build a much more accurate understanding of our students. With a fuller picture comes patience, stronger rapport, deeper understanding, and ultimately, more effective learning.

These traits of patience, rapport, and understanding, are fundamental to creating a positive climate within a classroom, a counselor's office, or any space where students are supported. In The School Climate–Student Achievement Connection, Albert Jones and John Shindler examine the relationship between school climate and student achievement in public schools. Their findings suggest that practices promoting a Psychology of Success (POS) have a greater positive impact than those rooted in a Psychology of Failure (POF). A Psychology of Success directly influences student motivation, the fulfillment of students' needs, and overall self-esteem. As a result, the learning environment becomes one of growth and where students feel safe to develop both who they are and who they can become.

Students need to feel safe, heard, understood, and empowered to learn. A single story removes students from their own narratives and limits our ability to support them for who they are and who they can become. Jones and Shindler argue that schools that consistently promote practices aligned with a Psychology of Success are better able to capitalize on what supports students most effectively. Creating an environment grounded in a Psychology of Success establishes a culture where authentic learning can flourish. It also removes barriers for students who are navigating multiple languages and cultures. The narrative shifts for both the educator and the student, making it clear that this is the student's whole story. That sense of empowerment becomes the fuel that builds resilience and confidence as students navigate the challenges of their educational journeys. Also, creating emotionally safe spaces where students feel comfortable being vulnerable is essential to that process.

One challenge I have encountered with creating a system that uses POS is the limitation of time and resources. I am fortunate to currently work in a position that provides access to professional development and resources that support my own cultural awareness and continued learning. I have the opportunity to intentionally grow so that I can create environments rooted in positive relationships and POS practices. However, I have also worked in environments where transactional success was prioritized over holistic student support. In those settings, educators often lacked the time, resources, and encouragement to build culturally responsive practices, unintentionally reinforcing POF practices.

So, how do we create a POS environment with these challenges? I believe the answer begins with avoiding the dangers of a single story and continuing to learn. Adichie emphasizes the importance of expanding our own understanding so that we do not unintentionally rely on assumptions or stereotypes when working with students.

Adichie said: "Stories have been used to dispossess and to malign. But stories can also be used to empower and to humanize."

With more stories we gain perspectives that allow us to support students in more holistic and culturally responsive ways. Although this may seem like a small step, it is one that can transform educational practice. It enables educators to identify both the effective and ineffective practices within their schools in order to strengthen the areas that are not fully serving students.

I think that engaging with research articles such as Jones and Shindler's and listening to TED Talks like Adichie's are meaningful first steps toward creating systemic change. Jones and Shindler explain that when schools reflect on their existing norms and recognize that they align more closely with a POF than a POS, those very norms are the barriers to long-term school improvement. You cannot balance both approaches simultaneously. Instead,  it is better to reduce POF and begin to shift to a POS system entirely. Although this process is easier said than done, meaningful change begins with a willingness to learn, reflect, and grow.

As someone working in a school-based support role, these ideas directly apply to my daily practice. Whether I am meeting one-on-one with students, collaborating with families, or connecting students to resources, my effectiveness depends on my ability to understand the whole student rather than relying on assumptions or incomplete narratives. Culturally and Linguistically Responsive practices remind me that every interaction is an opportunity to build trust, strengthen belonging, and create an environment where students feel empowered to succeed. By remaining curious, reflective, and committed to always learning, I can better support students.

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Hi, My name is Shelley Archuleta. I work for District 70. I am a Kindergarten Teacher at Avondale Elementary. I feel (CLR) strategies are important because teachers should help all students feel respected, supportive, no matter their cultures, language, or life experiences. Students need to know they belong and are seen as an important part of the classroom. Remember, children learn best when they feel safe are valued, loved, and seen. When we teach our students to honor and respect themselves and their peers for their differences our classrooms and the world will be a better place. A teacher who honors student's for who they are creates a stronger sense of belonging and engagement for all students. All educators need to know the "Dangers of a Single Story"

As an educator one challenge is meeting the diverse needs of all students while making lessons that are meaningful and inclusive. It takes time to learn about each child's background and to find resources that reflect the needs of the classroom. However, I believe the effort is worth it because it helps build strong bonds and creates an environment where every child feels valued and supported. I like to get to know my students favorite animal, color, book, food, and movie. If they don't know we help them explore different opportunities to find what they like.

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My name is Megan Burke and I will be teaching first grade next year in Jefferson County Schools. Over the years, I have taught every grade from 2nd through 5th, as well as a couple of years as an intervention specialist. I believe that this course will help to improve relationships, by building trust and belonging in my classroom community. Being a culturally responsive teacher will help me connect to students’ cultures, languages and experiences. Time and resources will always be a challenge, especially when the curriculum is set and mandated. Finding appropriate relatable material to incorporate will be part of the challenge. However, we must do as much as we can for the benefit of all of our students.

The resources provided were an excellent introduction and starting point for this course. The video, The Danger of a Single Story is a stark reminder that the material we read to our students may be completely unrelatable to some. In certain cases, confusion and misconceptions may be created, as well as discomfort and a sense of exclusion. The Article Mirrors, Windows and Sliding Glass Doors is also very poignant at this beginning stage of this unit. Primary students inherently look to find familiarity (and themselves) in the books they read. As educators we must be sure to fulfill this need, as it surely engages the reader and promotes belonging and a sense of importance.

My approach to all things in life is to be action oriented. So I very much enjoyed the action steps that were spelled out in Culturally Responsive Teaching Matters on page 6. In particular, the paragraph that is headed, ”Share control of the classroom with your students.” In first grade, this really means getting to know each student well. Understanding each student's culture, background, home life and experiences. The responsibility really lies with the teacher, to ensure I am providing/reading/sharing texts to help students see life from different perspectives.

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Hello!!! My name is Kayla McLoud. I am the First Grade teacher at Eads Elementary. I have been teaching in Eads for 12 years. The first 6 years of my teaching career I started out as a Preschool Director at our school. While I loved my time being around the littles, I felt that the older my children got the more I grew out of that age and stage of preschoolers. I felt as though I was ready for a change. Thankfully, there was an opening in our school for First Grade, so I applied and accepted the position and have been teaching first grade ever since and I absolutely LOVE it. I have the privilege of working with young learners every day, and one of the things I enjoy most about teaching is getting to know each student's unique background, experiences, interests, and family traditions. Even in a small classroom, I see a wonderful diversity of cultures, perspectives, personalities, and learning styles that enrich our classroom community.

One of the readings that really resonated with me was Rudine Sims Bishop's "Mirrors, Window, and Sliding Glass Doors" Bishop explains that children need books that serve as mirrors to reflect their own lives and identities, windows that allow them to learn about the experiences of others, and sliding glass doors that invite them to step into those experiences with empathy and understanding. In my first grade classroom, I have already seen how meaningful it is when students recognize themselves in a story or become excited to learn about traditions and experiences that are different than their own. These young students are just beginning to develop their understanding of themselves and the world around them.

As I continue through this course I have a feeling that it will help me think more intentionally about the materials I choose and the conversations I facilitate with my students. I want every child in my classroom to feel seen, valued, and respected while also developing curiosity and appreciation for the diverse world around them. Moving forward, I plan to use what I learn in this class to select more culturally and linguistically responsive texts, incorporate students' backgrounds into classroom activities, and create learning experiences that encourage empathy, inclusion, and meaningful participation for all learners.

I am excited to continue learning from this course and from all of you. I believe the knowledge and strategies we gain will help me become a more responsive teacher and provide better support to my students both now and in the future.

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Hi, my name is Dane Swanson and I teach 4th grade at Indian Ridge Elementary in Cherry Creek. This upcoming year will be my 20th in the district and teaching.

I really enjoyed the first video about the danger of a single story. I feel that is a danger that is becoming more and more common in our society and politics. It takes away so many important aspects of people's culture, successes, struggles, and nuances. People too often pigeonhole other groups in an unfair way and are ignorant to the whole story. It's too easy to make negative snap decisions in today's society and too many people "miss out on the whole story." It would be a benefit to all to put more energy into compassion, hearing one another out, patience, and truly learning about a person and their story so that you may truly better understand them.

Another piece from the resources that stuck out was about students being able to find their representation in books. Seeing people who share their language, clothing, hair styles, and other important cultural pieces is so important. Cherry Creek implemented HMH for our literacy a few years ago. It does do a good job of offering more cultural variety in the readings. I think that teachers can supplement that by having their own read aloud books that also promote a vast array of cultural backgrounds that show positive traits and success stories of various peoples.

In another article, this really stuck out to me since our social studies curriculum changed. "History offers a particular example. U.S. students might study the

expansion of the American West through the eyes of the pioneers and the politicians who supported the westward expansion. Yet, that same time frame could be studied

through the perspectives of indigenous peoples who experienced a cataclysmic end to their ways of living that forced them off the lands that had belonged to their ancestors for centuries." This has been a big (and positive) shift in my teaching now versus ten years ago - looking into whose story is missing and finding ways to fix that.

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Hello all! My name is Lauren Ramirez. I am currently a grade 9-12 science teacher at Douglas County High School in Colorado. I have been an educator for 13 years, with 8 years in the State of Alabama, before moving to Colorado. Having taught in 2 different states in our country, I have been able to see the importance of Culturally Responsive Teaching.

Taking into consideration my current role as an IB Chemistry SL, general chemistry, and Forensics Science Teacher and the reading Culturally Responsive Teaching Matters!, by Kozleski in Module 1, I feel that I know now more than ever why Culturally and Linguistically Responsive (CLR) strategies are important. I come from a minority background where I never saw a single teacher who "looked like me." I made a decision early in my life that I wanted to change that for my future students. I wanted to make sure that students saw a connection to their lives and saw the importance of what they were learning in the classroom. I believe what is most important is to offer real-world connections authentically. As Kozleski (2010) stated, I don't want my students to "leave their identities at the door." Rather, I want them to fully embrace who they are and incorporate it into the classroom culture. But this aspect is also one of the biggest challenges.

Kozleski (2010) stated in the article that culturally responsive teaching is more than acknowledging diversity; rather, it is intentionally connecting students' cultural backgrounds and lived experiences to classroom instruction. With all the different learner profiles and backgrounds, teachers often quickly feel overwhelmed with the amount of differentiation that we offer students. Oftentimes, the biggest challenge is that teachers are not adequately trained or don't have enough self-efficacy to feel comfortable in adequately implementing the necessary CLR strategies into their classrooms. Having students work collaboratively isn't always ideal for a classroom activity/lesson, and adding having to address differing viewpoints can be exhausting. But if we as teachers can learn to change our mindset into one that is culturally responsive, we can increase student engagement, make learning more relevant for your students, and better prepare our students with the appropriate 21st-century skills needed to be successful in our ever-changing, diverse world.

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Hello! My name is Lori Hayhurst. I work for a charter school under PSD in Fort Collins, CO. I have been in education for 19 years from preschool to my current position, Dean of Students.. I teach English and am responsible for all special education services in our K-12 building. My role has several other components, but teaching is by far my passion and favorite. The classes I teach are for students in middle and high school. Since I have some many varying roles in my building, I am always the one to approach all areas with a unique perspective as I am the one who interacts with the most diverse groups (age, backgrounds, precious experiences, etc.)

Culturally and Linguistically Responsive (CLR) strategies are important because they connect students' cultural and linguistic backgrounds to academic learning, making instruction more meaningful, engaging, and effective. As Sharroky Hollie explains, the goal is to "go to where students are culturally and linguistically to bring them where they need to be academically." Rather than expecting students to adapt to a one-size-fits-all approach, CLR teaching builds on students' existing knowledge, experiences, and strengths while providing the support needed to achieve rigorous academic goals (Gay; Kozleski). These strategies foster a stronger sense of belonging, improve student engagement and relationships, and promote higher academic achievement. Geoffrey L. Cohen's research demonstrates that when students feel they belong and are valued, they are more likely to succeed academically. Similarly, Rudine Sims Bishop emphasizes that students need books that serve as "mirrors, windows, and sliding glass doors," allowing them to see themselves reflected while also developing understanding of others. Research further supports these benefits, with studies showing that culturally relevant curriculum can significantly improve student GPA, attendance, and engagement.

Implementing CLR strategies requires intentional reflection and systemic change. Hollie contrasts culturally responsive teaching with a "sink-or-swim" model, arguing that effective teachers "jump into the pool" with students by scaffolding learning until they can work independently. Educators must also examine their own biases, move beyond teacher-centered instruction, and value multiple perspectives and student voices. Chimamanda Ngozi Adichie warns of "the danger of a single story," reminding educators that relying on stereotypes or limited cultural representations can create misunderstanding and diminish students' identities. Schools also face challenges when CLR is treated as an add-on initiative rather than embedded within school culture. Meaningful implementation requires authentic representation in curriculum, strong partnerships with families and communities, high expectations for all learners, and ongoing professional learning to create equitable, inclusive learning environments.

As I reflect on both the benefits and challenges to implementing CLR, I realize that education has made major strides in the right direction on this as most of the things suggested, or warned about, are things that I feel aware of and in part it is my job to help my colleagues to implement these strategies in their classrooms. I look forward to learning more things and find more tools to add to the toolbox to ensure all students feel seen and heard and have a safe place to learn from and share their experiences.

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Module 1 Introduction, Response and Reflection

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Module 1 Introduction, Response and Reflection

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Hi, my name is John Brence and though I am licensed to teach General Education, Social Studies, Math, and Science most recently I have been a religion and theology teacher in Catholic Schools here in Colorado Springs. Additionally, I have had several other jobs and am a retired military officer.

It is from this perspective that I will answer the question. If you will permit me, I will use examples from my current curriculum. Each human being has equal dignity being created in the image of God with the capacity to reason and free will to make one's own choices. As such, each person much be treated as special and valued as an individual for we all make up the shared community that God created for sharing His love for us and we for sharing our love with Him and our fellow human beings (whether or not you believe in God or a higher deity).

While being created equal in dignity, we are not all created equal in abilities or skill sets. Some have the gift of teaching, some of music, and others as athletes. However, we have all been given gifts, not to possess as our own, but to make the communities we live in better.

So given these two previous paragraphs, CLR strategies are very important so that we recognize the inherent self worth of each individual, the gifts they bring to our classroom, and how creating an inclusive climate in the classroom allows all to flourish. One of the keys to fostering an ability to think deeply and learn constantly is to create an environment in which students are not afraid to experiment or put forth logically supported ideas, because they feel safe in the knowledge that they won't be made fun of or looked down upon. This is to me why CLR strategies are important, not because diversity is something to be sought of its own value, but that in diversity we can find communal solutions that allow us to thrive as a class and students.

I think Jeff Orr makes this point beautifully in discussing the danger of labels such as ELL (The Danger of a Single Story)and that fact that all students, independent of culture or language ability are looking for more than language skills. They look to belong and contribute. Ultimately they are looking for a way to be successful and support themselves, their families, and their communities.

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Module 1 Introduction, Response and Reflection

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Module 1 Introduction, Response and Reflection

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My name is Loretta Oakes and I’ve been teaching in different Christian schools in the Denver area for 12 years. My first two years were spent teaching art and technology to K-8 students. But then I moved on to Middle School literature. Currently I’m employed by St. Mary’s Academy. I’m teaching high school AP English as well as Freshman/Sophomore Theology.

