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Teachers should communicate consistently high expectations for all students, motivating them to engage, challenge themselves, and achieve. Avoiding bias is key, as assumptions about race, culture, or family background can lead to lower expectations for some students. When a student underperforms, teachers should investigate the reasons and provide personalized support. Displaying clear, reasonable expectations in the classroom helps foster transparency, encouragement, and an inclusive learning environment (School of Education, 2009).

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The National Association for Multicultural Education (NAME), founded in 1990, promotes inclusion, equity, and respect for cultural diversity. It views multicultural education as a way to affirm self-worth, embrace multiple perspectives, and prepare individuals for global responsibility, while encouraging healthy debate on its goals and definitions (National Association for Multicultural Education, n.d.).

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Incorporating multiculturalism in teaching involves using diverse materials, connecting lessons to global and cultural issues, and fostering an inclusive environment. Teachers can celebrate cultural traditions, involve families and communities, encourage open dialogue, and use peer teaching. Real-world experiences, such as cultural center visits and community events, help students build understanding, respect, and a sense of belonging.

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Marisol Moleno, Fourth Grade Teacher of El Paso, Texas, reflects on growing up as a Mexican child labeled by schools as “at-risk,” “low SES,” “undocumented,” and “LEP,” yet sustained by her family’s cultural and linguistic wealth. From her brother with Down Syndrome, she learned that students are not empty vessels but bring their own knowledge, experiences, and perspectives. These lessons shaped her teaching philosophy: the classroom is a shared space where teacher and students learn together, cultural wealth is valued, and labels do not define worth. She fosters positive social identities through group work, inquiry, open discussions, affirmations, and diverse literature, helping students build on strengths, embrace mistakes, and appreciate each other while engaging critically with untold histories (National Association for Multicultural Education, n.d.).

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Abby Emerson, a fifth-grade teacher, centers her teaching on students’ identities and cultures, using their experiences as the foundation for learning. She fosters academic and social growth through student-led activities, discussions, and identity-building, while promoting respect for diversity and encouraging students to stand up as allies. Her challenges include meeting standards like Common Core, managing time, addressing perceptions of teaching as political, and navigating others’ opinions. She handles these by integrating multicultural content within required objectives, structuring meaningful lessons, focusing on critical thinking and social awareness, and communicating the positive impact of her approach (National Association for Multicultural Education, n.d.).

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Becoming a culturally responsive teacher requires recognizing and addressing personal biases related to race, ethnicity, gender, and socioeconomic background. Educators should reflect on their own heritage, upbringing, and privileges, and seek out diverse perspectives through books, media, and other resources. Regularly examining and questioning personal assumptions helps maintain an open mind and promotes growth in understanding and empathy toward others (School of Education, 2009).

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To empower students, teachers should move away from authoritarian approaches and act as facilitators rather than strict instructors. Encouraging student choice in topics, reading materials, and class discussions fosters engagement, supports diverse learning styles, and creates a more inclusive environment. Collaborative projects and open dialogue help students feel valued and involved in their own education (School of Education, 2009).

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Creating a culturally responsive classroom involves showing genuine interest in students’ ethnic and cultural backgrounds. This includes learning to pronounce their names correctly, encouraging them to share family traditions, and modeling respect for differences. Engaging families is also key, recognizing that involvement may look different depending on cultural and personal factors. Building trust can be supported by visiting students and their families outside regular school hours to better understand their unique backgrounds (School of Education, 2009).

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Teachers can empower students by encouraging them to share their own stories and learn from voices in their community. Using multicultural frameworks, educators can help students notice and value diverse narratives. Class libraries and curricula should include high-quality, multicultural books that represent all students, with librarians and diverse book lists serving as helpful resources (Tavangar, 2017).

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Visible learning routines like See, Think, Wonder, and Think, Pair, Share encourage students to observe, reflect, and share ideas. These strategies promote curiosity, critical thinking, and collaboration while creating a safe space for learners of different backgrounds and temperaments to engage and highlight diverse perspectives (Tavangar, 2017).

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Educators should build racial literacy by understanding and applying terms like microaggression, white privilege, and allyship, while recognizing coded language and addressing prejudicial talk. Practicing this awareness fosters confidence in discussing race and encourages collaborative problem-solving, rather than avoiding difficult conversations (Tavangar, 2017).

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Building safety and inclusion in multicultural schools begins with developing deep empathy. Educators can use resources like documentaries, talks, and curricula on race to understand first-person experiences better. By imagining themselves in others’ shoes, withholding judgment, and modeling this learning process, teachers create more inclusive and compassionate classrooms (Tavangar, 2017).

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Educators should make consistent efforts to learn about families’ cultures, identities, and histories to show genuine respect beyond the classroom. This includes avoiding conflicts with cultural or religious holidays, engaging in professional learning on cultural responsiveness, and questioning personal assumptions. Building relationships can involve home visits, attending community events, learning basic greetings in different languages, and collaborating with local cultural organizations and school partners to support families’ needs (Gerzon-Kessler, 2024).

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Schools should make it easier for families to participate and share input by scheduling events with their needs in mind and involving them in meaningful ways. This includes inviting families to celebrate student learning, creating ongoing team-based structures for collaboration, especially with underrepresented families, and regularly seeking feedback. Educators should also follow through by showing families how their input influences decisions, ensuring they feel valued and heard (Gerzon-Kessler, 2024).

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Schools can help students and families feel represented by showcasing diverse cultures, identities, and languages throughout the school environment and curriculum. This includes multilingual greetings, diverse cultural figures in displays, and lessons that reflect all students’ backgrounds while offering insight into others. Hosting events like cultural fairs, heritage days, and international nights also strengthens relationships within the community and fosters collective belonging (Gerzon-Kessler, 2024).

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Schools can support families of students with disabilities by hosting an annual Special Education Resource Fair and creating a community resource directory. The resource fair invites local organizations and agencies to share available services and new initiatives, helping families learn about supports in the community. The directory lists nonprofit organizations that provide free or low-cost services, with details such as contact information, services offered, target audiences, and costs. It should be updated regularly, accessible in multiple languages and formats, and shared with new families to ensure they can easily find the resources they need (Lo, 2022).