I also have traditionally published children’s books, and being a part of the Society of Children’s Book Writers and Illustrators (SCBWI) has deeply affected how I look at education.

Culturally and Linguistically Responsive (CLR) strategies are not just important, but critical for successful student engagement. Being a part of SCBWI, I’ve noticed a huge paradigm shift in the types of stories being published. Over the past ten years, publishers have made headway into a richer diversity in children’s literature. They always say, “know your audience.” I think that in listening to “The Danger of a Single Story,” presented by Chimamande Ngozi Adichie, she presented that same idea well, identifying her own childhood reading experience and how it influenced her writing. Once she was able to step out of that tiny box, she was able to communicate her original thoughts and ideas through her own culture. It is critical as teachers that we establish a sense of belonging and making sure each student is seen for who they are individually. This is the first step with are Culturally and Linguistically Responsive (CLR) strategies.

Something that impacted and informed my teaching was the move from an affluent K-8 school to a primarily inner city Hispanic K-8 school. I soon realized that there were stories students could identify with easier than others. This goes back to Geoffrey L. Cohen’s ideas that were presented in the podcast about belonging. Students at the inner city school couldn’t identify with European white cultures as easily as when they were reading literature that grounded them in their own cultural establishments. I needed to meet students where they were at. One story that these middle schoolers could identify with was Lord of the Flies. Though at first the vocabulary was challenging, their minds took off as they read about teen boys struggling to be accepted. My students could identify with the power struggles and role models in their own cultures.  Understanding that all cultures struggle with identity and power, helped them express themselves.

I also saw significant struggles in student writing. Because many of my students’ first language was Spanish, I witnessed a difficulty in expressing themselves in their writing pieces. The pieces were sterile and bereft of emotion, which was attributed to how they learned to write. For example, in writing an essay about a book read in class, the paragraphs were bare of expanded ideas. What I noticed was that students could verbally answer questions about the book and the details of the characters. They understood the deep concepts that the novels were attempting to get across. They were excited about the content. The class discussions were deep and ideas were well thought out. However, the translation of these verbal ideas to the paper was stunted. I believe it was because first, students were having to translate their thoughts from Spanish to English. Second, after this initial translation they had to translate their ideas from their heads to the paper by typing. So, before the ideas even hit the page, the answers had been translated twice. This double translation caused many important ideas to be muted, stunted, and sterile because the bulk of the thought was lost in those two translations. I had always used graphic organizers, but now I used them differently. Students put down three big ideas in their own language first and then translated them. Or they could draw pictures, and directly quote their big ideas from the book. Whatever worked for them. Next, I encouraged students to express their thoughts verbally in their first language and use the voice to text app on their devices. I noticed that their unwillingness to write changed. Even though their work was initially in Spanish, they could see their progress. Once on paper, students felt as though they had achieved something tangible because they could see the results. They could read the ideas and see if they congealed to their satisfaction. Afterwards they could translate to English or even use a translation app. Then students would reread their work and adjust it from the translation app, making sure that the ideas they wanted to present were there. This simple solution increased students’ feelings of success and encouraged them to write more. The change I saw from 6th to 8th then became apparent as their confidence in expressing themselves grew.

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I’m Jeff Orr and I teach 9th and 11th grade at Legacy High School in Broomfield for Adams12 Five Star School District. I’ve been there since 2007and I actually started my career as the school’s “ELL Coordinator” so I really appreciate hearing new input and research about Culturally and Linguistically Responsive Teaching. The very title of the position has changed to reflect this new thinking. English Language Learners has deservedly been retired in favor of a much more inclusive term. Students in this situation are much more than just English language learners. They show up to class as complete students, learners of everything, just like their peers sitting all around them. Limiting them to this one label is exactly what Chimamanda Ngozi Adichie is speaking out against in “The Danger of a Single Story”. This paradigm shift is important to me because I believe that no matter how much experience any one teacher has, they should not pigeon hole any one student with hurtful (and inaccurate) limitations. Behind the eyes of the student new to the English language (or the American education system) is a whole life. It is a challenge to see and work through language and cultural barriers but with patience and understanding, it’s worth the time and effort and can be done. But what teacher has this abundance of time? When the student who we are talking about here is put into a “regular” or “mainstream” class (such terrible terms themselves), it often comes with a sink or swim mentality because they are among 32 other students, all of whom have their own strengths and needs. It can get overwhelming fast. The strategy to begin with is described very well in Kim Mills’ interview with Geoffrey Cohen and his statement that “The need to belong [not only] drives human behavior, but is a condition for success”. This is something that every teacher can make happen. Don’t let that student sit quietly. Even if they’re right up in the front of the room, if they feel like they don’t belong in the class, then they might as well be lost in the corner. And then the teacher can place some wise interventions and reach their untapped potential.

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Hello,

My name is Kristen Williams, and I am an Education Consultant and Leadership Coach in Denver, Colorado, with over 20 years of experience in education. I have served as a literacy teacher, coach, and administrator in the Denver Public Schools charter sector.

Culturally and Linguistically Diverse Education (CLD) empowers educators to foster a sense of belonging, provide authentic resources and experiences, and shift mindsets to support diverse learners better. Culturally and linguistically responsive teaching considers students' cultural and linguistic backgrounds to strengthen academic success. Dr. Cohan stated in the podcast, "How the need to belong drives human behavior," that 'a sense of belonging isn't just a byproduct of success, but a condition for it.' This reinforces the idea that a connection must be established before introducing linguistic concepts. Representation is also critical. Both the video "The Danger of a Single Story" and the article "Culturally Rich Curriculum Can Improve Minority Student Achievement" highlight how students struggle to connect with texts that do not reflect their identities. When students see their cultures represented, engagement increases, achievement improves, and negative stereotypes can be challenged.

Currently, I see several challenges to implementing CLD strategies effectively. Schools often lack consistent professional development, and systemic beliefs about language norms create barriers. As Dr. Cohan emphasizes, affirmations and values are important, but they are insufficient if underlying attitudes remain unchanged. Educators need support in shifting mindsets and learning how to help students navigate multiple linguistic contexts while affirming their identities. Research also challenges the myth that a single form of "Standard English" exists and is always used in formal U.S. institutions. Instead, students should be encouraged to "shuttle between communities" to build connections and a sense of belonging (p. 97). Sustainable implementation requires intentional coaching, reflection, and long-term commitment.

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Hi everyone.  My name is Tammie Scherrer, and will be returning to teaching after helping to care for an elderly relative the past two years.  I have over 33 years of teaching experience, half as a classroom teacher and half as a Special Education teacher.  I spent twenty years teaching in Colorado, mostly at the elementary level, and then another thirteen years teaching in international schools around the world.  Later this summer, I will be returning to my previous school in Brazil as a Special Education teacher, and am looking forward to more teaching adventures.

In reflecting on Chimamanda Adichie’s "The Danger of a Single Story" and how her early reading experiences revolved around white American and British characters and stories, I remember teaching with very traditional American texts and novels back at the beginning of my career. At the time, I thought this worked quite well for the majority of my students.  But as the population changed at my schools to include a wider variety of cultures and spoken languages, I could see that the traditional texts and approaches were not always best at helping students to feel welcome and engaged in my classroom.  My students could not see themselves in the characters of the texts I was using.

As stated in Mirrors, Windows, and Sliding Glass Doors, “...When children cannot find themselves reflected in the books they read, or when the images they see are distorted, negative, or laughable, they learn a powerful lesson about how they are devalued in the society of which they are a part.  Our classrooms need to be places where all the children from all the cultures that make up the salad bowl of American society can find their mirrors.”

This passage brought back a memory from many years ago when I was reading the story My Name is Maria Isabel with my students. In this story, a young girl named Maria Isabel is nervous about starting at a new school.  On the first day, her teacher Anglicizes her name to Mary because there were already two Maria’s in the class, unaware of the importance and history of each part of Maria Isabell’s name. Although unintentional, this resulted in a devastating impact on Maria Isabell, one that she worked to resolve throughout the rest of the story.

This may seem like a small step, but the idea has stuck with me all these years: the importance of pronouncing a student’s name correctly.  That simple step initiates the feeling of being welcomed and included in the classroom environment. Having taught in various cultures and with languages from around the world, I can truly say that pronouncing names correctly is not always easy for my American tongue, but it is critical.  From there, we can continue to follow the pedagogy and theories presented in these articles, but I believe this is the first step.

I look forward to reading more of the interesting and thoughtful posts you all have created as we continue through this course.

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Hello!

My name is Melissa Ferris. I have been teaching elementary students for the last 23 years with a decade and half teaching at Academy Endeavour ES in ASD20 in Colorado Springs. I am currently teaching at SJA, an international school on Jeju Island, South Korea and have been here since 2018. I am captivated by the beauty of my students' culture and have leveled up my spice tolerance with kimchi jjigae and grown an appreciation for Korea's cilantro equivalent: perilla leaves.

All jokes aside, teaching in these two schools has helped shape my understanding of what belonging and connection can do for a person. I have also come to realize the power of language. In both schools, speaking English is expected, but the motivators for learning English felt pretty different. In Colorado Springs, my school did not have many students who did not speak English primarily and nearly all of the families I worked with also used English as their home language. Here in Korea, 95% of my class is Korean speaking with staff students being the minority. Students enroll at schools like mine to learn in English so they can seek jobs and opportunities outside of Korea. I am also the minority here which has motivated my desire to learn Korean to communicate and connect with families in a similar way to my "old life."

In order to be "Responsive" to something, first I need to be aware of it and be intentional with that awareness. Listening to the Danger of a Single Story and then recognizing the connection of a single story in the article by the Equity Alliance talking about the expansion of the American West, was an ah-ha moment for me. Even working internationally, I can see just how far-reaching American stories are as they are the books that fill the school's library shelves. If I want my students to see themselves in their writing and the stories they create, it is important that they have lots of source material available to help reflect their identities.

The challenge for me is: How do I make that happen? Most of my concerns were stirred to the top as I read the School Climate-Student Achievement article. Practices that "Promote a Psychology of Success" are ideal, but what happens when your school uses strategies that promote a "Psychology of Failure" because they feel easier, or worse, "It's what the parents want?" What if some of those practices are promoted within a culture, as with "comparison and excessive competition" and "public shaming?" How does a homeroom teacher help turn the tide? I am excited to see what this course has to offer and see how to answer these questions!

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Module 1: Introduction & Reflection

Hello! My name is Ginger Rode and I just finished my 25th year as a high school math teacher at Colorado’s Finest High School of Choice in Englewood, Colorado. Over the last 2 decades of teaching, so much has changed and yet, so much has still stayed the same. The same - kids are still kids. However, demographics in our school and district have changed numerous times and in many ways. Therefore, Culturally and Linguistically Responsive strategies are important in education for many reasons. Kids want a sense of belonging, want to feel included, want to feel seen and heard, and to be seen and heard for their individuality, their identity and their culture. And no two kids are the same (even if they are from the same family). Which means, as educators, we need to definitely be aware of and cautious about the “Dangers of a Single Story”. It is important to see each kid as a unique individual and make connections with them for who they are, not who we perceive them to be or want them to be. We need to value their cultural experiences and not expect everyone to learn the same way. Educators should try to build on students’ strengths, identities, and prior knowledge to make learning more engaging and meaningful. Being culturally responsive helps promote educational equity and therefore, reduce achievement gaps. Diversity should be viewed as an asset in the classroom. I completely agree with Geneva Gay’s article that says students learn best if teachers can intentionally incorporate cultural backgrounds into instruction. Those connections will help create equitable, high-achieving classrooms.

However, the challenges of being able to make these connections with kids is time and classroom size. One teacher cannot uphold everyone’s differences, value their cultural experiences, see each kid as a unique individual for every lesson for every kid for every class and still stay on pace for the curriculum. In today’s classrooms with more than 15 kids (many way more than that), it is impossible for one teacher to be this accommodating, please everyone, and stay on pace. And, unfortunately, with such large diverse classrooms what is beneficial for one kid might be offensive for another. But it doesn’t mean we shouldn’t continue to try!

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My name is Brittany Kelly and I am currently a homeschool teacher to my 5 year old daughter and 1 year old son so my role is rather unique. I have been out of the classroom for a number of years but stay very involved in my community and attempt to expose my children to a variety of different cultures and backgrounds to help them be we rounded humans that don’t have a “single story” mindset. Prior to homeschooling I taught elementary special education 3rd-5th grade in northern Colorado.

Although I believe the inclusion of cultural and linguistic diversity has changed  significantly and positively in the last 10+ years since many of these articles have been published, I do think their concepts of inclusion remain important topics and progress can always be made. I very much connected with Dr. Geoffrey Cohen’s perspective of belonging as a basic human need and that belonging matters most during transition and development phases of life. I have always strongly believed that people who feel connected at school, work, and home are less likely to experience mental health problems. It is incredibly important to build a classroom of inclusion for all students where everyone feels represented, seen and safe. Creating belonging is skill that helps bridge the devise between cultures to strengthen the classroom community.

Finding genuine opportunities to expose my children to diverse cultures and backgrounds outside of literature can be challenging but we are also grateful for our neighborhood community that has cultures outside of our own that welcome us to explore their languages, foods, and customs. In the future when I return to the classroom I will bring this knowledge to my teaching strategies.

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My name is Joel Kruschke. I am the Army instructor for the Poudre District JROTC program in FT. Collins Colorado. Our JROTC Program is in its infancy only being in existence a total of three years. In Northern Colorado our Hispanic/Latino population continues to grow and most of the population identify as ELD with the Spanish being the dominant language.

Our school districts explosion in multiculturalism has created the need for educators including our JROTC program to create "culturally responsive curricula" as explained by author Audrey Kim in her educational article, "A culturally rich curriculum can improve minority student achievement".

With this concept in mind, we chose not to think of this instruction as a burden but a challenge to create and enhance our JROTC curriculum to meet the needs of our multicultural students. In the JROTC cultural climate is the need for every cadet to find where they belong in their new family. To better understand, I tend to think of our JROTC program as a microcosm or "values affirmations" of the overall school climate as described by phycologist Geoffrey L. Cohen in an oral interview by Kim Mills.

As a Cadet in JROTC students learn and understand the Mission of JROTC which is to motivate young students be a better citizen. Cadets in the program learn to advance themselves through a rigorous enhanced curriculum that provides the basis for them to understand what JROTC is and how they can use the program to advance themselves to be better citizens and to seek opportunities for future college or training skills for career progression after High school.

The commitment to providing culturally and linguistic learning within the JROTC curriculum is an essential focus that I will insist and assist the effort to implement. This also starts with its instructors and this course.

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Hi, my name is Dwayne Walter. This will be my 20th year teaching elementary school in Canon City, CO. I have been teaching Technology/STEM for the past 10 years.

We have very few CLD students in my district. However, we do have populations of students that may benefit from CLD strategies. We have a significant number of students that have experienced poverty, trauma, and high levels of transientness.  As I review this material I am thinking about my students.  Whether a student has just moved, just started a new year, or doesn't feel comfortable sitting indoors all day, they could be experiencing emotional stress that might be addressed with CLD strategies. Many of our students come from families that do not value education. Some of these students have significant anxiety in academic settings. I am wondering if this could be considered a cultural divide that could be mitigated with CLD strategies.

As I listen to The Danger of a Single Story, I am thinking about how any person that is out of their element in any way will have challenges as a result. All students come to us with a unique history.  Two students that look very similar may have completely different backgrounds, attitudes, knowledge, and skills. If we see certain students as a “single story”, we may be limiting their opportunities inadvertently. Chimamanda Adichie had read extensively about America, so she did not have a single story about this country. If we “read extensively” about our students, maybe we can avoid having a single story about them.  What does it mean to “read extensively” about elementary students in my medium sized rural town? Hopefully this course will help me answer that question.

In Dr. Cohen’s interview he discusses the value of belonging and the significant negative costs of feeling lonely. I can imagine that many of our students are experiencing significant stress as a result of not feeling comfortable at our school.

Cohen mentions any stage of transition as a moment of vulnerability. Every year students start in a new classroom with a different teacher and a different mix of students. New students transitioning into an established school seem particularly vulnerable.  I am hoping to pick up some strategies that will help me make students feel seen in any moment of vulnerability.  The Wise interventions for example, sound like versatile practices that can be applied in a wide range of scenarios.

It is obvious that students who feel like they belong will perform better. I am reminded of students that engage in antisocial behaviors. It makes sense to me that this type of behavior could be a response to how they feel about belonging. Cohen describes loneliness as a debilitating condition. If we have the cure for this condition, we could potentially have a drastic positive impact on students in that situation.

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My name is Jeane Lakin, and I am an elementary STEM teacher in the Roaring Fork School District in Carbondale, Colorado. I previously taught as a homeroom teacher in grades 2, 3, and 4, and also provided reading intervention in small groups. Part of my teaching career was spent teaching at school overseas in Dubai at an international American curriculum school with a student population hailing from anywhere from 50-70 different countries in any given year.

Here in the Roaring Fork Valley, our community is rich in cultural and linguistic diversity in a different but equally important way. Approximately 56% of our students identifying as Latino/Hispanic, according to the Colorado Department of Education. Historically as well as currently, there has been a significant academic achievement gap between this group and the White/Anglo student population. While local advocacy groups, school board measures, and the district’s strategic plans have been trying to address this gap through policy, the most meaningful work must happen in actual classrooms. This is because it is teachers who build relationships with students and create the learning opportunities that either ignore or embrace their cultural experiences or provide “windows” and “doors” to understand others (Bishop, 1990).

In every role I hold as a teacher, I have always worked towards all of my students learning in ways feel safe and supported without being too much, or too little… with the goal of fostering independence (Hollie, 2023). This is still true regardless of the formal status of identified supports. We know which students need extra encouragement, space, time, or some other tiny scaffold to help them get started. A need could be rooted in any number of reasons (age, development, access, life circumstances, and so on. However, courses like this, and more importantly, CLR strategies are important because it’s challenging for educators from dominant social and cultural groups to even recognize when their own cultural experiences are at odds with the needs of their students with different life experiences. As the adults with the systemic and institutional power in the classroom, we can and do, set the tone and culture of learning in our classrooms. And it can leave students feeling lost when they don’t understand it. But it doesn’t necessarily have to be hard or time-consuming to bridge these gaps. Geoffrey L. Cohen, PhD, mentioned some research in Episode 206 of the American Psychological Association podcast Speaking of Psychology a strategy that bridged a gap in how feedback is given and received between a White teacher and Black student, and this small twist, adjustment of how feedback was framed was culturally responsive and indicated a sense of belonging and fostered both trust and positive outcomes. “[This] isn’t so much about the power of any wise intervention, per se, as much as it is about the power that we all hold as engineers of one another’s situations to bring out one another’s best.”

Also, reading Jordan Goodwin’s padlet post on Geneva Gay’s Culturally Responsive Teaching about “maintaining a first language” for students and how it “does not detract from learning a second” reminded me of how easy it is to think of differences and gaps between people or situations as a negative, when it isn’t necessarily. It depends! And yet educators also know enough of the science around short- and long-term memory retrieval that new learning is acquired more quickly and deeply when it is anchored in something a student already knows. When students “activate” their schema, their background knowledge, they’re getting ready to anchor their new learning, right? My first language was Korean and my second was English. I didn’t need simultaneous translation or dual-language classes all the time. Real life experiences with meaningful cultural and linguistic supports, helped me lean into my Korean language skills to develop my English. No perfect cognates needed. Not to forget that knowing more than one language helps build and maintain even more neurological pathways for more flexible thinking long-term. And while I could go back in time and do a little more work to preserve and build more of my first language, which has experienced loss over the years, I take heart in trying to encourage the CLD of my students so that they feel motivated and supported in maintaining their cultural and linguistic roots even as they grow and branch out in other ways.

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Module 1: Intro and Reflection

My name is Jordan Godwin, and I live in Thornton, Colorado. I have taught English Language Development, Language Arts, and Spanish in Colorado public schools and English as a Foreign Language abroad.

I was reminded, in reading these introductory pieces, of how beneficial it is for multilingual students to retain and enhance their first language(s) as well as their more recently acquired skills in English. As mentioned in Geneva Gay’s Culturally Responsive Teaching, maintaining a first language or a non-mainstream dialect does not detract from learning a second, and in fact is viewed as a positive in most cultures (p. 97). As she notes, the more proficient a student is in their first language, the faster and more effectively they learn English. When we welcome students’ varied cultural and linguistic identities and background knowledge in the classroom, we allow them to blossom across the spectrum of languages and dialects they use.

One challenge I experienced in a secondary ELD classroom was how to value and encourage students’ first language experience and development while ensuring all students still felt included. Because the majority of my multilingual learners (MLs) with limited English proficiency spoke Spanish as a first language and I have good proficiency in Spanish, it was easy for the MLs who spoke other languages to be left out. However, I didn’t want to ban students from speaking Spanish in the classroom and potentially devalue their language either. We had to work together to find a balance of belonging among the class that allowed, as Geoffrey Cohen mentioned in the interview Speaking of Psychology: How the need to belong drives human behavior, all students to feel accepted and feel like they could contribute to the group. I wish that I had known of more culturally diverse children's books at the time and thought to read them aloud with my high schoolers, because I think it would have improved understanding among the students and allowed them to showcase elements of their culture in a way that put less pressure on them to "present something".

The more CLD strategies that ELD teachers can incorporate in the classroom in language, content, acknowledgment of biases, etc., the more our students will feel that they belong, that their experiences matter, and that they can contribute meaningfully. Also, I believe, the more CLD strategies we incorporate, the greater the odds of helping our students achieve that psychology of success described so beautifully by Shindler et al. in their article on The School Climate - Student Achievement Connection.

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Hi, My name is Sara Douvalakis and I am a 6th grade SS teacher in BVSD. When teaching 6th grade social studies, Culturally and Linguistically Responsive strategies aren't just an extra tool, they're pretty much essential for making history and geography actually click. At 11 and 12 years old, middle schoolers are right in the middle of figuring out who they are, and they're starting to transition from concrete facts to big, abstract concepts plus leaving elementary school and entering a new chapter of academics and social dynamics. Using CLR strategies helps make sure the content feels relevant to their lives while giving them the tools to handle the heavy academic content that comes at them.

In a social studies classroom, these strategies matter because they completely change how kids connect with the past. and with one another. Traditional curricula can easily fall into Eurocentric patterns, but CLR practices help us pull in global perspectives that mirror the actual diversity of the students sitting in front of us. Plus, this may be the firs time students experience social studies as a full blown class with well crafted lessons based on standards, and not just a quick lesson of exposure thrown in between other core content. Instead of watering down the content, CLR strategies use things like visual anchors, cultural analogies, and language scaffolding so everyone can participate in high-level discussions. It also taps into their natural middle school energy by using highly collaborative, movement-based activities rather than just sitting and lecturing.

Of course, putting this into practice daily comes with some real hurdles. One of the biggest challenges is simply fighting the clock. Tight district pacing guides and standardized curricula don't always leave a lot of breathing room to pause and dive deep into diverse cultural contexts. There's also a constant balancing act between keeping the historical thinking rigorous—like analyzing primary sources—and providing enough language support so emerging bilingual students can express their ideas without getting overwhelmed. Finally, it's easy to fall into the trap of superficial responsiveness, like only highlighting famous figures or holidays, rather than doing the deeper work of changing how we teach to match how our students naturally learn and communicate.

Ultimately, CLR is about moving past a one-size-fits-all approach so every kid in the room feels seen and capable of doing real historical investigation and analysis.

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Hi, my name is Kellie Coates. I just finished my 31st year of teaching elementary school in Jefferson County. I have taught 1st, 2nd, 3rd, 4th, and 6th grades. I am currently teaching 3rd grade at a school in Lakewood.

As I watched Chimamanda Ngozie Adichie’s Danger of a Single Story I related in multiple ways. First on a personal level, as a “seasoned educator” I have experienced when other educators, assume that I am “set in my ways” or that I approach teaching with the mindset of “I’ve always done it this way.” When other educators view me with this single story in mind I am not seen as a valuable asset and there have been times when I have not been respected as a source of knowledge. However, the opposite is true in that I have always prided myself on having a growth mindset and challenging myself each school year to learn and apply my own new learning in my classroom. In thinking about Culturally and Linguistically Responsive Teaching the CDE’s definition of Cultural Humility: a life-long process of self-reflection and self-critique. Cultural humility does not require mastery of “different” or peculiar beliefs and behaviors supposedly pertaining to different cultures, rather it encourages to develop a respectful attitude toward different points of view resonates with me and reminds me of the importance of always continuing to learn and grow as a person and as an educator. Additionally, each school year I strive to learn as much as I can about each individual student which enables me to differentiate my teaching to meet their individual needs. I deeply value the importance of building and maintaining strong relationships with my students that focus on celebrating their strengths and helping them grow in areas of deficits. Because I approach teaching with a growth mindset I have been able to learn from other educators as well as been able to share my knowledge with them thus helping us all be the best that we can be for our students.

Secondly, relating Danger of a Single Story to my students led me to reflect on how easy it is to grasp on to a single trait that we notice about our students and only view them with that lens open. In today’s educational world I feel like this often happens when looking at standardized tests scores. This can be particularly harmful as these tests (in my opinion) are culturally biased and certainly don’t take into consideration individual learning styles.

Although I teach in a school that has a low population of CLD learners that by no means devalues Culturally and Linguistically Responsive Teaching. In fact, I believe that it is even more important as our students have limited interactions with Culturally and Linguistically Diverse persons. In reading Mirrors, Windows, and Sliding Glass Doors by Rudine Sims Bishop I connected to the need to expose my students to more diverse literature as a mode of exposure and appreciation of others and to help improve their cultural humility. Over the last few years I have been working to add more diversity to my classroom library. This is an area that I view as a personal challenge. If anyone has suggestions for books that would help me achieve this goal, I would greatly appreciate it if you would please share them with me.

Learning is a journey not a destination! I am looking forward to this part of my personal journey.

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Hi everyone!

My name is Rachel Sienko, and I am thrilled to connect with you all. I just finished my 14th year of teaching at Discovery Magnet School, a wonderful community serving students from Kindergarten through 8th grade. Over nearly a decade and a half in the classroom, I have watched our student demographics and needs evolve, which has only deepened my commitment to mastering effective Culturally and Linguistically Diverse (CLD) strategies.

In a K–8 magnet environment, implementing CLD strategies is both incredibly vital and uniquely challenging. Because we span such a wide developmental range, a "one-size-fits-all" approach simply does not work.

The Importance: CLD strategies are the foundation of an equitable classroom. They ensure that our multilingual and multicultural learners are not just physically present, but intellectually engaged. By validating students' cultural backgrounds and leveraging their native languages as assets, we build academic confidence and foster a true sense of belonging.

The Challenge: The primary hurdle in a K–8 building is scaffolding. The visual and interactive language supports that thrive in a Kindergarten classroom look entirely different from the complex, academic language acquisition tools needed for an 8th grader preparing for high school. Balancing these shifting developmental needs while maintaining high rigorous standards across all grade levels requires constant collaboration, intentional lesson design, and a deep toolbox of differentiated strategies.

Fourteen years in has taught me that we are always learning. I am looking forward to collaborating with you all, sharing what has worked in my classroom, and gathering new insights to support our diverse learners in the upcoming school year!

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Hi! My name is Eleni Demos and I am a middle school math teacher at a Charter School in the Douglas County School District. I’ve been teaching for over 20 years and have covered all levels of math from pre-algebra to Algebra 2. Our school currently has a small ESL population in the younger grades and most of these students exit out of the program by the time they enter middle school. However, by reading the various sources, I recalled memories of my own experiences growing up in New Mexico as an English language learner.

My family and I immigrated to Albuquerque from Greece in the early 1970s. My two siblings and I were all immersed into general education classrooms at our neighborhood elementary school. Although ESL programs and bi-lingual teachers were available for Spanish speaking students, most of our classmates (and even some of our teachers) knew very little about our Greek language and culture. Listening to author Adichie’s experience in “The Danger of a Single Story”, I couldn't help but make connections to my own experiences growing up as an immigrant, remembering how eager my classmates were to hear stories about Mount Olympus and to ask if I believed in Zeus and Athena. My brother and I being in the early grades somehow managed to progress and catch up to our peers after 4 or 5 months. My sister, being the oldest, was still having some difficulties, especially in math and science content and language. This challenge prompted the school administrator to advise that she repeat 4th grade. However, her teacher, Mrs. S, saw her as an intelligent child capable of learning and being able to overcome her challenges. Years before “Culturally Responsive Teaching Matters!” was published, Mrs. S knew we needed more immersive instruction, making it a point to come to our home a few days after school and on weekends to help my sister, brother, and myself. In addition to providing individualized instruction and support, she also built a relationship with my parents, joined us for meals, and was eager to learn about our culture. Over 50 years later, I realize that I can also implement these same strategies to reach my culturally diverse students by building strong relationships, understanding their culture and family background, and using small group personalized instruction to develop their language skills.

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Ryan Cowell, Englewood Schools, Colorado. My background includes working as a high school English and Spanish teacher, an instructional coach, a building principal at both elementary and secondary levels, and the Executive Director of Human Resources where I coached secondary principals. Following that role, I transitioned into my current position as Deputy Superintendent, where I now oversee our learning services department and supervise all of our PK-12 principals.

In this leadership role, especially looking at the diverse needs of our Englewood students, Culturally and Linguistically Responsive strategies are a foundational requirement for success, not an extra. For our students arriving from Venezuela and other countries who have experienced significant trauma, creating a genuine sense of connection is the primary predictor of their mental health and academic persistence. When students feel excluded, the social pain literally mimics physical pain in the brain, leading directly to disengagement. Using these strategies honors a student’s native language and cultural background as an actual asset for learning rather than a deficit. In my work with MTSS, I have seen firsthand that when we build these practices directly into our academic and social-emotional systems, we can drastically reduce discipline gaps and improve growth for underserved kids.

The biggest challenge is moving past a monocultural or Mexico-centric view of Spanish-speaking students. Even when sharing a language, kids have vast cultural differences in how they communicate, and missing those nuances leads to major misunderstandings. There is also a real lack of deep training for staff, combined with an institutional conform or fail mindset that ignores what our students are actually living through. On top of that, pressures toward English-only instruction and well-meaning colorblind approaches often backfire and cause alienation. Overcoming this takes more than good intentions. It requires leadership that supports staff workloads and builds the actual systems needed to make sure every student feels seen and valued.

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Hi! I’m Bradley Valleskey, and I teach 4th and 5th grader in the Gifted Magnet Program at Freedom Elementary here in Colorado Springs (D11). For me, Culturally and Linguistically Responsive (CLR) strategies aren't just 'best practices' on a checklist. They’re the foundation for supporting students who might be flying under the radar or navigating school systems that weren't necessarily built with them in mind.

If we want our kids to truly thrive in today’s world, we have to focus on building strong language skills to prepare them for a demanding future. It all starts with knowing the student and their family. When I slow down to learn about a student's family, their home life, and what makes them tick, instruction stops being a 'one-size-fits-all' lecture and starts being a conversation. That’s when you can actually meet them where they are.

Thinking back to Rudine Sims Bishop’s ‘Mirrors, Windows, and Sliding Glass Doors’—that prevailing concept really hit home for me. I’m consistently looking for literature to add to my classroom library that acts as a mirror for my students so they can see their own lives represented, but also windows that open their eyes to other cultures. I appreciate the point in the article that it’s not just about the content in the story; it’s about building empathy and a sense of community. When students see themselves and others in our classroom stories, the classroom dynamics can shift entirely. Having taught in a range of diverse school environments, I’ve seen that the potential in our NEP and LEP students is truly exciting!

There are undoubtedly challenges that come with helping NEP and LEP students develop strong language skills. For one, these students are more likely to experience socioeconomic barriers than other students. Also, educators may have training gaps and not be properly equipped to effectively serve these students. NEP and LEP students also tend to develop social language more quickly than academic language which may lead to struggles in the classroom.

In closing, we have this incredible opportunity to nurture their language development and watch them find their voice and agency. It’s challenging, but deeply rewarding work!

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Hi there! My name is Dani Hurlbutt, and I am a high school science teacher in the Cherry Creek School District. I have been teaching for 6 years; 3 years teaching 8th grade near Fort Collins, CO and my current role since.

In CCSD, I teach a freshman introduction to science course, and I teach general biology to sophomores. Two of these biology sections are co-taught for multi-lingual students with an ELD teacher. We have worked together for the past two years and will also work together this coming year. Our classes are usually split with 1/3-1/2 language learners and 2/3-1/2 native English speakers. Our language learners speak a variety of languages at various proficiency levels. We will usually have a few newcomer students as well as language learners who are close to exiting the program.

As a co-teacher to Multilingual (ML) Students, Culturally and Linguistically Responsive (CLR) strategies are critical for the development and success of our students. When listening to Speaking of Psychology's Podcast on "How the Need to Belong Drives Human Behavior with Dr. Geoffrey L Cohen", Maslow's Hierarchy of Needs was a glaring visual in my mind. I believe in and teach Maslow's Hierarchy of Needs as part of my teaching philosophy. Part of the classroom structures and routines we set in place at the beginning of the school year are intentional activities, labs, and strategies that allow students to get to know each other quickly and safely. Oftentimes, we choose activities that involve a slight amount of social risk, so that students are taking small risks together. I have seen this work incredibly well at breaking down some of those barriers that keep students from feeling isolated or unknown. Their shared experience of discomfort and their ability to laugh at some of the awkwardness helps them to connect with each other over that shared experience. The intention we feel in our activities is that students not only need to feel like they belong and are socially safe with their teacher, but almost more importantly with their peers. For ML students, this is especially important at recognizing opportunities for them to connect with and practice language with other students. Therefore, we are intentional about students talking, listening, reading, and writing with each other. Our classrooms are never silent nor stationary. I think this helps students to feel a sense of belonging which increases their achievement. We normalize risk-taking, create socially safe environments, and daily are asking students to connect with each other and us as teachers. I was affirmed by what Dr. Cohen discussed in the podcast because he talked about how we all have this "power to unlock other's success" based on wise interventions that reach student's untapped potential. This encouraged me because he describes how it is small but authentic interactions that help students see their potential and grow from it. He describes that if we embody this social psychology in our daily interactions, we likely will have bigger impacts than we realize for the reasoning stated above. This inspires me to continue to incorporate intentional acts of connection with and between students, especially our students who are learning English. I want to be someone who believes in their potential to the point that they start believing in and seeing it within themselves as well.

Some of the challenges, however, is to make sure that I am healthy and well myself. I oftentimes see myself struggling to see the potential in students when I am stressed, overwhelmed, and overworked. However, when I have margin and mental capacity to feel like I can slow down and truly see a student, I feel like I can really make a difference. In order to overcome this challenge, I think it requires me to do work on myself; that might be self-talk and self-care, perspective building, and reminding myself of my values and priorities (a wise interaction from Dr. Cohen too!) in order to keep focus rather than getting swept away by the business and to-dos of day to day life.

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Hello! My name is Ashley Swope, and I am a first grade teacher in the Cherry Creek School District (my current school is in Aurora, CO). I will be going into my 11th year of teaching; all eleven years have been in first grade. For multiple years of my career, I have been the multilingual learner cluster class teacher for my grade level with the privilege of working with multilingual learners and co-planning and co-teaching with our school's English Language Support Specialist. I have my master's in Culturally and Linguistically Diverse Education - I am always eager to learn more about how I can be the best facilitator of learning for the incredible students I am honored to work with and learn from (which is why I was drawn to taking this course)!

I personally believe that, especially in today's world, Culturally and Linguistically Responsive strategies could not be more important to the work we do as educators each and every day. I have watched, multiple times, Chimamanda Ngozi Adichie's "The Danger of a Single Story", and with each watch I am always struck by how critical it is that we, as teachers, seek multiple perspectives, never settling for a single story. Our students enter our classrooms with rich and unique funds of knowledge and lived experiences. I think it is our responsibility to leverage these funds of knowledge and lived experiences, working to create spaces where students are seen, heard, represented, valued, and affirmed. As a student growing up in the district I now teach in, I was granted so many mirrors, in books I read, in teachers I had the privilege of working with, and in peers I interacted with on a daily basis. I always felt represented and never had to question my strong sense of belonging at school. I did have teachers who prioritized providing both mirrors and windows for all kids through text and learning experiences, but I certainly didn't come to appreciate the value and critical importance of ensuring all of our students have access to both mirrors and windows until taking undergraduate and graduate courses on Culturally and Linguistically Responsive strategies. Bishop (1990) stated, "When there are enough books available that can act as both mirrors and windows to all our children, they will see that we can celebrate both our differences and our similarities." Providing access to Culturally and Linguistically Responsive learning materials and learning experiences is an essential step in fostering a strong sense of belonging in each of our students. I had the opportunity to attend an Unbound Conference a few summers ago, and a keynote speaker, Dr. Jamaal Sharif Matthews, powerfully said, “Students who are known well are more likely to be taught well.” So, if we hope to teach our students well, we must work to know them, as whole human beings capable of extraordinary things.

For me, as a white woman, I think something that will always feel challenging is providing access to culturally and linguistically diverse learning materials and learning experiences in an authentic and meaningful way. But at the same time, I know the responsibility is mine to do the work of deepening my own racial consciousness and cultural competence. Additionally, representation matters, and I know that hiring (and retaining) culturally and linguistically diverse staff is a goal of my school district, but one that is, in my opinion, easier said than done for a multitude of reasons, many seated in systemic inequity. While I don't think any of these challenges have "quick fixes", I do believe that committing to providing Culturally and Linguistically Responsive strategies in the classroom is an essential step we can take as educators to ensure that all of our students do feel seen, heard, represented, valued, affirmed, and motivated to learn and grow each and every day.

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Hi! My name is Natalie Bader and I'm a special education teacher in Cherry Creek School District in Aurora, CO. I've been at the same school in the same role for the past 12 years. My elementary school is a title 1 public school with an extremely culturally and linguistically diverse population. As a staff and with our students, we talk about diversity, equity, implicit bias, our current world today and the importance of a growth mindset and courageous conversations. As a white woman, I acknowledge my background to students, staff, families and myself and that I do not and will not ever know what it is like to be anything besides a white woman. However, I am a lifelong learner and invested fully in my students, their cultures and religions and how I can adjust my teaching to better support my students and their academic growth.

It has been several years since I've watched "The Danger of a Single Story." It reminded me of making class lists at the end of this school year. We have a big spreadsheet of every grade level with categories of gender, academic proficiency, English language proficiency and if they are on an IEP, ALP or 504, etc. It immediately creates a 'single story' in their minds. Some people hear IEP and immediately think of their deficits and how this is going to negatively impact their other students, not their strengths. Similar to how Chimamanda's college roommate reacted to her being African. She had a perception of her abilities and her experiences and made assumptions. You don't know what you don't know. As educators, we cannot make up a story behind a piece of information. This school year, I experienced a lot of judgement from a new teacher regarding my student with significant needs who is also LEP. Assumptions she made about her work ethic or her family that were very hard to hear. I think a huge piece to this work is our self-reflection that comes after a lot of courageous conversations where we can challenge each other. The majority of my staff are white and it's important to be mindful and discuss the idea of 'white savior mentality.' I loved the quote from Module 1: Part A: Sharrokay Hollie in the book Culturally and Linguistically Responsive (CLR) explains CLR means that teachers jump into the pool with the learners. I'm excited to continue to learn more from this course to bring with me into next school year especially with this particular teacher as our students deserve better.

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My name is Emily Saucerman. I have been in education in various roles since 1999. I am currently at Peace With Christ Christian School in Aurora, CO. I teach middle school advanced math and act as the administrative lead for staff and school development.

As so many of the teachers have stated, student culture has changed a lot over the years. In my school we have seen a shift in our population to include a great deal of diversity which mirrors Aurora, CO. It has been a wonderful transition but has also come with a set of challenges.

Watching "The Danger of a Single Story," was so insightful. There has been a push in literature to widen the scope of books in our classrooms and libraries to include all of our students' backgrounds. I believer that offering more varied books is important but only a small step. We have worked on this and will continue to do so but it is just as important to bring a variety of Culturally diverse books in as a teacher to share as well as offering and encouraging students to bring their own stories. It is also so valuable to offer safe environments where students feel comfortable sharing their own stories.

After listening to Geoffrey Cohen's podcast, I am reminded about the gift we have been given as educators to make such powerful and impactful differences in the lives of all of our students by caring deeply for them, helping them to feel heard, giving them a place where they belong and modeling how they can love each other in the classroom as well.

Finally, as I read "Culturally Responsive Teaching Matters!" I was reminded about how many important things we do lie in the relationships we build with all of our students and their families. They need to know that we care, that we understand their world is so much bigger than our classrooms, and that we accept and celebrate the worlds they live in.

Education is not easy but it is an incredible blessing to be a part of encouraging every single student to grow, learn, and know that they are valued.

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Hi,

My name is Rachel Pickett and I am currently a substitute teacher in both the School District of Philadelphia and Greene Street Friends School. Previously I taught high school social studies in Thornton, Colorado. I love engaging with students, honoring diversity, thinking from multiple perspectives, and building thoughtful classroom learning communities rooted in belonging. I’m currently applying for full time positions for the fall.

I think Culturally and Linguistically Responsive (CLR) strategies are important because they nurture inclusiveness and healthy belonging. In Geoffrey Cohen’s podcast he says “we are, in ways more than we appreciate, molders of other people’s psychology. And we have the ability to create connection down on the ground in our day-to-day encounters in surprisingly powerful ways.” Then, in Bishop’s article, she explores the power and importance of students being able to see themselves in the learning materials. As educators, when we scaffold and communicate that we are here to support our students in reaching high standards, and simultaneously include representation of many diverse cultures in the learning materials and activities we assign, we are molding an environment of belonging. When we don’t have diverse representation in learning materials, then Bishop shares that for students in dominant social groups, “If they only see reflections of themselves, they will grow up with an exaggerated sense of their own importance and value in the world – a dangerous ethnocentrism.” Students in non-dominant social groups have an educational experience where they chronically sense a lack of representation and belonging and can then easily internalize a sense of being devalued. I think at their core, CLR strategies are meant to foster a sense of belonging so that we live in a less distorted, healthier, and more inclusive world. As I hopefully re-enter the classroom this fall, cultivating a sense of belonging and supporting all of my students in reaching high standards through representative, thoughtful curriculum is fundamental to me.

Some of the challenges I see are that we’re living in incredibly polarized times and CLR strategies are not seen as neutral. Addressing this thoughtfully and effectively can be a challenge. Also, applying CLR practices thoughtfully also adds planning time. Educators may not know whether they're doing it well or leaving anyone out, and they may not have colleagues engaging with CLR in their own classrooms to plan and talk it through with.

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Hi! My name is Marjorie Nockels and I am a high school science teacher in Douglas County School District in Castle Rock, Colorado. I have been teaching for about 20 years. I started out in Denver Public Schools and after 10 years took a break, worked for a land conservation trust and then went back to teaching in Douglas County.

My career started at a Denver school with the majority of students being English language learners of all levels. We had paraprofessional support in many languages and the students were ambitious and enthusiastic. I loved it. Contrast this to my current school, where there is a small ELL population. My students are much more shy and quiet - even those who have been in the district since elementary. It is so much more important that I am intentional in creating a community in my classroom to learn the scientific way of knowing using their cultural contexts. Few of my ELL students are pursuing an International Baccalaureate diploma and I would like to help them get on this path.

CLR strategies are important to my science teacher's goal to have all students be able to see the world through a scientific lens - that there are interconnections everywhere that impact the living and nonliving systems that shape the universe. Culturally Responsive Teaching echos this idea of interconnectedness. In order for my students to engage in science, they have to feel like they belong in the science classroom.

Our frame of reference will inform our view of the natural world. In the Speaking of Psychology discussion with Dr. Geoffery Cohen, he mentioned value affirmation activities. Part of science is our understanding and value of the natural world. Giving students a chance to express their values and validate them is a great way for students to enter the intimidating world of vocabulary and skills that a high school science class requires.

Geneva Gay’s ideas that communication cannot exist without culture and that culture cannot be known without communication is essential to understanding science. Beginning to understand how culture plays into communication will aid in my effort for students to develop a scientific understanding of the natural world through their cultural lens.

Making my class a community is the first challenge. Creating ways for my NEP and LEP students to express their values to me and to classmates at the start of the school is part of my instruction. I’ve worked closely with my ELD coordinator to create scaffolds for instructional and assessment tools like readings, videos, labs and tests, but after reading Culture and Communication in the Classroom, I want to develop conversational tools for my students to talk to each other about the content.

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My name is Julie Buter. I teach kindergarten in Jefferson County,Colorado. I have taught kindergarten for four years and first grade for six years. I love working with young learners!

As a teacher of primary students, I have a strong influence on my students so it is incredibly important for me to embrace culturally and linguistically strategies in my classroom.

After listening to the TED Talk, The Danger of a Single Story, by Chimamanda Ngozi Adichie, I was reminded of the importance of bringing a variety of cultural diversity into my classroom. I like to do this through children's literature.

Children's literature (introduced primarily through read alouds) provides a wonderful opportunity to explore different cultures. This helps reduce the formation of common stereotypes, which reduce cultures and people to "one thing", as Chimamanda Ngozi Adichie points out in her video.

A challenge I often encounter, is trying to immerse my students in cultural literature, is that I am limited by what the school district has selected in our approved curriculum. I will continue to supplement whenever it is possible.

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Hello,

My name is Brad Broughton. I am a secondary math teacher in Colorado Springs, Colorado. I have taught math for 25 years, at both the high school and middle level. I have taught at a variety of places, east of Colorado Springs and downtown alternative schools being the two extremes.

In reading and listening to the articles I always think of my first trip to Seoul, South Korea. Before landing in Seoul I believe (out of ignorance) that it would be a poor city and backwards. After being in the city for less than a day I started to feel a little sadness at myself for prior thoughts. I don't know where they came from and didn't really realize I had them. I believe that is the main focus of these articles: the baises that you have that you are not even aware you have. The expectations you have for students is very important in whether they will succeed.

I believe developing relationships with students is the most important part of teaching and setting up systems in your classroom to develop those relationships is key. I have found you can find similarities and differences with eveyone, but being respectful of others including culture is a good place to start.

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Greetings,

My name is Beverly Bell.  I am a secondary special education teacher at Upper Rio Grande School District, in Del Norte, Colorado. I have been a special education teacher for 32 years, with 22 of those years having taught in Del Norte.  Prior to teaching in Del Norte, I taught, at a large high school, in New Mexico where I started my teaching career on the Navajo Reservation in the mid 1990’s. At that time, the market was flooded with teachers looking for a job.  Given I had gone to college to become an elementary teacher, I reluctantly took a high school special education position located 45 minutes from my home.  I did not know anything about special education and very little about the Navajo people or their culture and I was scared to death. However, through determination and hard work, I found myself quickly falling in love with my Navajo students.  My students were quiet, respectful and eager to learn. As students sat in my classroom, I learned about their language, and culture.  I developed lasting relationships and to this day, I am still in contact with some of my students. My experience on the Navajo Reservation is one I will always cherish.

As I read through the articles, listened to the recording and watched videos, I reflected back on my career in New Mexico and Colorado. With that reflection, it’s very telling that it doesn’t matter what district or where teaching occurs.  What matters is the fact that educators must be willing to learn and grow each and every day.  We must be open minded to listen to our students, to develop relationships and to meet the needs of everyone.

Although I rarely have a student who is identified as ELL, in my current special education program, I do have a vast majority of students who come from Hispanic backgrounds. With this being stated, these students have a culture that is tied to ‘The Valley” so to speak. Del Norte is located in the San Luis Valley that spans over several hundred square miles. It is somewhat evident in the spoken English language that has its own title.  For example, the word seven is pronounced ‘saven’ and the word eleven is pronounced ‘aleven’.

The Hispanic influence does not limit itself to just language. The influence can be seen in a wide variety of ways such as close family ties, religion, and food. The culture here is fascinating to say the least and what has taken me by surprise has been the outpouring of love for children.

Our schools are the hub for our little community where families come out and support their children. Our teachers are either Del Norte High School graduates or have transferred from neighboring school districts.  There are very few teachers who have come from out of state and if so, then they quickly learn the specific culture just like I did.

In terms of the importance and challenges of CLD within my school, I would have to say as an overall district, we truly understand the importance of culture as we weave those pieces into our everyday practice. Now, this is not to say we absolutely know it all, because there is always room for growth in everything we do, but at least we do have a staff that embraces the Hispanic culture as well as other cultures.

What I have seen as a challenge with CLD is the linguistic piece.  For example, last school year two brothers enrolled in our school. One was English proficient and the other was not. The boys did not grow up in the same household when younger. The boy who was not English proficient struggled in his classes. I took a liking to him and often helped him. He would often tell me he didn’t understand anything.  This broke my heart and I began having conversations regarding a program for students who are in need and are not English Language Learners. It’s my understanding this challenge is still being addressed. Please note our teachers strive to make every student feel like they belong.

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Hello! My name is Jennifer (Jen) Bogojevich. I am in an unusual position as I taught primary elementary general education and Montessori preschool several years ago. After a hiatus, I am now back in education beginning a new position in Special Education in Cheyenne Mountain School District in Colorado Springs.

Culturally and Linguistically Responsive strategies are critical in our classrooms. I teach in a district with little diversity and Chimamanda Ngozi Adichie's The Danger of a Single Story really resonated with me, in particular where she describes her own writing featuring characters that looked and acted like the characters in the British and American literature she read. I think in order for a child to succeed in any classroom setting, they need to feel represented and valued, not reduced to a "single story". Letting go of our preconceived notions and drawing from our students backgrounds, interests, and experiences can create not just a classroom, but a community. This is also discussed in Mirrors, Windows, and Sliding Glass Doors. I found the quote "Our classrooms need to be places where all the children from all the cultures that make up the salad bowl of American society can find their mirrors" to be particularly powerful. I loved how the article goes on to explain how important it is for dominant groups to see representation of non-dominant groups in text. This leads me to one of my personal challenges teaching in a homogeneous area. It will take intention to help my students understand the multicultural nature of our society, taking care not to reduce groups to a single story. I also found The School Climate article interesting and it highlighted challenges in creating a Culturally and Linguistically Responsive classroom. I appreciated that the article highlighted non-examples such as bribes and color cards/gimmicks as well as included practices that promote success. While I think some of the non-examples are easy to overcome (public shaming) others can be a challenge, such as extrinsic motivation. I think it is a challenge in any classroom to create that sense of community and ownership so that students can succeed.

I look forward to not only the modules to gain a deeper understanding of CLR strategies, but learning from my fellow educators as well.

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My name is Olivia Lester, and I teach Elementary Spanish (World Languages) to students in kindergarten through fifth grade in Thompson School District, Colorado.

After reviewing several of the Module 1 resources, one of the ideas that resonated with me most was the importance of helping students feel that they belong in the classroom. Geoffrey Cohen's discussion about belonging reminded me that students learn best when they feel accepted, valued, and connected to their school community. Fortunately, I belong to a school that is very focused and committed to closely monitoring CLD strategies.

I was also impacted by Chimamanda Ngozi Adichie’s TED Talk " The Danger of a Single Story." As educators, it is important that we avoid making assumptions about students based on a single experience, culture, language, or background. Every student brings unique experiences and strengths to the classroom, and we must create opportunities for those experiences to be recognized and respected.

As an elementary Spanish teacher, I see the importance of culturally and linguistically responsive teaching every day. Language instruction naturally includes cultural learning, and I strive to create lessons that help students appreciate diverse perspectives while feeling comfortable sharing their own experiences. One challenge is ensuring that all students feel represented and included, especially when they come from different cultural, linguistic, and socioeconomic backgrounds. However, I believe that building positive relationships, creating a welcoming classroom environment, and incorporating diverse perspectives into instruction can help all students feel a sense of belonging and increase their engagement and academic success.

I have students who come from Latin American countries but arrived in the USA when they were very young. Their parents don't speak English, and their Spanish isn't very good. Therefore, these students speak English but not much Spanish. When they go to class and can hear and practice it, they feel a great sense of belonging and want to learn it because they feel they need it to even communicate better with their parents. It's a very characteristic example of parents and children who have communication problems.

I look forward to learning from everyone's experiences throughout this course.

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My name is Kim Summers, and I'm an English teacher at Grandview High School in Aurora, CO. Currently, I teach 10th students in reading intervention classes and 11th grade students in  AP Lang. However, I have previously taught CLD students in several contexts. I actually started my career as an ESL teacher and have continued to work with this population in some way for the past 20 years. Most recently, I have team-taught CLR English classes with an English language specialist for 10 years.

Chimamanda Ngozi Adichie’s TED Talk “The Danger of a Single Story” continues to resonate with me. Paired with Rudine Sims Bishop’s “Mirrors, Windows, and Sliding Glass Doors,” it has pushed me to reflect more intentionally on the texts I bring into my classroom. Over the past decade, I’ve worked to build a more culturally responsive classroom through the texts I choose. As an English department, we’ve made significant changes, expanding the range of voices and perspectives in our curriculum. Still, a few years ago, a conversation with a student made me realize I’m never done learning. During a book club unit, students chose from a selection of seven novels. I remember feeling proud of the list—I had intentionally selected texts representing a range of cultural perspectives, as well as both male and female authors. In the middle of that unit, one of my sophomores asked me a simple but powerful question: why were all the Black characters in the books we’d read that year poor? In that moment, I mentally reviewed our reading list—and she was right. Even though we had included a variety of perspectives, the stories featuring Black characters shared a common narrative. Despite my intentions, I had unintentionally created a single story. I thanked her for pointing it out and promised to reconsider our book list moving forward. That moment has stayed with me. It reminded me that creating a culturally responsive classroom requires ongoing reflection, humility, and a willingness to listen—even when the feedback is uncomfortable.

Part of this work means being open to learning from students (and sometimes parents), and being willing to adjust when needed. Because ultimately, when we know better, we do better. Each year, my students change--and because of that, my reading lists should change, too. That creates a practical challenge: there is only so much room in an English budget for new books. However, incorporating articles, videos, and other types of texts has become a meaningful way to offer students both mirrors and windows while avoiding the trap of a single story.

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Hello. My name is Jeff Jackson, and I am a High School Social Studies Teacher at Centaurus High School, in Lafayette, CO. I have been teaching for 26 years, all at Centaurus, and have seen numerous changes in our student body numbers, as well as population makeup within that time period.

Culturally and Linguistically Responsive (CLR) Strategies are vitally important as they help our student body feel connected, seen, and valued within the building, and in their individual class experiences. I have seen the video "The Danger of a Single Story" a few times, and it reminds me of why I flipped my classroom. When I first started teaching, I lectured a lot, and presented "what I knew", and I came to realize that students were getting information related to my experiences, but often not there own. As Human Geography is based so much around the topic of culture, I realized I wanted students to be able to share their understanding authentically. I wanted all students to be able to ask questions, and take in information from multiple perspectives, in hope that they could gain a broader understanding and feel connected with their classmates, their community, and the world. In the article and audio clip, "Speaking of Psychology: How the need to belong drives human behavior", I thought the most impactful line was "a sense of belonging isn't just a byproduct of success, but a condition for it..." It reminds me that building connections with my students always needs to be at the forefront of my classroom, and teaching experience, if students are to have a chance to grow and expand their understanding of themselves, and the world they live in.

I think one of the biggest challenges we face is trying to create a shared community in the classroom with specifically dictated curriculum, and the push to have all classrooms cover the same content, at the same time. When the content has a connection with the students, I see more engagement, and interaction among students. The content that doesn't mean much to them, or is distant from what is important or valued within their lives, provides a different classroom feel. The students are present, but not interested, or engaged, in much of the material.

I always try to build a community first within the classroom, before ever starting content. I want students to be able to feel welcomed and safe, while building a classroom community where differences of opinion can be expressed, and discussed, but with respect and humanity leading the atmosphere, while engagement is encouraged.

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Hello.  My name is Jennifer Perlick, and I teach secondary social studies in Boulder Valley School District at the middle school level.  I have over 20 years of experience teaching in various traditional public, independent, and charter school settings.

Culturally and Linguistically Responsive (CLR) strategies are important to increase a student’s sense of belonging, create a safe and open environment for learning, and grow student confidence and level of engagement in the classroom and school community.

One challenge of implementing CLR strategies is ensuring that cultural responsiveness is woven authentically through my curriculum rather than treated as an isolated lesson or activity.  Another challenge is recognizing and addressing my own biases while meeting the diverse academic, cultural, and social-emotional needs of every student.

I show “The Danger of a Single Story” to teach about stereotypes and their dangers before I teach about ethnocentrism and then dive into ancient history.  I want them to understand that when learning about history and various cultures, they should be aware of the lens through which they are interpreting information. They should be careful of individual biases through awareness and what they do with them.

I strive to make these themes relevant not only to history but also to my students’ daily lives.  I am also continually reflecting on my own biases and grading practices, seeking to better understand and support each student’s unique background, strengths, and experiences.

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My name is Sarah Kawata. I am a second-grade teacher at Platte Valley Elementary.  The importance of CDL strategies in my school is extremely important as we have a very diverse population.  The challenges with this are we are limited because of our staff and training to be able to provide any quality strategies for these students.

I read/listened to the article “Speaking of Psychology: How the need to belong drives humas behavior”.  In this piece it talked about how we all have a desire to belong and when we don’t feel like we belong we can feel discomfort and self-doubt.  I see this in my kids at the beginning of the year when we read books and they have Spanish words in them, I can see some of my culturally diverse student’s kind of sink down because they don’t know what to think when I am reading a book in their native language.  In the piece it talked about how people who don’t feel like they belong can feel uneasy or anxious and I definitely can see these feelings in my students.  To combat these feelings, I tell the whole class I am not really good at pronouncing some of these words so I might need their help.  Most of the time these kids perk up and are more than willing to help (it also helps that everyone in the class always wants to help with something, so they feel like this is their time to shine).  After we get going and they feel more comfortable I might ask them to help me explain some of the things or some of the words in the story and it is cool to see them own it and see the other kids really pay attention to their peers and what they have to say and are teaching them making everyone feel more accepted and like they belong and have something to contribute to our classroom.

The piece also talked about making people/kids feel seen and how this can open up many more opportunities for them and their learning when they have felt seen and like they belong and someone cares that they are a part of the community or classroom.  To go along with this it talked about having our students know what they value and by expressing it to their teacher, they can feel like they are cared about and what they feel is important, their teacher knows that and can use that to make a connection with them and help them to feel more of a sense of belonging.  I think by starting the year out reading these culturally diverse books it helps to open that door and start that conversation with the class about how everyone is important and brings something to the classroom.  We all have our strengths and weaknesses, but we all have something to contribute to the class.

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My name is Kathryn Eyolfson. I taught in the Cherry Creek School District for 30 years. I began my career as an elementary school teacher, then moved to middle school, where I taught math and science. I then went back to elementary school and taught STEM. I retired and presently guest-teach for CCSD.

When I first began teaching, I held on to a quote of James Taylor that resonated with me: "To be a guide on the side instead of a sage on the stage." That may be why I gravitated to STEM later in my career. I strongly believe all students should have a guide along the way. Teaching is not a "One size fits all" field. The Culturally Responsive Learner needs a teacher who will guide them to resources that help them develop their own identity. In addition, that teacher will build relationships with her students and establish classroom norms that meet the needs of all students.

The resources that I chose to engage with included: Culturally Responsive Teaching Matters! written by Kozleski,

Podcast: Speaking of Psychology: How the need to belong drives human behavior, with Geoffrey L. Cohen PhD, TED Talk: The Danger of a Single Story by novelist Chimamanda Ngozi Adichie, and A Culturally Rich Curriculum Can Improve Minority Student Achievement by Audrey Kim.

I particularly enjoyed the layout of the first article I read, "Culturally Responsive Teaching Matters!" I could identify with many of the Key Features as they relate to my STEM classroom. Key Feature 1: High Expectations for all students. Students worked in small groups frequently. Students were expected to engage with the materials, and I would walk the room and inquire about their thinking. Students knew this was my practice, and they were ready for these inquiries. Key Feature 2: Actively involve students in learning by encouraging them to ask questions, use original sources, relate ideas to their own lives, write and read widely, build and test models, and learn through exploration. Just as importantly, build strong relationships with them so setbacks feel manageable. This key feature is how I envision a STEM classroom. Key Feature # 4: Understand the assets and capabilities that students' families bring to their parenting. Relationships! Cohen from the podcast stated, "but the wisdom of practice, knowing how to create connection in our day-to-day encounters with people with whom we disagree." Teachers have the opportunity to get to know students and their families by engaging. Teachers can build a classroom with a climate that promotes positivity and togetherness. Students can take risks because it feels safe to do so. Key Feature 5: Anchor your curriculum in the everyday lives of your students. Audrey Kim stated in her article, "I simply found that curriculum rarely succeeded in getting me to question, reflect, and engage with the material I was learning on a deep level." CRT is about engaging students in inquiry about things that are meaningful to them. That is when students can learn more deeply. Key Feature #7 Engage in reflective thinking and writing. In the TED Talk, Chimamanda stated, "Stories matter.

Many stories matter.

Stories have been used to dispossess and to malign,

but stories can also be used to empower and to humanize.

Stories can break the dignity of a people,

but stories can also repair that broken dignity." As an educator, I can share my lived story, and students also have a story to share. There are so many books and movies available to "see life from a different perspective."

A challenge often discussed among teachers is the lack of flexibility in the curriculum. There are so many programs in the elementary school now. Not only that, but at many schools I have been to as a substitute, teachers plan closely together, and administrators expect the grade-level teachers to be in sync with each other.

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Hello. My name is Derek Richardson. I teach at a middle school in Littleton, Colorado. I have been teaching math (in one form or another) for almost 20 years in the same district. The ELD population in my school continues to increase each year so I feel the need to be more responsive to the cultural identities of my students and their families.

Cultural and linguistically responsive strategies in the classroom are important to help all students feel welcome and help them establish a learning identity in the classroom. This identity is a foundation for their learning and growth. Math is often seen as just a set of numbers that are manipulated into right and wrong answers. I would argue that this oversimplification is not even close to being the reality of a middle school math classroom. Math is more than just numbers; words matter in math. Because words matter so much in math, and because each student has a distinct understanding of the words math teachers/students use this leads us to the fact that the words we use in math are as important, if not more, than the numbers themselves.

The Bishop article Mirrors, Windows, and Sliding Glass Doors uses the analogy of literature as a analogy to see ourselves or to see others. I wonder how I can take this idea and translate it into something meaningful for all students in my math classroom. I suppose that is my ultimate challenge. The numbers we use in math can be considered [somewhat] universal but what can I do with the words (and ask students to do with the words) in math to help students make a real connection???

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Hey all! My name is Maya Benko, and I am a secondary English teacher at Centaurus High School in Lafayette, CO. I've been an English teacher for 10 years, and have worked with diverse populations all over Colorado, and abroad in Costa Rica. I am fortunate enough to be bilingual (after many years of studying Spanish), and work with the majority of my students in both English and Spanish; I am a firm believer in CLR!

The resources that I explored this week were: Speaking of Psychology: How the need to belong drives human behavior, A Culturally Rich Curriculum Can Improve Minority Student Achievement and Culturally Responsive Teaching Matters! Each of these resources returned to the idea that belonging helps create student success, and that building a curriculum where students feel seen can actively engage students in the classroom and larger school community.

In the podcast Speaking of Psychology, Geoffrey L. Cohen noted that the need to belong is especially "acute" during the pre-teen and teen years, proving that building a CLR curriculum for students in certain transitionary ages is especially powerful. In the high school setting, I've seen first-hand how successful students can be when the see themselves in their learning, (especially as they transition from middle school to high school). I've also seen how disengaged students can be after moving through years of an educational system where they have never seen themselves in their school curriculum at all. My most successful lessons as a teacher have come from empowering student voice, and engaging my high school students in curriculum centered around social justice and social movements from U.S. History (Audrey Kim 1). And my least successful moments as a teacher have been working with curriculum that had no modern or emotional connection to students whatsoever.

So, clearly the act of creating representative curriculum is powerful, but is not without its challenges. As many of use have noted, school expectations, dictated district curriculum, parent concerns, and narratives around education all challenge us in building a reflective curriculum for our students. (And of course, the reality of representing all cultures with the time we are given each year). Therefore, I think the most successful approach that I have found is what many of us know to our core: fostering a safe and welcoming community of learning in our classrooms, building student voice by having students express pride in their own stories and communities, and allowing students to engage in materials that demonstrate social justice.

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Greetings,

My name is Lynn (Marilynn) Frickey, and I teach in Cherry Creek School District in Aurora, Colorado. I am an affective needs teacher. I manage a special education caseload, teach affective needs classes, and co-teach general education science and English.

I found the article, Culturally Responsive Teaching, especially relevant to our work as educators. I find that culturally and linguistically diverse strategies are vital because many students' behaviors are determined by cultural experiences, communication styles, family expectations, and past school experiences. Kozleski (2010) explains that culturally relevant teaching connects students’ cultural knowledge, prior experiences, and performance styles to academic learning while creating classroom communities that value multiple standpoints and shared leadership.

In the classes I co-teach with a general education teacher, students have a diverse range of needs, including identified learning challenges, social and emotional struggles, or language and cultural obstacles. Creating a plan with a co-teacher to develop inclusive solutions for all students and to foster shared leadership is challenging. Even in collaborative classroom opportunities, it takes planning to build student confidence among ELL students, preparing them and supporting them so they are ready and willing to emerge as shared leaders of the learning experience.

One challenge is balancing behavioral expectations with an understanding of cultural differences. The article specifically cautions that traditional behavior management systems can be “color and culture blind” and may unintentionally create resistance or avoidance when they fail to consider students’ cultural backgrounds and experiences. In my role, I address this problem by establishing strong relationships, actively listening to students and families, preserving high expectations, and creating opportunities for student voice and self-advocacy. These strategies are consistent with the article’s recommendation to involve students in establishing classroom norms and to focus on helping students develop internal systems for self-regulation and perspective-taking. Through these practices, I can better support students with behavioral and social-emotional challenges while supporting a more embracing and inviting learning environment for all learners.

Notably, the work in this article by Elizabeth Kozleski, my former advisor, remains pertinent to best teaching practices.

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My name is Angela Nance. I currently teach 4th grade in Colorado Springs at Pinello Elementary.

I found this weeks context very interesting. In the video The Danger of a Single Story, by novelist Chimamanda Ngozi Adichie she talked about how she wrote stories about what she experienced and it was not a true representation of who she was.

In Exploring the School Climate -- Student Achievement Connection: Making Sense of Why the First Precedes the Second, by Albert Jones and John Shindler, California State University we learned how school climate can have an impact on students and learning. This was not new information but more of a reminder that what i do in the classroom impacts kids learning in more than one way. I always try to let my kids know the classroom only works because everyone plays a role to make it work. Everyone wants to bbelong and they know they belong in my classroom. I also make sure to maintain a relationship with them after they leave my class. I want them to know I care always.

One way I create a safe environment in my school is by having lunch with all my students. At the binning of the year I rotate through my whole class having lunch with a few kids each week. Other teachers have told me to stop because they think it makes them look bad because they don't eat with the kids. I truly enjoy it because I get to learn more about them and they can see me in a more relaxed setting. I also think because ofthe relationships I take time to build with my students is why they make so much growth and work so hard for me.

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Hello, my name is David, and I am a front range foothills 5th grade teacher. After college, I spent ten years in the corporate world as a project manager before becoming a teacher. I just completed my 18th year in teaching, and I still consider teaching my vocation.

CLR strategies are essential because they help students feel seen and valued, especially in 5th grade as they are forming stronger identities. Without these strategies, classrooms can fall into what Chimamanda Ngozi Adichie describes as the “single story” in her TED Talk The Danger of the Single Story. She explains that a single story “robs people of dignity” and “emphasizes how we are different rather than how we are similar.” In contrast, CLR strategies create a “balance of stories” that “empower and humanize” all students.

Another importance of CLR strategies is that when students see their cultures and languages reflected in lessons, it builds confidence and belonging. That sense of belonging is what opens the door for genuine engagement. The article “Culturally Responsive Teaching Matters!” by E.B. Kozleski, when discussing how to navigate curriculum and instruction, mentioned the “use of multiple paradigms.” This made me pause and think about how some of the challenges are with our resources. In 5th grade, we discuss multiple perspectives and points of view. Teaching these critical thinking skills is one way to help students spot limited perspectives in texts – especially texts (resources) that unintentionally marginalize students’ backgrounds. Through these intentional open discussions with students, we can build a collaborative community where all voices genuinely belong.

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Hi! My name is Sarah Weisman and I teach 1st grade at Foothill Elementary in Boulder, CO. Foothill is a neighborhood school in an affluent area of Boulder. Our enrollment is about 450 students with over 80% identifying as Caucasian. Because our population is not obviously diverse, it seems especially important to provide a broad perspective of multicultural experiences. The notion of mirrors, windows and sliding doors is something I've come across before and I believe school and books in particular should offer opportunities for kids to see themselves reflected, see other perspectives and enter new worlds. I also think it's really important to share control with students and give voice and choice in determining what and how they learn. Even though our population may not look diverse, students do come from different backgrounds with different expectations.

A challenge for implementing CLD is always the lack of autonomy we face as teachers in this age of heavily scripted, mandated curricula. I often find myself veering from prescribed resources in order to actively engage students. It's also a challenge in our particular community to recognize the diversity that's not immediately apparent. Students come from many backgrounds and families bring different expectations and norms that create subtle differences in learning preferences. Understanding and celebrating these differences makes a huge impact on creating an inclusive classroom community.

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Hi My name is Anna DiCorleto, and I have been teaching for 28 years. I teach first grade at Foothill Elementary School in Colorado. Foothill is a neighborhood school in an affluent community. Unfortunately, we have a small percentage of ELL learners at our school, therefore we do not have an ELD teacher in our building.

In my classroom I feel that it is important to represent many different cultures and differences even though they are not represented in our population. Over the years, I have worked hard to build a diverse book collection for our students. Exposing students to a wide variety of cultures helps them broaden their cultural view. After reading these articles and watching various videos, it has reminded me to keep adding more multi cultural books to my classroom. It is even more important to offer a variety of books because our population is not as diverse. It is important for students to be able to notice similarities and differences with the characters and stories.

A challenge we are all facing as educators is that we are mandated to adhere to Curriculum guidelines. Because of this we do not have the flexibility to change instruction to meet students needs. However, I feel like I create a classroom that is welcoming, safe and supportive in which every student feels like they can take risks and succeed. CLR strategies such as creating an inclusive community and exploring family histories and appreciating diversity have always been a priority in my teaching.

I am looking forward to learning more about CLR and connecting with fellow educators.

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Hi everyone!

I’m Michelle Barnes, and I am thrilled to be teaching French at Mesa Middle School in Castle Rock, Colorado. Right now, I am working with students in French 1A, French 1B, and French 2. I also have the privilege of being the department head and being part of our school’s Guiding Coalition.

After reading the Module 1 resources, I am convinced of the value of culturally responsive teaching (CLR) strategies. They help our students feel seen, appreciated, and truly connected to their learning. The concept of books and curriculum serving as “mirrors” and “windows” really struck a chord with me. It is essential for students to see themselves in what they are studying, while also getting a glimpse into experiences that differ from their own.

As a world language teacher, I have observed how language and culture remain inseparably joined. When our students can relate their learning to their own lives and backgrounds, it sparks their engagement and motivation.

Of course, there are challenges like trying to meet the diverse needs of all learners while juggling curriculum demands and limited instructional time. It can be tough to find materials that authentically represent a broad spectrum of voices and experiences. I really think that by using CLR practices, we can create a classroom that's welcoming and supportive, where every student feels like they belong and can succeed.

I’m really looking forward to connecting and learning from all of you throughout this course!

Warm regards, Michelle Barnes

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Hello, my name is Jerene DeBono and I am currently the librarian at Granada School. Ours is a small rural school located in southeast Colorado with a student enrollment of approximately 192 students. Of these students 72% are of Hispanic heritage and 26% are white. I believe that our cultural diversity is a benefit for all of our students. In my 22 years of teaching in the library, I have worked very hard to build a diverse book collection for our students. After listening to the Ted Talk "Danger of a Single Story" by Chimamanda Ngozi Adiche, I realized that my library collection needs more work. For example, each year I have the seventh grade read the story "A Long Walk to Water" and then go on a walk while carrying water to help them better understand what Nya, the young girl in the story, experienced in Africa. By having the students read only one story about Africa, I'm sure my students believe that all children in Africa live only in huts and walk miles to retrieve water. Ms. Adiche stated that to hear only one story we risk a critical misunderstanding, and this has motivated me to enhance my library collection with a variety of books that will encompass a broader spectrum of people of different cultures. The article "Mirrors, Windows, and Sliding Glass Doors" explained how books are sometimes windows, offering views of the world. The reader only has to open the sliding door to become part of whatever world the author has created. Most importantly, literature transforms the human experience and reflects it back to us. Thus we see our own lives and experiences as part of the larger human experience and readers often seek their mirrors in books. This has proven to me that the library needs to provide all students with books that will help them find their mirrors.

After reading the article "How the Need to Belong Drives Behavior" the author stated that educators need to use 'wise' words when conversing with students. The examples used were very informative of how we as educators by simply saying the right thing can change a student's future. The power of influence is in our hands and we should strive to understand, guide, and empower each student to reach his potential. This task will not be easy because education is competing against students interest in social media and online gaming, but we must believe in the power of influence.

Living in a small, rural area has benefits. The major one is that the school is the focal point of the community. Practically everything revolves around the school. Our school offers each student an education, as well as numerous other extracurricular activities. The students know that to succeed that must all work together. This is where the emphasis on team is accelerated. A positive climate is a successful climate.

In the article "Culturally Responsive Teaching Matters" there is a section that is titled 'What are the Key Features of Culturally Responsive Teaching?'. In the article Culture and Communication in the Classroom" there is a section named 'Practice Possibilities.' At the beginning of every school year, teachers should read and discuss these points. If educators would use these in the classroom, I believe both teachers and students would benefit.

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Hello!  My name is Erin Serra, and this is my 7th year in education in Colorado Springs, Colorado.  For 6 of those years, I taught in the general education classroom in History and English, and have completed my first year as a Library Technology Educator.

The reading that highlighted one of the main challenges my school faces is “The School Climate - Student Achievement Connection: If We Want Achievement Gains, We Need To Begin by Improving the Climate” by John Shindler and Albert Jones.  Middle school is the time of figuring out who you are, what you like, and who you want to be as you start to learn to take on more responsibility in life, and this all deals with the climate of the school and classroom.

When a challenge comes along, I look at my students’ reactions to see how they handle the difficulty.  Many either give up and stop trying or break down in tears, and sometimes this leads to a lack of motivation in the future.  Another area that stood out to me was acceptance.  At my middle school, I saw that my students who accepted themselves and had supportive peers felt safer and were more willing to try tasks that they struggled with.  On the other hand, I saw many behavioral issues from individual students come about when students were not secure in who they were, their friendships, and life in general. This led to a specific student of mine trying to impress some other girls by changing her entire personality to fit in with the group, and it led to her being hurt and isolated. Making sure my students feel accepted and respected is paramount in my classroom.  Once students feel safe and valued, they are more willing to take risks, persevere through challenges, and succeed in their learning.

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My name is Joy Castro and I will be entering my 18th year of teaching middle school. 15 of those years I taught in Des Moines Public Schools in Iowa  and I currently teach 8th grade science at DSST: Aurora Science and Tech Middle School in Aurora, Colorado.

2.     CLR strategies are important because they incorporate the fact  that students come to us from all different cultures which shapes the way they understand the world as well as the content that we are teaching to them. Being an educator that is responsive to the cultures our students   helps the educator to increase engagement and create a more equitable classroom environment.

The difficult part about CLR teaching, sometimes as an educator we don't know how to make the lesson content culturally and linguistically responsive in a way that actually matters. We teachers know the strategies and tools, but there is more an an art to applying the tools.

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My name is Lisa Kayes, and I am a retired special education resource teacher working in Colorado Springs. Since January of 2021, I have had the opportunity to mentor special education teams and support teams with evaluations and the eligibility process. Prior to this experience, I have taught in general education at the elementary level and special education at the elementary and middle school levels. My current position has provided me with many opportunities to interact with students and staff at a variety of schools in the Colorado Springs area.

For the past two years most of my work has been in charter schools. Several families that I have had the opportunity to work with communicated about the importance of whether or not their child feels connected in the school environment. They mentioned their child’s relationship with their teachers, having friends in the school, and possibly the feeling of loneliness. Many of these families have chosen a particular school hoping to find an environment where their child can experience a sense of connection and belonging. Some families have tried several school environments even in their child’s elementary school years.

After reading and listening to resources in the module, my thoughts went back to what was important to these families. Geoffrey L. Cohen states in Speaking of Psychology: How the need to belong drives human behavior, the importance of connection, belonging, and contributing to a group. He also shared that we have the power to bring out the best in one another. I believe this is a challenge in any school but can be even more difficult when students and families frequently move between school. School staff have the challenge of creating a supportive environment for culturally and linguistically diverse students that may join their class unexpectedly. One obvious practice would be to make this a priority in every school so all students are connected and belong.

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Hello everyone! My name is Heather Lasinski and I work at Holy Love Preschool and Kindergarten in Aurora, Colorado. I am going into my 20th year of teaching, I can hardly believe it's been that long! :) I previously taught in Cherry Creek School District for 10 years, ranging from classroom grades 3-5 to Reading and Math Intervention for 1st-3rd graders. I stepped away to be a stay at home mom for 6 years, and then resumed teaching in 2017 at the Preschool my own children attended! I have loved being a lead teacher in the Jr. K class for the past 9 years and look forward to teaching Kindergarten this fall! I have also been blessed to serve as the Assistant Director since 2023!

I thoroughly enjoyed several of the resources listed in this module! The Danger of a Single Story; Culturally Responsive Teaching Matters; Mirrors, Windows, and Sliding Glass Doors; and Speaking of Psychology: How the need to belong drives human behavior. The underlying theme throughout all of these pieces was connection. How every child desires to feel a sense of belonging - connectedness to other people, their school, their heritage, the greater community. It is our imperative role as educators to help these precious little humans realize their worth, their potential, and see that they can truly make a positive impact in this world! It is a great responsibility and challenge, to create lessons and find literature that values all the cultures we come into contact with. One of my duties as Assistant Director is Curriculum Implementation for our school. Elizabeth Kozleski iterates, "Considering how to approach curriculum and incorporating multiple paradigms in the ways that curriculum are presented and experienced is an important part of Culturally Responsive teaching." I have personally tried to build each classroom library with books rich in multiple languages with characters from varying backgrounds, so our students see reflections of themselves in these works or gain a new perspective. As Rudine Bishop writes in her article, "When there are enough books available that can act as mirrors or windows for all our children, they will see we can celebrate both our differences and our similarities, because together they are what make us all human." I desperately want each child at our school to feel valued! By implementing units such as Countries Around the World, where families come in to talk about their culture, bring artifacts, share food, and discuss life experiences, it helps bring awareness to all our kids. This has been one of the most memorable units of study at Holy Love because our families feel seen and appreciated! The goal for each child that walks through our doors is to say, "I belong at school and I belong at home!" (Geoffrey Cohen)

One of the most poignant and impressionable works I came across was the Ted talk by Chimamanda Ngozi Adichie called, The Danger of a Single Story. I loved how she candidly described her childhood reading path, beginning with exposure to American and British books at age 4. Then when she began writing her own stories at age 8, she would describe snow or eating apples and drinking ginger beer. Even though none of those were things she had experienced herself as "a girl with skin the color of chocolate who ate mangoes." She was imagining and drawing pictures of what she was exposed to from the widespread accepted literature, rather than telling stories of her own life from her perspective. What a powerful realization, that things she was familiar with didn't exist in children's books at the time. She has worked tirelessly to bring awareness, evoke change, and is a true inspiration to us all! I will definitely keep Ms. Adichie in mind as I continue to grow and learn on this Culturally Linguistically Responsive journey! Having a receptive heart, an open mind, and a willing spirit is the key!

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Hello fellow educators, my name is Joel Tracy and I am finishing my 20th year of teaching in Southwest Colorado.

For the past four years I have been teaching at a small alternative high school that serves a high percentage of at risk youth from diverse local communities. Within the context of that role and the readings, the article "The School Climate - Student Achievement Connection: If We Want Achievement Gains, We Need to Begin by Improving the Climate" (attributed to Jones and Shindler in the links) is, to me, particularly applicable to the question about CLR strategies. The article attributes several qualities of a high functioning school to the phenomena of a "psychology of success," which include a school climate that promotes self-esteem within a framework that gives students "sense of belonging and acceptance." Being attuned and culturally responsive to students on an individual level is a critical first step to integrating students into the greater school community, and "honoring diversity" is embedded in our school's design principles.

Regardless of age or academic status, each new student at our school has to take an orientation course that includes the design principles within their first year. During that course they also learn to practice conflict resolution strategies that involve getting the other person's story, and they begin to collect material for a portfolio of work and accomplishments that presents their story. Stories permeate our school culture, they are the cornerstone of student belonging, and several points in Chimamanda Adichie's "The danger of a single story" TED Talk rang true. We often remind students that everyone is "part of more" or "larger than" any one particular story. We are often reminded that is true of ourselves as well when we bring a growth mindset to human relations. Who hasn't experienced the embarrassment of discovering they were pigeonholed or had committed prejudice based on a single story, small sample, or convenient stereotyping of a person or people?

Returning to the question of CLR strategies and some of the challenges, a challenge that comes with honoring diverse cultural identities in the classroom is managing and differentiating for participation and, on a much greater level, community building at the school level. When does individuality trump community, when should the norms of the collective take precedence? School culture is fundamental to a "psychology of success" yet different cultures are more or less receptive to different classroom practices; some believe it is better to be more or less dynamic or vociferous than others, and, as was mentioned in "Culture and Communication in the Classroom" some groups "manifest group cultural behaviors more thoroughly" than others (p. 119). Taking the disparate and overlapping cultural / identity groups of individuals within a student body and creating a more synergistic school culture out of them, adding stories to a story, is an ongoing challenge that must, out of necessity, change. I am curious what changes, if any, 10+ year educators have noticed when it comes to school culture or what it "means" to be a teacher or student at your school?

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My name is Julie Rodriguez, and I am a first-grade teacher in the Cherry Creek School District. Culturally and Linguistically Responsive (CLR) strategies are essential because they center the whole child. These approaches help teachers keep the bigger picture of each student in mind, recognizing and valuing all the strengths and “funds of knowledge” that each child brings. CLR practices ensure that students see themselves reflected in what they are learning.

In the article “Mirrors, Windows, and Sliding Doors” by Rudine Sims Bishop, the author emphasizes the importance of representation in literature and learning. She explains that children need “mirrors” to see their own lives reflected, “windows” to view others’ experiences, and “sliding doors” to step into new worlds. When students do not see themselves represented, they internalize messages about their value in society. At the same time, students who do see themselves represented must also learn to understand and connect with people from different cultural backgrounds.

This idea resonates deeply with me. As a student, I often did not see myself reflected in the books I read. Now, both my students and my own children have more opportunities to see themselves represented, which is incredibly important. However, I agree with the author that many books still lack real-world characters and view points. Literature has the power to open doors, and as educators, we can intentionally select texts that broaden our students’ understanding of the world. By applying CLR principles, we can choose books that reflect diverse identities and different cultures.

One of the current challenges is the broader political climate. There has been an increase in book bans, particularly targeting stories that reflect diverse and real-world identities. Additionally, there is pressure to reduce supports for English Language Learners and to limit Diversity, Equity, and Inclusion (DEI) efforts. As a result, culturally and linguistically responsive practices are sometimes labeled negatively, which can make this work more difficult. Another challenge is curriculum decision-making. Many teachers are required to follow district-adopted curriculum programs without having meaningful input in the selection process. These decisions are often influenced by factors such as funding or policy, which may not always align with the needs of students in classrooms. This often means teachers spend additional time modifying and supplementing curriculum to make it more responsive and effective. In my elementary setting we have limited planning time often reduced by meeting. This makes it even more challenging to adapt materials in meaningful ways.

Despite these challenges, CLR strategies remain critical. They allow educators to create inclusive, meaningful learning experiences that honor students’ identities while helping them develop a broader understanding of the world around them.

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My name is Liza Doty and I teach Social Studies in the Cherry Creek School District.

I believe that most teachers work to be inclusive and want their students to feel like they belong in that classroom. However, the reality at times is that we are not responding to the cultural and linguistic needs of our students, nor recognizing the strengths they bring to the classroom. It is not malicious, but in some cases it is due to lack of resources,lack of time, lack support and even sadly the demand of having multiple students with a variety of skills and needs that it feels they cannot all be met by one teacher. I have the benefit of teaching World Religions which often has a number of both NEP and LEP students and many come in with a rich and diverse understanding and experience with different religions, so the class lends itself to help students feel more connected to the group. However, I also teach US History and so many students don’t have the same background, experience and general knowledge so I have worked on trying to find ways to help students feel more connected to the content but also to the classroom as a whole. This is where the Dangers of a Single Story really struck me… Not only of how do I honor the different stories they bring whether they come from El Salvador, Vietnam, Ukraine, Afghanistan, Mexico etc. how can I learn more about their countries to let them know that I see the diversity and richness of their experience, but also try and understand if they have a single story of the United States. Are we heroes? Are we warmongers? Are we greedy and power hungry? Are we welcoming? How do they view our history?  Or even today… I know I don’t want a current narrative of Americans to represent my story. I appreciate the podcast and the necessity that one belongs and the TED Talk that we are more than a single story.

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Hello fellow educators. My name is Christine Bueno and I work at Pueblo School of Arts and Science as a Special Education Teacher. My school is in Pueblo, Colorado. I'm just finishing my 10th year as a teacher and previously five years as a paraprofessional. I heard "my calling" when I had my son and knew he had special needs. Trying to navigate the school system and special education services was difficult to understand at times. The more I learned, the more I could advocate for my son and others with similar needs.

Culterally and Linguistically Responsive strategies are important because the student can see themselves in literature whereas before CLR strategies were implemented, students growing up didn't see their culture reflected in literature.

In the Special Education Classroom, we are always trying to build a rapport with the students which can be difficult especially with limited social skills with some of my students. With CLR strategies, we can make the student feel valued and capable of success. The classroom can be diverse taking into consideration the different cultural backgrounds, family structures and languages.

In my current role working with students in special education and diverse learning settings, CLR practices are especially important because many students already face academic, behavioral, or social-emotional challenges. When instruction reflects students’ identities and experiences, they are more likely to participate, feel confident, and develop trust with teachers.

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Hi Fellow Teachers and Educators, My name is Howard Wolsky and I just completed my 15th year in the classroom. I started with my Social Studies endorsement and have moved into a role as a business teacher at Arapahoe High School in Littleton, CO. I've come to education after previous careers in banking and a few entrepreneurial experiences. Once I started to coach high school hockey in Ohio I realized I'd found my "calling". In all honesty, in my 24 years of teaching and coaching, the diversity of my student population has not been exceptionally wide. However, the principles of belonging are universal.

In my current classroom creating a sense of belonging is often my key role as an educator. Through years of experience we all know that until a student, from any background, trusts you as their teacher, the rest of the process will be a struggle. I often find the first step to creating that sense of belonging is just making my students realize I really want to get to know them. Often, it's that simple, learn their names, say hello at the door, ask them if they have big plans for the weekend and then follow up to ask questions about those experiences.

Teaching business, like many other subjects, offers a very diverse set of cultural expectations that can be "slippery" if not handled correctly. I always have to be on-guard to avoid letting my cultural bias' cloud my students experience in my classroom. My school has such a wide variety of socio-economic families I have to navigate that landscape so every students feels their experience is represented in our discussions. When I'm talking about creating wealth by utilizing savings wisely, each student is interpreting that subject through their own cultural lens.

Therein lies the opportunity for me: Once my students realize I'm open to all cultural experiences, I start to chip away at those defensive walls of acceptance. On the other hand, if I miss that opportunity, and I have, the relationship could also be set back and hard to repair.

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Hi. My name is Kelsey Schweizer and I teacher first grade in La Junta, CO. I just finished my 15th year.

After reading the definitions, which I am familiar with, I love the quote "CLR means that teachers jump into the pool with the learners, guide them with appropriate instruction, scaffold as necessary, and provide for independence when they are ready". This simile makes it relatable and understandable because as an educator and leader it is important to work alongside the student and not above them. As an educator we are learners also and students have something to teach us as well. We can not just keep teaching and leave them behind.

I also watched the "The Danger of a Single Story". I really enjoyed this video because it memorable and relatable. She reminds us that students are moldable and when we give them one idea, it can cause them to not see past that one thought or idea. It is also important to allow opportunities for students to see and relate to the curriculum so they are able to connect with it and see themselves in the story.

I am excited to get into this class and learn more because our school has a couple CLD students but we are looking for ways to incorporate more strategies and opportunities for students to share their culture and ideas.

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Hello, My name is Deanna Bokoski and I am the K-5 Music teacher at American Academy Castle Pines in Castle Pines, Colorado.

I am familiar with the terms presented for CLD students namely, NEP and LEP. At my school, I am familiar with culturally and linguistically diverse (CLD) students. I feel the CLR strategies are important for our non-English speakers. We have students from India who are non-English proficient, as well as students from homes where English is not the primary spoken language. Through the programs being implemented at American Academy, I have been able to see growth in both their English language development and their confidence in my music classroom. Music provides opportunities for students to participate, communicate, and connect with others even while they are still developing language skills. Over time, I have noticed students becoming more willing to engage, sing, answer questions, and interact with peers as their comfort level and English mastery increase.

One challenge of the program is that students need to be willing to work toward greater English proficiency. However, I have seen that the non-English-speaking students at my school are highly motivated to improve. Their effort, perseverance, and willingness to learn have contributed greatly to their growth in both language development and classroom confidence. In my music classroom, I have been able to observe students becoming more comfortable participating and communicating as their English skills continue to strengthen.

I watched the TED Talk “The Danger of a Single Story” by Chimamanda Ngozi Adichie. I was drawn in by her story of growing up privileged in Nigeria with her father being a professor. She shared that her family even had a houseboy named Fide, and her parents emphasized that he was poor. Later, she discovered that Fide’s family was skilled at making beautiful crafts, which surprised her because she had only been exposed to one narrative about him.

Adichie also explained that because the books she read as a child were heavily influenced by British culture, she wrote stories where the characters were blue-eyed, ate foods unlike her own culture, and drank ginger beer. Her point was that she had been exposed to only a single story of what literature and life were “supposed” to look like.

When she later came to the United States, she became the recipient of another single story. Her roommate assumed that because she came from Africa, she must have experienced poverty, starvation, or disease. Her roommate did not consider that Adichie had grown up in an educated and privileged household and did not need to be “saved” by others. Adichie explained that these negative assumptions flattened her experience and robbed her of dignity because they ignored the complexity of who she really was.

This TED Talk reminded me that, as educators, we must be careful not to create a single story about our non-English-speaking students. We should avoid making assumptions about students based on where they are from, the language they speak, or their cultural background. Instead, we need to listen to their stories, recognize their strengths, and give them opportunities to show who they are as individuals.

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Hello, my name is Luke Stephens, and I work in Colorado Springs, Colorado. I have just recently completed 8 years as a 4th Grade teacher but will move to Junior High this fall as a 6th Grade Social Studies Teacher.

Working with cohorts of students over the years has given me multiple opportunites to work with students from diverse backgrounds and needs. These articles and videos speak to challenges students and teachers face in relation to educational restrictions, climate barriers, and confidence factors that can influence decisions. In my own school, many of our limitations for helping students involves acclimation and financial resources. To start with acclimation, we have very few students that are not from military backgrounds. Almost all of our students speak fluent English and English is their first language. When we do have a new student to our school that speaks a foreign language before English, or has a strong cultural background with another country, the majority are so excited to welcome them with open arms. This can be wonderful for a students confidence, and sense of belonging, but also confusing as they are just getting started. I have noticed that although we have resources to assist students who are spanish speaking, very few resources are available for any other language. I also have noticed that many of our students from other countries are so excited to be here that they immediately start transitioning into habits, interests, and educational examples from their fellow peers. This can be both good and bad but also an important responsibility by the teacher to find ways to highlight how their home country culture is important to them, but also to us. Kozleski (2010) states, "Becoming culturally responsive means that teachers as well as students have to negotiate new standards and norms that acknowledge the differences and the similarities among and between individuals and groups." Helping students feel part of the new setting while also adjusting our own norms to fit the cultural background and needs of our students is equally important. I am proud of the district I work for due to the fact that other cultures are not only valued but embraced. I am not saying we always get it right but the effort to be inclusive for all cultures and needs is attempted and promoted. This includes the choice for reading curriculums and resources that promote other cultures. The importance of this is suggested by Bishop (1990) when she states, "When children cannot find themselves reflected in the books they read, or when the images they see are distorted, negative, or laughable, they learn a powerful lesson about how they are devalued in the society in which they are a part." I have enjoyed these articles and videos and found them very beneficial.

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Greetings. My name is Jen Gurney and I teach fourth grade at Coal Creek Elementary in Louisville, Colorado.

I enjoyed the definitions, articles and videos on Culturally Responsive Practices. The quote I most closely resonated with was Skarrokay Hollie's words: "Teachers jump into the pool with learners, scaffold as needed and provide for independence when they are ready." This fits my educational philosophy and connects intrinsically with Culturally Responsive Practices.

I very much enjoyed video "The Danger of a Single Story." There were many memorable moments in this short video for me, but one stands out. When the storyteller described reading at age 4 books of snow, eating apples and drinking ginger beer (while she lived in Nigeria and had never seen snow), it was logical in a way that her first writings at age 7 were of these things. Hearing her tell the story, though, showed me how absurd it is to expect children to value their own culture and experiences if the books they read do not do so.

Which lead me to the article, "Mirrors, Windows, and Sliding Doors." It is so true that students learn that they are de-valued from the books they do NOT see in the classroom. And students and teachers in the mainstream culture have much to learn about other cultures from good literature that depicts cultures with respect, authenticity and breadth / depth. Our classrooms truly need to be places where all children can find mirrors for themselves ... and for each other. A local church in our community graciously gifted each of our school's classrooms with a beautiful set of current hardcover books about children from a variety of cultures represented in our communities. I have loved reading these books aloud to my class and seeing students read them over and over.

I also enjoyed the article "A Culturally Rich Curriculum Can Improve Minority Student Achievement." Two years ago, our school district adopted the Into Reading curriculum for all language arts. While it is challenging to teach this curriculum from a timing standpoint - there simply aren't enough hours in the day - it is very rich in culture, which I enjoy. Students are able to make connections with the characters in the stories in a very real way. The writing prompts and lessons are engaging from a culturally responsive standpoint. And there is a present-day relevance to the stories and lessons that I really value.

Lastly, I enjoyed the practical steps included in the article "Culturally Responsive Teaching Matters." My favorite three were: communicate high expectations, anchor your curriculum in the everyday lives of your students and develop an appreciation of diversity.

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Hello. My name is Chris Copen and I am returning to education after being away for about a decade. I previously worked in Westminster, Colorado, before joining the College of Education at the University of Phoenix and then spending the last several years as an entrepreneur. I am working on renewing my licensure in secondary social studies currently, and looking forward to a return to the classroom.

As the readings for this module suggest, CLR strategies are critical for making connections. Both experientially and academically, I've seen that a CLR-centered approach not only helps students of various backgrounds and cultures connect to the curriculum but also to each other. When a CLR approach is incorporated in a history lesson, for example, it can be instrumental in helping students see an issue, figure, or topic from different perspectives and different groundings. Sometimes this can create acknowledgment of differences and prompt constructive conversation. Sometimes this can move a student to adopt, even temporarily, an entirely new point of view on something seemingly established. I've found these moments are essential to helping students become well rounded and open-minded, culminating ideally in a willingness and ability to see things critically.

At the same time, this can be a challenge in the sense that different view points can be difficult to adapt to, particularly when students are coming from a strong cultural or ideological background. It can also result in difficult conversations. However, these moments are just as important, and perhaps even more so, to moving toward a CLR and critical mindset. Even if a viewpoint remains committed to at the end of the day, having the conversation, having the momentary reflection, and being willing to see things from a new perspective is key to growth.

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My name is Chelsea Coy, and I am a math teacher at Overland High School in the Cherry Creek School District. This year I taught Honors Geometry, Algebra 2, and AP Statistics. One of my Algebra 2 sections was a co-taught Special Education class, and I was also a PLC facilitator for Algebra 2 this year.

Overland High School (OHS) is a culturally diverse school with over 90 countries represented and over 60 languages spoken. Culturally and Linguistically Responsive (CLR) strategies are very important for the students at OHS. One thing we focused on this school year was "Blazer Belonging". As a school, we wanted to make sure that every student belonged and felt belonged somewhere whether that was in a club, in a sport, in a performing arts, or in the classroom. In my 13 years at Overland, I have taught many students who come from a different background and some who don't speak English. I have enjoyed getting to know all my students and learning about their cultures. We have many students who are considered an non-English proficient and limited-English proficient.

As an educator, it is important to take into account the cultural and linguistic factors of all our students. It can be challenging in the classroom when every student needs something different when it comes to differentiating. I do my very best to say all my students' names correctly, and I am not afraid to ask students to say their name again for me if I do not feel like I am saying it correctly. When it comes to word problems in math class, I do my best to include problems with different context that my students can connect with. I make sure we are not always talking about sports problems, but also problems about the medical field, transportation, the economy, and other diverse topics. I want to make sure that my students can connect to at least a couple of the problems we do during the year, so they can see how math applies to each of them in the real world. I enjoyed reading Mirrors, Windows, and Sliding Glass Doors by Rudine Sims Bishop since I think this is what she was saying. Our students need to be able to see themselves and their cultures represented even in a math class. I also really enjoyed Chimamanda Ngozi Adichie's TED talk The Danger of a Single Story. It can be challenging to not allow our biases to affect how we see our students, which is why it is so important to take the time to get to know all our students and set our biases aside. Like Adichie said, stories matter, and it is important to have a balance of stories. Getting to know a person's story takes times, but it can be done.

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Hello all. My name is Braedan Lanham and I am a School Counselor at Cherry Creek High School in CCSD. I was also previously an English teacher for eight years, having taught for three years in Nashville, two years abroad in Brazil, and three years in Douglas County before transitioning to counseling.

Culturally responsive educational access has always been a part of my job in education, whether it was teaching or counseling, and while the format has changed, it has always been about providing access and knowledge to students who may otherwise struggle due to culture or language barriers. The biggest thing that I tackle as a counselor is educational and instructional equity, which plain and simple is just ensuring that all students have access to instruction, resources, academic and SEL counseling, and future opportunities.

Considering that CCHS is the largest high school in the state, we have a wide array of CLD students that come from a plethora of cultural and linguistic backgrounds, and while there is a little bit of everything for everyone here, it is important that students not only feel like they have access and are being treated fairly, but that they also belong. The APA article

Speaking of Psychology: How the Need to Belong Drives Human Behavior touches on this, specifically with the quote from Geoffrey Cohen, PhD wherein he states: “A sense of belonging isn’t just a byproduct of success, but a condition for it..."

This speaks volumes to the work that I do because without culturally responsive practices and a mission towards and equity and access, we are not providing spaces for our CLD students to be successful. The goal is to serve all of our students, not just some, which is why ensuring that our practices are culturally responsive is so crucial to the work that we do.

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Hi all, my name is John, I'm a teacher at a middle school in Fort Collins, CO. I teach adventure and outdoor education. CLR teaching in my role is fairly unique due to the novelty of Outdoor/Adventure Education. This produces some fun opportunities to include diverse voices into my curriculum. Outdoor and Adventure literature could be seen as an expression of dominant cultural identities in the western world. Many of the literature I've read and videos I've seen have been produced by white men, and follow often similar storylines, which lack cultural diversity. This does appear to be changing in more modern descriptions of adventure, particularly in video formats.

I read Mirrors, Windows, and Sliding Glass Doors by Rudine Sims Bishop. I'm curious about how incorporating more diversely written word can support my curriculum. I have a fair amount of cultural diversity in my classrooms but have not really looked deeply into written content from culturally divers adventurist/outdoorspeople. I do aim to provide examples of divers folks into my videos and images, but will now look more into textual diversity.

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Hi everyone, my name is Kacie Stuart, and I am so glad to be here with you all. This is my fourteenth year teaching, and right now I am loving my time with my fourth graders at Roxborough Elementary School in the Douglas County School District. Over the last fourteen years, I have seen a lot of changes in education, but the one thing that keeps coming back to me is how important it is to make sure every single kid feels seen, heard, and valued for exactly who they are.

Looking at the readings for this module, the piece "Mirrors, Windows, and Sliding Glass Doors," by Rudine Sims Bishop, Ohio State University, really hit home for me. In fourth grade, kids are starting to figure out who they are and where they fit in the world. If we only show them one type of story, we do them a huge disservice. Additionally, Geoffrey Cohen talked about how much we all need to belong, and that is so true in a classroom. When we take Geneva Gay's advice and respect how our kids naturally talk and communicate, we make school a safe place for them.

But honestly, doing this every day is tough. The biggest challenge for me is balancing our strict district curriculum and tight schedules with the time required to build these deep cultural connections. In "Culturally Rich Curriculum Can Improve Minority Student Achievement", Audrey Kim and Monica Brown talked about moving past just celebrating holidays to making real, deeper changes, but that takes time; teachers do not always have it. It also requires us to look closely at our own biases.

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Hello, my name is Dana Kohls, and I work in Greenwood Village, Colorado. I currently serve as the Associate Head of School at a K-8 private school, where I support students, faculty, and families and help guide teaching and learning initiatives across the school.

My first years in education were in Pacoima, CA, and I learned firsthand the importance of CLR.

Culturally and Linguistically Responsive (CLR) teaching strategies are important because they help create inclusive learning environments where all students feel valued, respected, and supported. They create access for students by meeting them where they are culturally and linguistically and providing support academically.

Even though we do not currently have culturally and linguistically diverse (CLD) students in our student population, we previously had two students whose experiences reinforced the importance of being intentional about understanding and supporting students from different cultural and linguistic backgrounds. CLR strategies not only support academic success but also foster empathy, belonging, and stronger relationships within the school community.

There are a variety of challenges, but one challenge in implementing CLR practices is ensuring that educators have the time, training, and opportunities for reflection needed to thoughtfully adapt instruction and practices. Prioritizing this PD is important regardless of the population size.

Another challenge is maintaining a proactive mindset, even in schools where the student population may not currently appear highly diverse. I believe it is important for educators to remain prepared and committed to creating welcoming and responsive environments for all students and families, both now and in the future.

One of my current favorite resources is Zaretta Hammond's Culturally Responsive Teaching & The Brain. It's such a rich resource of practical strategies.

– Dana Kohls

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My name is Ashley Gooden and I am currently homeschooling my four children. I taught 5th grade for one year in Cheyenne Wells, CO school district before I had children. Culturally and Linguistically Responsive strategies are important because they allow the students to learn at a pace that they personally need and to meet them where they are. Every student learns differently and at different paces. As teachers, we need to be able to adjust in order to help each individual. There isn't one mold that fits all. I don't have very much experience working with culturally diverse students, so I am not going to pretend to know everything. I am excited to learn from this course so that I am better equipped to help students in a public setting again when I go back to teaching in public schools. From previous classes I have taken, challenges can be communication obstacles with the child and/or parents. How are we letting parents know what we are working on and how they can help? Another challenge can be collaboration with others in the school. How are we working together? Sometimes this can be challenging to get on the same page for the benefit of the child.

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My name is Seanean Shanahan and I am a current public librarian but I have worked in public schools for 25 years both as a Teacher Librarian and an English Language Arts teacher. My first 17 years as a teacher and Teacher Librarian were in some of the schools in South Central Los Angeles as part of the Los Angeles Unified School District (LAUSD). With my most recent years as an educator being in Colorado as both a Teacher Librarian as as an online virtual school ELA teacher.

My first years in education taught me much about being culturally and linguistically responsive in my teaching approaches. My first school was 50/50 Hispanic and African-American. For a young, white teacher, this is a culture shock and I spent quite a bit of time learning as much from my students as they learned from me. Beyond learning cultural vocabulary from them, I learned the importance of “respect” to them. Asking questions, being genuine in my approaches, and offering sincere help when needed (“Psychology of Success”) got me much further than many of my colleagues at the same schools who were more focused on the “Psychology of Failure” and the idea of punishment over positive reinforcement.

Without having the benefit of the article, “The School Climate - Student Achievement  Connection:  If We Want Achievement Gains, We Need to Begin by Improving the Climate”, I learned early on that creating a positive classroom climate made all things run much more smoothly and truly seemed to make a difference for my students. From basics to keeping my room clean, including washing off “tagging” and “doodles” on my walls and student desks each day, to respecting my students and their needs, my classroom was often one of positive reinforcement and encouragement, which lead to high scores and final grades. I expected high achievement from my students and I got the results that met my expectations.

Adichie’s “The Danger of a Single Story” also stands out because I recognized that my students were not just one thing or one past. They were amalgamations of their races, cultures, religions, financial backgrounds, neighborhoods, and daily lives. By allowing my students the chance to share who they were on a daily basis, I tried to create a culture of respect and acceptance.

The simple act of asking a person to be themselves and respecting who they are can make all the difference in the classroom and in an individual person’s response to you and your expectations.